What Is an Enum in Programming Languages

Short for enumeration, an enum variable type can be found in C (ANSI, not the original KR), C and C#. The idea is that instead of using an int to represent a set of values, a type with a restricted set of values is used instead. For example, if we use the colors of the rainbow, which are RedOrangeYellowGreenBlueIndigoViolet If enums didnt exist, you might use a #define (in C) or const in C/C# to specify these values. Eg Too Many Ints to Count! The problem with this is that there are many more ints than colors. If violet has the value 7, and the program assigns a value of 15 to a variable then it is clearly a bug but might not be detected as 15 is a valid value for an int. Enums to the Rescue An enum is a user-defined type consisting of a set of named constants called enumerators. The colors of the rainbow would be mapped like this.: Now internally, the compiler will use an int to hold these and if no values are supplied, red will be 0, orange is 1 etc. What Is the Benefit of an Enum? The point is that rainbowcolors is a type and only other variables of the same type can be assigned to this. C is easier going (ie less strictly typed), but C and C# wont allow assignment unless you force it by using a cast. You arent stuck with these compiler generated values, you can assign your own integer constant to them as shown here. Having blue and indigo with the same value isnt a mistake as enumerators might include synonyms such as scarlet and crimson. Language Differences In C, the variable declaration must be preceded by the word enum as in In C though, it is not needed as rainbowcolors is a distinct type that doesnt need the enum type prefix. In C# the values are accessed by the type name as in What Is the Point of Enums? Using enums increase the level of abstraction and lets the programmer think about what the values mean rather than worry about how they are stored and accessed. This reduces the occurrence of bugs. Here is an example. We have a set of traffic lights with three bulbs- red, yellow and green. In the UK, the sequence of traffic lights changes in these four phases. Red - Traffic Stopped.Both Red and Yellow - Traffic Still stopped, but lights about to change to green.Green - Traffic can move.Yellow - Warning of imminent change to red. Traffic Light Example The lights are controlled by writing to the bottom three bits of a control byte. These are laid out as a bit pattern below in binary where RYG represent the three bits. If R is 1, the red light is on etc. In this case, its easy to see that the four states above correspond to values 4 Red on, 6 Red Yellow both on, 1 Green on and 2 Yellow on. With this function Using a Class Instead of Enums In C and C# wed need to create a class and then overload the operator | to allow OR-ing of types trafficlights. By using enums we prevent problems with other bits being assigned to the bulb control byte. It might be that some of the other bits control self-testing or a Green Lane switch. In that case, a bug that allows these bits to be set in normal use could wreak havoc. To be sure, wed mask the bits in the SetTrafficlights() function so no matter what value is passed in, only the bottom three bits are changed. Conclusion Enums have these benefits: They restrict the values that the enum variable can take.They force you to think about all the possible values that the enum can take.They are a constant rather than a number, increasing readability of the source code

The Cold War And Its Effects On The Soviet War - 1343 Words

Cold War Midterm Czechoslovakia 1968: Liberalization in the Eastern Bloc Michael Fritz Excelsior College September 17, 2014 The political landscape, economic climate change and religious beliefs all factored into the Cold War due the fact that it lasted nearly 5 decades. The Cold War changed histrionically from each administration change that every nation faced during these long time periods. In the Soviet Union political landscapes went from Stalin to Khruschev then Brezhnev, each impacting the Cold War with significant actions. In the film Czechoslovakia 1968: We Don t Want to Live on Our Knees explains after the suicide of Hitler the fascist regime merely changed from Hitler’s â€Å"Third Reich† to Stalin’s â€Å"Red Army† in 1944-45. The same could be seen in Khruschev who shifted from non-aggressive too aggressive in Hungary October 31st 1958 (Zubok, p.117). Next, Soviet leader Leonid Brezhnev invaded Prague, Czechoslovakia in the spring of 1968, which was dubbed the Brezhnev Doctrine, which states â€Å"Moscow has the right to intervene in any country where a communist g overnment had been threatened.† (History.state.gov, 2014). This oppression could be felt in economical, religious and cultural facets as well and all made subsequent Soviet/American relations increasingly difficult. First, through Stalin’s aggression over the Eastern bloc after the fall of Nazi Germany, Soviet communism was seen as the repressor. Then Khruschev sought to â€Å"de-Stalinize,† once coming toShow MoreRelatedCauses And Effects Of The Cold War1370 Words   |  6 Pagesand Effects of the Cold War Richard Nixon once said of the Cold War that â€Å"the Cold War isn t thawing; it is burning with a deadly heat. Communism isn t sleeping; it is, as always, plotting, scheming, working, fighting.†(www.brainyquote.com). 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Title the Affects of Temperature on Enzymes Activity Free Essays

Title : the affects of temperature on enzymes activity 1. The Problem: measuring and recording the digestion of carbohydrates by enzyme amylase 2. Independent variable: water bath temperature 3. We will write a custom essay sample on Title : the Affects of Temperature on Enzymes Activity or any similar topic only for you Order Now Dependent variable: the time taken for the carbohydrates to get digested by amylases 4. Controls: the amounts of the carbohydrates and the enzymes in the reaction 5. Quantitative measurement: Time | Temperature | Enzymes concentration | Substrate concentration | Starches Indicators | Catalysts | In minutes | Cloven /Celeste | Per millimetre cube | Per millimetre cube | Per drop | No catalyst | 1. Materials: 6 water bathes. test tubes, test tube rack , amylase enzymes , carbohydrate form ( flower or ,potato), thermometers , indicator ,stop clock ,protection (lab coat, goggles ) 2. Procedure: * prepare 6 test tubes with 10 cm of carbohydrate milk and misuse 5 cm of amylase enzymes in a cringe and add to test tube also indicator should be add and there is no catalyst in this experiments * Place the test tubes on the water baths Water baths should be with fixed temperatures from 10 ,20,30,40,50,60,70 * Start the stop clock as soon as the test tube in the water bath * Keep an eye on the test tube till colour change is observed and the take the test tube out and tack time measurements * Also every temperature measurements should be done individually that the other tests to eliminate error (no one can be in 6 places at the same time ) * Make a table and record the time taken to the enzymes to work and digest the substrate at each temperature individually * Draw a graph Make your conclusion based on the results Hypothesis:. the affect of temperatures on rate of typical enzyme –controlled reaction up to about 40c the rate increases smoothly, also a 10 degree increase of the temperature accompanied by approximate doubling in of the rate of the reaction this is the normal temperature rule of chemical reactions in general, above this temperature the rate starts to fall off then decline rapidly . above 60 degree the rate ceases or stop completely. . Explanation: increase of reaction why? Increases in the temperature of a system results from increases in the kinetic energy of the system. This has several effects on the rates of reactions, 1-the increase in temperature will increase the activation energy of a molecules there for it has more potential to react and change status Also the temperature will make the molecules move faster and as a result more collision will be possible per/minute . Enzyme’s activity stops why? Altogeth er and that is because of the heat changes the shape of the enzyme molecules preventing them from working ,this is called (denaturation ) in fact enzymes will denature and any temperature that is why they cannot be used over and over again ,however the higher the temperature the less time it takes for the denaturation to occurs . 5. Risk assessment Hazard | Risk | How to avoid | What happens in case of accident | Risk probability to occurs | Heat from hot water bath| Burning | Handel with care | Seek medical help| Big risk| Enzymes | Biological hazards (irritant | Handel with correct equipment | Wash under water tape | Medium | Glass equipment | Injury or a glass cute| Try to handel with care | Seek medical help | Big | Thermometer | In case it breaks contain mercury | Handle with care Don’t move it from the water bath unless by the lab specialist | Seek eargent medical help in case of contact with mercury | Big | Electrical wire from water baths | Electrocuted or starting a fire | But it out of the way not in contact with water | Seek medical help | Small | Source | Reference | Was it useful | Used for | Advanced biology | Michael Kent, 2004. Advanced Biology. Edition. Oxford University Press| yes| Background information | Biology – Principles and Processes| M B V Roberts, 1993. Biology: Principles and Processes Pb. Edition. Thomas Nelson. | Yes | Methods | Web | Effect of temperature on enzyme activity. 2012. Effect of temperature on enzyme activity. [ONLINE] Available at: http://academic. brooklyn. cuny. edu/biology/bio4fv/page/enz_act. htm. [Accessed 13 November 2012]. | Yes | | | | | | How to cite Title : the Affects of Temperature on Enzymes Activity, Papers

Legal Prostitution Vs. Illegal Prostitution Essay Example For Students

Legal Prostitution Vs. Illegal Prostitution Essay Johnny JohnsonLogicLegal Prostitution vs. Illegal ProstitutionJohnny JohnsonIt is rather odd to think of how the oldest profession is being found as somethingof a harmful nature, which must be illegal. But legal prostitution is seen by a rather largenumber of individuals to have a negative effect on todays society. These are the peoplewho are forcing women into illegal prostitution, which is far more destructive, due tomany factors. In the following paragraphs, I am going to compare and contrastlegal and illegal prostitution, in hope of sharing the possible benefits of legal prostitution. It is important I first discuss the negative effects of illegal prostitution to help the viewerhave a better perspective of how legal prostitution can actually have a positive impact onsociety. Illegal prostitution is a common occurrence in most big cities. The major problemwith non-legal prostitution is where it usually occurs. Prostitution is often found in theslums of big cities, where many of the young women feel forced into the professionbecause of hard economic conditions. A large percentage of the women are sadly hookedon drugs and end up trading sex to get high. If the poverty and the drug life are not badenough, the women also get to look forward to their pimp, who will abuse them if theydont return with a suffice amount of money. The knowledge of sexually transmitteddiseases is of extreme importance when it comes to such a topic. The sexual activitiestaking place in these areas are not regulated and although a good number of the womencarry condoms, they are by no means protected. Many of the ladies will except extramoney to allow the customers to have sex condom free. Rape is a harsh and brutal act,which is a common occurrence in street prostitution, where the wom en have no protectionfrom either the man or the diseases he might be carrying. The women are also a danger tothe men by carrying diseases they have possibly picked up from prior customers. It is important I first discuss the negative effects of illegal prostitution to help the viewer have a better perspective of how legal prostitution can actually have a positive impact on society. Illegal prostitution is a common occurrence in most big cities. The major problem with non-legal prostitution is where it usually occurs. Prostitution is often found in the slums of big cities, where many of the young women feel forced into the profession because of hard economic conditions. A large percentage of the women are sadly hooked on drugs and end up trading sex to get high. If the poverty and the drug life are not bad enough, the women also get to look forward to their pimp, who will abuse them if they dont return with a suffice amount of money. The knowledge of sexually transmitted diseases is of extreme importance when it comes to such a topic. The sexual activities taking place in these areas are not regulated and although a good number of the women carry condoms, they are by no means protected. Many of the ladies will except extra money to allow the customers to have sex condom free. Rape is a harsh and brutal act, which is a common occurrence in street prostitution, where the women have no protection from either the man or the diseases he might be carrying. The women are also a danger to the men by carrying diseases they have possibly picked up from prior customers. Prostitutes get arrested quite often, but are let out to be an illegal prostitute for another day. Illegal prostitution is a major problem needing some sort of remedy. It is time to discuss the reasoning behind why legal prostitution is the needed remedy to this particular problem. Legal prostitution is being practiced in many other countries as well as a small area of our own country. In Nevada there are places set up to provide legally solicited sex, which are known as brothels. Brothels are the major difference between illegal and legal prostitution. Brothels handle prostitution in a business-like manner. The women are the merchandise brothels have to offer. Like any other type of business the merchandise is protected. Bodyguards are hired to watch over the women and react if any problems take place. The women also have better protection through strict enforcement of condom use and the ladies are tested for venereal diseases as well. As far as drug problems go, brothels do not provide the same kind environment where sex can be traded for drugs. Not to say all the women in legal prostitution are drug free, but it is far less of a problem. The ladies happen to have better living conditions than a streetwalker does. They make actual lives aside from the profession they take part in. These women, for the most part, live in nice homes and lead healthy lives. They have been given a chance to make enough money to pull themselves out of their poverty stricken neighborhoods. It must be kept in mind, most of the women do not want to be prostitutes, but feel they are forced into it because of their poor economic conditions. It is important to touch on the whole idea of how this affects todays society. The Psycholdy Begind Clockwork Orange Essay Numerous amounts of people believe legal prostitution is wrong, but they might not understand how their belief is forcing women into illegal prostitution. In San Francisco, illegal prostitution is a major problem for the authorities. Many of the officers believe there should be a legal form of prostitution. Their reasoning behind this belief is that the women will be in a safer environment where there is far less drug problems and the police will not have the constant burden of arresting females who are going to continue to do what they are doing, regardless of police actions. Sexually transmitted diseases are a major concern for the women as well .

Albert Camus Essays - Absurdist Fiction, The Stranger,

Albert Camus In The Stranger, Albert Camus portrays Meursault, the book's narrator and main character, as aloof, detached, and unemotional. He does not think much about events or their consequences, nor does he express much feeling in relationships or during emotional times. He displays an impassiveness throughout the book in his reactions to the people and events described in the book. After his mother's death he sheds no tears; seems to show no emotions. He displays limited feelings for his girlfriend, Marie Cardona, and shows no remorse at all for killing an Arab. His reactions to life and to people distances him from his emotions, positive or negative, and from intimate relationships with others, thus he is called by the book's title, "the stranger". While this behavior can be seen as a negative trait, there is a young woman who seems to want to have a relationship with Meursault and a neighbor who wants friendship. He seems content to be indifferent, possibly protected from pain by his i ndifference. Meursault rarely shows any feeling when in situations which would, for most people, elicit strong emotions. Throughout the vigil, watching over his mother's dead body, and at her funeral, he never cries. He is, further, depicted enjoying a cup of coffee with milk during the vigil, and having a smoke with a caretaker at the nursing home in which his mother died. The following day, after his mother's funeral, he goes to the beach and meets a former colleague named Marie Cardona. They swim, go to a movie, and then spend the night together. Later in their relationship, Marie asks Meursault if he wants to marry her. He responds that it doesn't matter to him, and if she wants to get married, he would agree. She then asks him if he loves her. To that question he responds that he probably doesn't, and explains that marriage really isn't such a serious thing and doesn't require love. This reaction is fairly typical of Meursault as portrayed in the book. He appears to be casual a nd indifferent about life events. Nothing seems to be very significant to him. Later on in the book, after he kills an Arab, not once does he show any remorse or guilt for what he did. Did he really feel nothing? Camus seems to indicate that Meursault is almost oblivious and totally unruffled and untouched by events and people around him. He is unwilling to lie, during his trial, about killing the Arab. His reluctance to get involved in defending himself results in a verdict of death by guillotine. Had Meursault been engaged in his defense, explaining his actions, he might have been set free. Meursault's unresponsive behavior, distant from any apparent emotions, is probably reinforced by the despair which he sees open and feeling individuals experience. He observes, for example, Raymond cheated on and hurt by a girlfriend, and sees his other neighbor, Salamano, very depressed when he loses a dear companion, his dog. Meursault's responses are very different, he doesn't get depressed at death nor does he get emotionally involved. He appears to be totally apathetic. Thus, he seems to feel no pain and is protected from life's disappointments. Sometimes a person like Meursault can be appealing to others because he is so non-judgmental and uncritical, probably a result of indifference rather than sympathetic feelings. His limited involvement might attract some people because an end result of his distance is a sort of acceptance of others, thus he is not a threat to their egos. Raymond Sintes, a neighbor who is a pimp, seems to feel comfortable with Meursault. Sintes does not have to justify himself because Meursault doesn't comment on how Sintes makes money or how he chooses to live his life. Even though Meursault shows no strong emotions or deep affection, Marie, his girlfriend, is still attracted and interested in him. She is aware of, possibly even fascinated by, his indifference. Despite the seemingly negative qu

The Halifax Explosion of 1917 essays

The Halifax Explosion of 1917 essays Thursday, December 6, 1917, a horrible incident hit the city of Halifax, capital of Nova Scotia. On this dreadful day, the second largest manmade explosion in History occurred in the center of Halifax harbor. The source of this disaster was the collision of two ships; the Mt Blanc and the Imo. 1917 was the time of the horrific war in Europe; however, Halifax, Nova Scotia, located on the Atlantic coast of Canada, comprised a huge part in this war. The port of Halifax was full of activity, busy with the movement of war ships, troupes, relief supplies and munitions. At the high point of WWI, ships would enter harbor and proceed through the Narrows to the Bedford Basin where they could unload and reload war supplies, troops, setup a convoy, obtain supplies, etcetera. Halifax was not underestimated during this damaging time, for Halifax had the largest role in the War for all of Canada, as a strategic port. The greatness of Halifaxs position can be attributed to her excellent distinctive ness. The natural harbour is deep, free flowing from ice year-round. Since 1812, Halifax has been defended by many forts placed on islands throughout the harbour as an authentication to the ports ongoing importance. More of late in the early part of 1917, Halifax served as a key convoy system to assist in the reduction of losses from other boats. The Bedford basin was ideal for convoys and ships to dock as it was isolated from the sea and other elements. Halifax, which was used in both World War I and II, remains a major port for the Canadian Royal Navy today. December 6, 1917, the factories were opening early at 7:00 to assist in efforts for the war. It was going to be a beautiful day, there wasnt a cloud in the sky, and the fog was already lifting and burning away at eight oclock ; the city had no idea what the day had in store. The Halifax Ferry was taking workers across the harbour from Dartmouth to Halifax for means of work, s...

Financial Accounting principles Essay Example | Topics and Well Written Essays - 1750 words

Financial Accounting principles - Essay Example In actual practice, if a business is to be run at profit, it has to sell goods at such a price as will enable it to meet out not only expenses on account of cost of goods sold but also other numerous expenses like rent, salary, cartage, freight, commission , electricity, etc. Thus for making a profit, sales must be kept sufficiently high to meet all the other expenses. To emphasize the necessity of accounting, it can be said that accounting must provide the following information and we should ensure that we completely understand and analyze them: Accounting is defined as the 'the art of recording, classifying and summarizing in terms of money transactions and events of a financial character and interpreting the results thereof .' The American Accounting Association Committee defined accounting as - The process of identifying, measuring and communicating economic information to permit informed judgment and decision by the user of the information. The Accounting Principles Board of the American Institute of Certified Public Accountants (AICPA) stated "the function of accounting is to provide quantitative information, primarily financial in nature about the economic entities that is intended to be useful in making economic decision." Business Managers and outside interested parties make use of accounting information for decision making that affect the business. The primary purpose of accounting is to provide information about financial transaction, i.e., transaction involving money of a business enterprise. When a person starts a business or even to maintain the accounts of his daily expenditure he must make use of financial accounts. The two primary objective of any business are To earn profit. To have sufficient funds to pay their debts as and when they are required to be paid. This information makes a firm or an individual person take the right business related decision which helps to take the business further. Thus, accounting information, if properly and systematically recorded and reported, can direct a business enterprise to run on successful and efficient lines. Before we move on to understand more about Financial accounting we must clearly understand the advantages-disadvantages and limitations of accounting. Advantages Maintenance of

Contemporary British Film Culture -Critically discuss the role and Essay

Contemporary British Film Culture -Critically discuss the role and importance of social realism to contemporary British film culture. Use research and one or two film examples to illustrate your response - Essay Example While some directors may be focused on producing films that deal with some unrealistic issues and rely on special effects, other find a particular joy in creating films that depict the reality as it is and highlight the problems that real people experience in their daily lives. This paper will analyze two films that might be seen as prominent examples of British realism: This Is England (2006, Shane Meadows) and Kidulthood (2006, Menhaj Huda) exploring different aspects of it is providing that social realism is extremely important to contemporary British film culture. In order to do so, the analysis will include the political and social dimension that the films in question should be seen in, the connection between the issues raised and the British traditional culture, the focus on low and tabooed themes, the function of the films to express important ideas, the brutality of the realism shown as well as the necessity of realistic ethos, the trend of films that are shot for the youth t o show the actual affect of drugs, the rejection of narrative conventions to a certain extent to create a unique impact on the viewers. The first and one of the most important aspects that contribute to the significance of social realism in the contemporary British film culture focuses on the ability of such films to let different parts of the population express their views on the screen. Indeed, generally they are silenced in the social discourse because of various reasons and the public might be close to thinking that they almost do not exist if there is no â€Å"the bringing of hitherto neglected groups, hitherto unsaid truths, hitherto unexpressed attitudes on to the screen†(Murphy, 1992, p. 35). Nevertheless, when directors are courageous enough to let these people articulate their ideas freely, the rest of the population is able to hear this small minority. For

Multicultural Education Essay Example | Topics and Well Written Essays - 1000 words - 1

Multicultural Education - Essay Example In revising this text for the paper, the researcher would conduct further research and look for empirical evidence to support the contention that the achievement gap among diverse cultures are linked to attention and engagement. The arguments presented in this text explored would have been more persuasive if researchers, their research methodologies and findings had been presented to support this statement. Attempts would have also been made to find empirical evidence of the claim that a multicultural education can engage and gain the attention of pupils and thus close the achievement gap. Certainly there must be some evidence of this outcome somewhere in the literature. In conducting further research, the researcher would revise the paper to identify possible areas of further research in the area of attention and engagement and how a multicultural education might have a positive outcome on the achievement gap. If the researcher finds nothing of value in the literature, he would rev ise the paper to reflect that the hypothesis has not been satisfactorily tested in the literature. It is also stated that a third and final revision would be the removal of direct quotes. These quotes would be removed and replaced by a synopsis of the quoted text instead. In conclusion, the researcher would also revise the text to reflect more critical arguments on the topic of multicultural education rather than a regurgitation of the theories discussed and assumptions espoused in the literature.

Reflection on Social Work Group Task

Reflection on Social Work Group Task This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore group work theories, collaborative and inter-disciplinary working and the application of these theories in relation to the group work. I will also identify how I will develop my practice in relation to my current skills and areas for development. Finally, I will also reflect on how I have developed my self-awareness, professional values and professional development, in relation to group work task and how this will inform my future professional practice. Toseland and Rivas (2008) define group work as a goal directed activity aimed at accomplishing tasks. Members of the group have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feelings of mutual interdependence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team of individuals with different professions, working collaboratively with a shared understanding of goals, tasks and responsibilities. This collaborative working is needed when the problems are complex, a consensus decision is required and also when different competencies are needed. According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning. This was evident during the group work as the group worked collaboratively to share ideas and tasks were allocated to each member according to competencies and mutual understanding. Salas et al. (2012) states that, group work started from the perspective of people working in partnership for a common goal. The theories of group work later materialised in regard to the dynamics of group work and the they provide an understanding of human behaviour when people are working in groups. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning. According to Tuckman and Jensen (1977), the forming stage is when the group members are establishing common interests and get to know one another with the desire to be part of the group. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. Tuchman and Jensen (1977) state that, storming stage may involve competing for ideas and perspectives, rules are developed and members may confront one another. Conflict may emerge and when unresolved, it can inhibit the team’s progress. There is then the norming stage when members take roles and responsibilities and an agenda is established. This stage involves belonging, growth and control. The performing stage is when the group is functional and tasks are implemented and evaluated. Finally, the adjourning stage involves the goals and objectives fulfilled and task completed. Tuckman and Jensen’s (1977) model of group formation can be applied to different settings and groups and it is easy to use. The model is flexible and can be applied regardless of type of group or task. However the model has no clear demarcation of the stages and is a linear format although the first four stages may not be in sequence. It does not explain time spent in each stage or if the stage can be repeated as some of the stages can recur for example norming and perfoming stages. (Halverson 2008) Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the â€Å"forming†stage in which the group purpose was clarified. The group went through the â€Å"stormimg† stage and at that point, there were disagreements on what should be included and how the task will be presented. I was in favour for a presentation using Power Point, however the majority of the group voted for a role play which I thought was not going to address all the information due to time allocated for the group to present. I was also a bit anxious for failing the task as the group had elected me to take the lead on the role play. At that time I felt that the team wanted me to do most of the task and I rejected the ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback. Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include co-ordinator, evaluator, maintainer, innovator, shaper, implementer, expert, investigator, team and completer, Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, â€Å"goal oriented, researched well on the topic, contributed well and very good ideas on the role play†, however I was criticised of being inflexible with ideas of others. The feedback brought awareness on how I work with others and will help me in my practice. I think I took the role of an implementer who turns the team concepts into practical actions and plans however, inflexible and somewhat reluctant to change. However reflecting on my experience from my previous placement when I was working on a project to enable young mothers to gain independent skills, the project failed because I lost interest as a result of constraint in obtaining the resources. I think at that time I took the role of an investigator. In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I think in future I need to be flexible and think of other ways of working around the plan for the benefit of the service users. I should also seek supervision with my manager to discuss such situations as it can provide best possible support. I later understood the situation of working in an organisation team by looking at the group system theory. According to Connors and Caple (2005), group systems theory provides an understanding of working with teams or groups in an organisation. They suggested that, group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, resources and leadership structures. I abandoned a project which was going to benefit the young mothers and in a way the community as well. Although this was due to organisational constraints, as a future social worker, I should try to balance responsibilities in a way that supports well-informed decision making, using professional judgement and accountability (British Association of Social Workers 2012). Salas et a.l (2012) state that, in order for me to be grounded in theories of group work, I need to formulate theoretical frameworks that are in alignment with my perspectives and inclinations. To achieve this I need to have knowledge of the strength and weaknesses of the frameworks I use. This will help me to select theories that are appropriate to the situation. The Health and Care Professions Council (HPCP) (2012) also states that, I should â€Å"understand the key concepts of the knowledge base relevant to social work† so as to achieve change and development. Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop effective interpersonal skills. As a social work student, in order to work collaboratively, I need to develop skills and knowledge in decision making, effective communication and task coordination and the ability to learn from others and embrace change (DAmour et al 2005). This is imperative as I will be working in teams with other professionals or agencies. From the unit group work, I have learnt that mutual understanding and collaboration is vital for teamwork to be effective. Teamwork requires respecting each other’s values, beliefs and viewpoints and also self awareness of my own beliefs, values and perspectives (Hall 2005). I also now have an understanding of the importance of effective communication, participative decision making and accepting ideas of other when working in a team. The group work enabled me to develop skills in sharing of ideas and also how to relay and support my own viewpoint with confidence. According to Crawford (2012), I must have an understanding of my own professional identity as a social worker so as to develop confidence in myself and work with other professionals effectively. The HCPC (2012) states that, I must â€Å"be able to engage in inter-professional and inter-agency communication† and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values. According to Hall (2005), as values are internalised, they can be invisible to other team members thereby creating obstacles in inter-professional working. As a result, I must make my professional values clear to other professionals I work with and also have an understanding of their values. The College of Social Work (2014) states that, as a social worker, I need to develop skills, competencies and the ability to recognise the challenges and dynamics of team-working and also have an awareness of team cultures so as to be able to work effectively in a multi-disciplinary team. The group work task and the feedback I received from my colleagues enabled me to develop awareness on how I work with others and I also managed to learn about my strengths and weaknesses. For example taking the role of an implementer I was able to execute a plan however resistant to change. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. In future, I need to take into consideration other people’s ideas as there are different approaches to tasks and also appreciate other people’s experiences and values especially when working with professional of different background as mine. References The College of Social Work (2014) Roles and functions of social workers in England http://www.tcsw.org.uk/uploadedfiles/thecollege/_collegelibrary/policy/rolesfunctionsadvicenote.pdf DAmour, D, Ferrada-Videla, M, Rodriguez, L, Beaulieu, M 2005, The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks,Journal Of Interprofessional Care, 19, pp. 116-131, CINAHL Plus with Full Text, EBSCOhost, viewed 14 August 2014. http://0-eds.b.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?nobk=yvid=4[emailprotected]hid=102 Claire B. Halverson, S. Aqeel Tirmizi Effective Multicultural Teams: Theory and Practice: theory and practice British Association of Social Workers (2012) The Code of Ethics for Social Work :Statement of Principles http://cdn.basw.co.uk/upload/basw_112315-7.pdf

The Destruction of Willy Loman in Arthur Miller’s Death of a Salesman :: Death Salesman essays

The Destruction of Willy Loman in Arthur Miller’s Death of a Salesman    In the book Death of A Salesman, author Arthur Miller shows how cruel life can be through the life of Willy Loman, the main character. His feelings of guilt, failure, and sadness result in his demise.  Ã‚   Willy's sense of pride is a very big issue in his life; he doesn't like people to give him handouts, although he may need them. But the feeling of failure overrides him when he learns about the loss of his job. "But I got to be in 10-12 hours a day. Other men-I don't know-they do it easier. I don't know why-I can't stop myself I talk to much." (p.37) Willy being a hard working man that tries his best realizes times have changed. His youthfulness and life have begun to fade. A man his age working ten to twelve hours a day is very unlikely. "I don't want you to represent us. I've been meaning to tell you a long time now!" (p.83) When Willy first heard this from his boss, that is a man younger than him begins to cry. A man his age working in a company that long doesn't really deserve to be fired. It makes his life seem a waste, and makes him imagine himself as a failure. "I was fired and I am looking for a little good news to tell your mother, because the woman has waited and suffered." (p.107) Willy is clueless of what is to come of his family and feels he has let everyone down. He failed to support his wife along with his sons. His life was basically devoted to impressing others and the one job he had led him to failure. In Willy Loman's life, guilt played a big role. He lived many years feeling remorseful of what led and followed after cheating on his wife. "Now look Biff, when you grow up you'll understand about these things. You mustn't overemphasize a thing like this." (p.120) When Biff first caught his father cheating on his mother he reacted in a very harsh, way leaving his father feeling guilty. Biff began to realize his whole life was a fake. "You fake! You phony little fake! You fake! Overcome, Biff turns quickly and weeping fully goes out with his suitcase. Willy is left on the floor on his knees"(p. The Destruction of Willy Loman in Arthur Miller’s Death of a Salesman :: Death Salesman essays The Destruction of Willy Loman in Arthur Miller’s Death of a Salesman    In the book Death of A Salesman, author Arthur Miller shows how cruel life can be through the life of Willy Loman, the main character. His feelings of guilt, failure, and sadness result in his demise.  Ã‚   Willy's sense of pride is a very big issue in his life; he doesn't like people to give him handouts, although he may need them. But the feeling of failure overrides him when he learns about the loss of his job. "But I got to be in 10-12 hours a day. Other men-I don't know-they do it easier. I don't know why-I can't stop myself I talk to much." (p.37) Willy being a hard working man that tries his best realizes times have changed. His youthfulness and life have begun to fade. A man his age working ten to twelve hours a day is very unlikely. "I don't want you to represent us. I've been meaning to tell you a long time now!" (p.83) When Willy first heard this from his boss, that is a man younger than him begins to cry. A man his age working in a company that long doesn't really deserve to be fired. It makes his life seem a waste, and makes him imagine himself as a failure. "I was fired and I am looking for a little good news to tell your mother, because the woman has waited and suffered." (p.107) Willy is clueless of what is to come of his family and feels he has let everyone down. He failed to support his wife along with his sons. His life was basically devoted to impressing others and the one job he had led him to failure. In Willy Loman's life, guilt played a big role. He lived many years feeling remorseful of what led and followed after cheating on his wife. "Now look Biff, when you grow up you'll understand about these things. You mustn't overemphasize a thing like this." (p.120) When Biff first caught his father cheating on his mother he reacted in a very harsh, way leaving his father feeling guilty. Biff began to realize his whole life was a fake. "You fake! You phony little fake! You fake! Overcome, Biff turns quickly and weeping fully goes out with his suitcase. Willy is left on the floor on his knees"(p.

An Analysis via Erikson’s Theory Essay

Hillary Clinton is a well-known political figure, with many contradictions in her personality. This difficult Democratic primary election process has revealed interesting features of her personality, from her strong, resolute character, reflected in her perseverance despite political challenges, to her vulnerability, which she has shown in several moments, like that well-publicized tearful scene in the New Hampshire primary, in front of all the cameras. I chose Erikson’s theory of personality to help explain the development of Hillary Clinton’s personality. Erikson proposes that an individual develops her personality by passing through various life stages, each marked by a specific area of conflict. Hence, I will apply Erikson’s stages to Hillary Clinton’s personality development and life events. Erikson’s first life stage is trust versus mistrust, followed by the second stage of autonomy versus shame and doubt. During Hillary’s infancy and early childhood, Hillary was born into a supportive family with a strong religious background. Her parents nurtured her emotional development. In such a supportive environment, her personality flourished, as she found her caregivers and family caring and reliable. Independence and self-reliance were encouraged at an early age in Hillary’s family. Erikson’s third stage is the conflict of initiative versus guilt. Early in her childhood, Hillary was encouraged by her parents to be assertive. Personal drive was strongly encouraged, as she excelled early in school, and as she was encouraged to stand up for her rights. One popular incident was illustrated by Hillary’s mother when one time, Hillary came home crying because she was being bullied. After a long talk with her mother, Hillary came back to school, and punched her bully. Erikson’s fourth stage of industry versus inferiority is a major period of success for Hillary Clinton. From the time of her early childhood to high school, she excels in school, graduating first in her class. Hillary develops a strong feeling of purpose and self-worth, which carries forward her ambitions later in life. Her sense of industry and accomplishment are further validated by her academic achievement in Wellesley College and Yale University. Erikson’s fifth stage of identity versus role confusion is often matched to an individual’s  teenage years, but this stage covers many events in Hillary’s personality development, extending beyond her teenage years. Hillary’s parents allowed her to gain her own voice. She was encouraged to break free beyond the traditional female roles of her time, to pursue higher education and a career. Her political leanings radically changed, as she left her earlier registration in the Young Republican party, to join the Democratic Party. In her valedictory speech at Wellesley College, she embraced the strong sentiment against the Vietnam War and full support for the civil rights movement. Like many members of her generation that time, Hillary tried to find her identity in the turbulent society of the 1960’s. The sixth stage of Erikson corresponds to an individual finding love, in a struggle of finding intimacy versus isolation. As a law student at Yale University, Hillary met her husband, Bill Clinton. While Bill Clinton’s infidelity will challenge this relationship, the relationship between Hillary and Bill Clinton is a true partnership. Despite the proposals of cynics that Hillary stuck with Bill Clinton because of his political connections, many sources still acknowledge that the love between Hillary and Bill Clinton has been genuine. This family unit, also built around their sole daughter Chelsea Clinton, has helped the Clintons weather political turmoil. Erikson’s seventh stage of generativity versus stagnation is a major question that keeps recurring in Hillary Clinton’s life. Hillary Clinton has worked hard on her legacy, and continues to do so. During her husband’s administration, Hillary took up active roles in formulating government policy, including an attempt at health care reform, far beyond the traditional roles of a First Lady. Not content after Bill Clinton left the White House; Hillary Clinton decided to pursue her own ambitions by running for the Senate. Finally, as she attempts to clinch the Democratic presidential nomination, Hillary strives to make history as America’s first female president. Perhaps, it is this driving force to leave a legacy which is the source of Hillary Clinton’s tenacity during the Democratic primary. The final stage of Erikson’s life development, involving ego identity versus despair, is an open chapter in Hillary’s life. If she fails to secure her lifelong dream of becoming the first American female president, will her personality turn to despair? Or instead – will she instead be satisfied with her family and her political accomplishments? Time will decide how Hillary’s personality  development will unfold. In summary, Erikson’s life stages of development offer a useful framework for understanding Hillary Clinton’s motivations and personality development. The various conflicts in Erikson’s theory highlight the life of Hillary Clinton, who faced many challenges to reach her current unique position of success and historical significance.

Free Essays on Urban Legends

Urban legends are reflections we have all heard of strange and gory stories that are supposedly true, experienced by a friend of a friend. Whether true or not these so called "urban legends" tend to circulate through individuals fears and curiosity. These tales do not survive throughout the years solely on the basis of their entertainment level, but due to the fact that they reflect fears. When hearing of others life threatening stories it gets the heart racing. That could happen to me. This connection is immediate because it asks for no suspension of belief. This is very possible that the tale has some truth to it and that the actions of the tale are quite believable, distinct, and real. Urban legends often times provide us with a glimpse of the real world. I feel Urban Legend is story passed on by each generation, mostly being false, but having some truth to it. When dealing with why urban legends are told, how people believe them, and who creates them, legends become very complex. Usually, the legends include several different versions that people chose to believe as true without actual evidence concerning the story. They are stories. Sometimes true, but mainly only believed to be true, they have been told over and over again always happening to a â€Å"friend† of a â€Å"friend.† Usually characterized by some combination of humor, horror, warning, embarrassment, morality or appeal to empathy, their goal is to teach a lesson. Urban legends are the type of stories to make you always aware of your surrounds.... Free Essays on Urban Legends Free Essays on Urban Legends Urban legends are reflections we have all heard of strange and gory stories that are supposedly true, experienced by a friend of a friend. Whether true or not these so called "urban legends" tend to circulate through individuals fears and curiosity. These tales do not survive throughout the years solely on the basis of their entertainment level, but due to the fact that they reflect fears. When hearing of others life threatening stories it gets the heart racing. That could happen to me. This connection is immediate because it asks for no suspension of belief. This is very possible that the tale has some truth to it and that the actions of the tale are quite believable, distinct, and real. Urban legends often times provide us with a glimpse of the real world. I feel Urban Legend is story passed on by each generation, mostly being false, but having some truth to it. When dealing with why urban legends are told, how people believe them, and who creates them, legends become very complex. Usually, the legends include several different versions that people chose to believe as true without actual evidence concerning the story. They are stories. Sometimes true, but mainly only believed to be true, they have been told over and over again always happening to a â€Å"friend† of a â€Å"friend.† Usually characterized by some combination of humor, horror, warning, embarrassment, morality or appeal to empathy, their goal is to teach a lesson. Urban legends are the type of stories to make you always aware of your surrounds....

Basic Goals essays

Basic Goals essays Question: What are the basic goals of consequence intervention? A consequence is a stimulus that contingently follows a behavior. Consequence interventions are strategies that address the stimuli. Two strategies can be use when problem behavior occurs more frequently: increase reinforcement for desirable behavior and decrease reinforcement when engaging in problem behavior. The basic goals of consequence intervention are: minimizing reinforcement for problem behavior, increasing reinforcement for desirable behavior, redirecting the student towards alternative responses, and providing strategies that assure health and safety. Strategies for minimizing reinforcement for behavior problems may include considering the response efficiency of a new skill by 2. Immediacy of the rein forcer following a response 4. Quality of the rein forcer following a response Withholding reinforcement for problem behavior can minimize the undesirable behavior. Another strategy for minimizing reinforcement for behavior problems is ignoring problem behavior; thereby avoiding coercive interactions. Another goal of consequence intervention is to increase reinforcement for desired behavior. Reinforcement refers to the relationship between behavior and its consequences. Increasing reinforcement for desired behavior can be obtained by: 1. Providing positive interactions regardless of student 2. Including four positive interactions for every request or correction 3. Spending time listening to and accepting students ideas In conclusion the basic goals of a consequence intervention are: minimizing reinforcement for problem behavior, increasing reinforcement for desirable behavior, redirecting the student towards alternative responses, and providing crisis prevention strategies that assure health and safety. ...

The Renaissance Essay Example | Topics and Well Written Essays - 1000 words

The Renaissance - Essay Example A close examination of our American technology and our institutions will find many similarities that had their origin in the roots of the Italian Renaissance. Prior to the Renaissance, almost all technical knowledge of science was outside the reach of the average person. It had been the sole property of the church and the elite and was available only through universities. A major technical innovation of the Renaissance period was its placing knowledge in the hands of the ordinary person. According to Thomas Carlyle in Sartor Resartus published in 1833, "He who first shortened the labor of copyists by device of movable types was disbanding hired armies [...] creating a whole new democratic world" (cited in Kreis). The invention of the printing press in 1440 gave the general public the access to knowledge and philosophy. The first bible was printed in 1452 gave the ordinary man regular access to the text and had a lasting effect on religion. Spurred by classical philosophy, religion turned from the worship of the abstract towards the morality of man (Anesi). This brought new thought to religion and brought about the Reformation and altered the Christian religion forever. Leonardo Da Vinci was one of the greatest technical innovators of the Renaissance and he is often thought of as the father of engineering. However, Da Vinci was joined by others such as Filippo Brunelleschi, Mariano di Iacopo, and Francesco di Giorgio to spearhead an artist-engineer revolution (Bjerklie, 1). Their ideas were the basis of major changes in agricultural equipment and improvement in land management. One example was the heavy- wheeled plow and the horse harness and stirrup that allowed the ground to be worked on a more massive scale. This began the basis of large industrial crop farming and allowed the farmers to relocate to the industrial centers of commerce. This modernized agriculture and paved the way for the coming Industrial Revolution. As people were moving from an agricultural based economy made possible by the new agricultural methods, trade was becoming more important. The newly developing nation-states required trading partners outside their own borders. Optics made a significant contribution to worldwide navigation during the Renaissance period. The science of optics was treasured by Kings as a method required for exploration, trade, and dominance. For example, in April 1541 an Italian offered a telescopic device to Henry VIII. "The French ambassador in London reported that 'there is an Italian here, aged about 70 years, who has shown this king that he would make a mirror and place it on top of Dover castle, in which mirror could be seen all ships that leave Dieppe'" (Dupre, 19). This may have been the description of the reflecting telescope that has become the mainstay of today's science of optics. Improved navigation aids and the evolving telescope made worldwide navigation, exploration, and trade a reality. The Renaissance spirit of exploration also opened up curiosity to the other fields of science. Science of the Renaissance stressed observance and more importance began being placed on methodology and experimentation. It valued experience over abstract thought. The Renaissance is credited with being the era of the creation of the scientific method. The

William Faulkner-Annotated Bibliography Essay Example | Topics and Well Written Essays - 2500 words

William Faulkner-Annotated Bibliography - Essay Example ion and constraint of the ‘other’ as they are examined by notables in the field such as Edward Said and Ziauddin Sardar and then applying these theories to Faulkner’s short story â€Å"Ad Astra,† one can begin to see how these theories can be traced in action in contemporary media. As the world enters into more troubled times with nations struggling against nations, it is more important than ever to understand how to achieve a more stable and in depth understanding of those we might simply wish to classify as ‘other’. William Faulkner (1897-1962) is one of America’s most highlighted and most unlikely authors. Eventually producing 26 books and a difficult to count number of short stories, Faulkner’s stories were full of such artistry and character that he has become recognized as a giant in world literature. â€Å"Faulkner accomplished in a little over a decade more artistically than most writers accomplish over a lifetime of writing† (Padgett, 2005). His creation of the mythical Yoknapatawpha County, along with all the people in it, painted a precise picture of what life was like in the turn of the century American south. Rather than portraying his characters in keeping with the generally accepted and widely held view of the stereotypical farmer, for instance, Faulkner presented his characters, good and bad, with a strong degree of sensitivity and understanding (Cowley, 1977). Although Faulkner has incorporated a number of themes and issues within his writings, one of the mor e prevalent is his exploration of the true nature of the black man as an individual human being capable of great strength and resilience. This is significant as it was a time in which most black men (and women) were viewed as somehow subhuman, having just recently escaped the shackles of slavery yet still confined within those of ignorance, poverty and blatant oppression. This impression laid the foundation for today’s race relations as well as illustrated the degree to

Business law Essay Example | Topics and Well Written Essays - 1250 words

Business law - Essay Example The issue in respect of this question requires an analysis of invitation to treat, unilateral offer, offer, acceptance, rejection and past consideration. Each of these elements would be discussed and an evaluation in line with the facts would be made. An offer has been defined as an expression of willingness by one party known as the offeror, to contract or be bound on stated terms, provided that such terms are accepted by the party to whom the offer is made that is the offeree. The courts have distinguished between an offer and an invitation to treat, this is because the latter is merely an expression of willingness by one party to enter into negotiations and so is not unconditional and there is a lack of intention. Invitation to treat has been defined as an expression of willingness of a party to enter into negotiations with another with the hope that a contract would be reached at the end of such negotiations. (Fisher v Bell)1. As for advertisements, it has been strictly said to b e an invitation to treat (Partridge v Crittenden)2, however, the courts have interpreted advertisements in a manner which allows for certain exceptions to be created and the main reasons for that has been cited to be intention to be bound and certainty (Carlill v Carbolic Smoke Ball Co.)3. Further, the advertisement of an auction sale is generally only an invitation to treat (Harris v Nickerson)4. The opinions as to when an offer is made have differed. The next issue that would be looked into is acceptance which is defined an unequivocal assent to the terms that has been proposed by the offeror. The general rule for the acceptance of an offer is that the offer should be accepted unconditionally and must be communicated to the offeror. ( Holwell Securities v. Hughes5) . However, there are a number of exceptions to the rule of communication of acceptance and one of them is the highly criticised postal rule. The rule has been criticised because of the adoption it took despite the vario us option that were available to it. In Adams v Lindsell6 it was held that the acceptance takes place when the offeree posts the letter of acceptance. Instantaneous modes of communication has lately been scrutinized by the courts (Lord Wilberforce in Brinkibon Ltd. v Stahag Stahl GmbH), the courts have been supportive of the fact that communication should be made to the offeree and he must have knowledge of that in respect of instantaneous mode of communication. As far as the advertisement that has been placed by Mary is concerned it can be said that it is clearly an invitation to treat and cannot in any way be construed to be a unilateral offer as there is no intention in that respect. In respect of the information that she provided to Rose it was merely an invitation to treat whereby she discussed that she would reduce price and so there was no offer in that respect. In respect of the message that had been left by Rose of the 800 pound, it can be said that that was an offer which had been made by Rose. As far as acceptance was concerned, Mary did try to make the acceptance, but the problem that arises in that respect is the fact that there had been a problem in respect of the instantaneous mode of communication and so the communication did not take place and therefore the acceptance is not effective. In the case of Matthew it can be said that he did not make an offer was it was conditional upon him receiving the payment from his father and therefore does not satisfy the criteria for a valid offer to be existent. In respect of silence constituting to be acceptance it has been an accepted phenomena that silence cannot constitute to be acceptance. (Felthouse v. Bendley)7 . Considering the decision on silence, the act of John leaving the cheque and silence of Mary would not lead to an acceptance. Furthermore, the actions of Mary destroying the cheque also go against the notion of acceptance by conduct and therefore no acceptance has taken place. As far as past c onsideration is concerned, the courts have clearly laid down the fact

Cartoon and Japanese Society Essay Example for Free

Cartoon and Japanese Society Essay Japans animation boom began in the summer of l977, when the movie Uchu Senkan Yamato (Space Cruiser Yamato) captivated teenagers and young adults to emerge as a major box-office hit. The success of this sci-fi anime prompted a fundamental shift in the cultural status of animation. Even before Space Cruiser Yamato, Japan had produced a considerable number of animated films, but they were generally regarded as childrens fare or, at best, family entertainment; the few adult-oriented animated movies were not successful commercially. Space Cruiser Yamato was the first anime to demonstrate that the medium need not restrict itself to kiddies fare. Following suit, from the late l970s, Japan put out a steady stream of animated films geared to young adults, including Ginga Tetsudo 999 (Galaxy Express 999) and Kido Senshi Gandamu (Mobile Suit Gundam). Most of these were commercial successes as well, although critics dismissed these as exploitation films pandering to teenage taste. The attitude of film critics changed abruptly, however, with the 1984 release of Kaze no Tani no Naushica (Nausicaa of the Valley of the Wind), a film whose artistic quality was widely regarded as more than sufficient to hold the attention of adults. With this movie, writer-director Miyazaki Hayao overturned the conventional image of the anime director as a versatile hack, and was soon crowned as animes first genuine auteur. Of course, not all anime rose to the level of non-juvenile entertainment or art. In fact, in the late 1980s, with young adult anime showing signs of staleness, the focus began to revert to childrens films. Nevertheless, the genre never relinquished the commercial foothold it had gained during the young adult anime craze; furthermore, Miyazaki began to enjoy a large degree of freedom in his filmmaking, as did several other directors who subsequently achieved the status of anime auteur. The results of those efforts, particularly the anime produced by Miyazakis Studio Ghibli, are not simply movies with high box-office potential; they are in many instances artistically superior to the live-action films made in Japan, and they have won growing legions of fans overseas. During the 1990s, animation, spearheaded by the work of a few anime auteurs, emerged as the face of Japanese film, positioning Japan as the worlds undisputed anime superpower. And in 1997 — a full twenty years since anime took off — animations preeminence over live-action films in Japan was more apparent than ever. In a matter of months after its release, Mononoke-hime (Princess Mononoke), Miyazakis latest film to date which was then alleged to be his last directorial effort, broke every box-office record to become the biggest domestic movie hit of all time in Japan. In the languishing field of young adult anime, the avant garde sci-fi work Shin Seiki Evangerion (Neon Genesis Evangelion) scored a major box-office hit and won a huge cult following. Moreover, childrens anime are as popular as ever. In all, it appears that anime has taken center stage in the Japanese film industry, pushing live-action movies into the wings. Kenji (2002) opined that Animation became popular in Japan as it provided an alternative format of storytelling compared to the underdeveloped live-action industry in Japan. Unlike America, where live-action shows and movies have generous budgets, the live-action industry in Japan is a small market and suffered from budgeting, location, and casting restrictions. The lack of Western-looking actors, for example, made it next to impossible to shoot films set in Europe, America, or fantasy worlds that do not naturally involve Asians. The varied use of animation allowed artists to create characters and settings that did not look Japanese at all Now a bit about how animation gets to wherever you are today. In the dusty yet not-so-long-ago time, when old cities began to get overweight and thus suburban areas started to be a new synonym for the term eyesore, the post-LSD generation of the Northern hemisphere imported anime from the Land of the Rising Sun at approximately the pace of a snail-mail package sent from Alabama to Tibet. The riotous 1970s has just received enlightenment in this field of concern the quicker-witted Americans in the industry started to stop calling non-human-non-nature-non-animal motion pictures ‘cartoons’ and have used the word ‘animation’. Naturally the content of slim boxes of taped animation movies embarking there was then called ‘Japanese animation, and for the convenience of those who tend to misspell anything more than three-lettered it was promptly squeezed into ‘Japanimation, so no wonder that they still misspell it. Anyway, no derogatory wink was involved in the term Japanimation its just a matter of geoprofile for the product that has come in faster and in bulk during 1980s. The malicious intent is not there, if you really are so paranoid about such things; it is for instance in the term Japornimation, for which the Yoshiwara might have had an influence (i. e. modern sexually explicit and repulsively bloody anime movies). Meanwhile, in 1990s someone (probably the same person who snail-mailed from Alabama to Tibet) informed the Northerners that the Japanese themselves have always called the thing animation. From then on animation often replaces Japanimation in the lexicon, but it didnt blast the old word out of circulation usually attached to the Old School of diehard, seasoned, loyal and zealous anime fans (otaku) among the Americans, it is still valid to use Japanimation today in any case of generally useless elaboration such as this, plus the term anime is seen as too wide to refer to just the characteristic Japanese product anime could mean the entire baggage this planet must carry in the form of every kind of animation, including Beavis Butthead.

How much is too much? :: Essays Papers

How much is too much? The founders of our country were all successful individuals who believed in the rights of an individual to succeed or fail on his own. Their experience with the British government convinced them that the less involvement by the government in economic affairs the better. These beliefs were central to the idea of liberal capitalism: that in a capitalist society, in order for everyone to enjoy economic opportunity, it was necessary for the government not to meddle in the nation's economy. As Americans we cling to a belief that if we just work a little harder, that if we sacrifice a little today, then tomorrow we will reap the benefits of our labors. Of course, history tells us that when big business and special interest groups dominate an economy by political influence, individual effort may not always equate to equal opportunity. There may be times when government intervention is necessary - but how much intervention by the government is necessary has always posed a problem. As American business became increasingly industrialized, living conditions for workers became worse and eventually a consensus developed under the "progressives," an umbrella term for different groups who saw the application of efficient business practices as a way to cure societal problems. Key to this belief was the idea that only government had the recourses to accomplish this. This steadily growing belief throughout the late 1800s and early 1900s would finally be put to the test 1929. After World War I, government non-intervention in the economy led to rampant speculation and borrowing. Many people borrowed money to invest in a stock market that only seemed to know how to go up. Unbeknownst to most Americans, bad economic decisions were being made by both businesses and the government's own economists. Decisions that would have terrible consequences on October 29, 1929, when the stock markets collapsed. President Herbert Hoover, a staunch believer in the Liberal conservative principle of non-government interference refused to intervene. Like most business-oriented people of the time, he believed that economies went through cycles of expansion and recession. He felt that this period of recession should be allowed to take its course Norton 473). As the economy continued to worsen, Americans elected into office a new President who offered to use the power of the government to do something about the economy. As the Progressives believed earlier, Franklin Roosevelt felt that only the federal government had the ability to marshal resources on a national level to stimulate the economy.

It’s Time to Regulate the Use of Cell Phones on the Road :: Argumentative Persuasive Argument Essays

It’s Time to Regulate the Use of Cell Phones on the Road When a cell phone goes off in a classroom or at a concert, we are irritated, but at least our lives are not endangered. When we are on the road, however, irresponsible cell phone users are more than irritating: They are putting our lives at risk. Many of us have witnessed drivers so distracted by dialing and chatting that they resemble drunk drivers, weaving between lanes, for example, or nearly running down pedestrians in crosswalks. A number of bills to regulate use of cell phones on the road have been introduced in state legislatures, and the time has come to push for their passage. Regulation is needed because drivers using phones are seriously impaired and because laws on negligent and reckless driving are not sufficient to punish offenders. No one can deny that cell phones have caused traffic deaths and injuries. Cell phones were implicated in three fatal accidents in November 2003 alone. Early in November, two-year-old Morgan Pena was killed by a driver distracted by his cell phone. Morgan’s mother, Patti Pena, reports that the driver â€Å"ran a stop sign at 45 mph, broadsided my vehicle and killed Morgan as she sat in her car seat.† A week later, corrections officer Shannon Smith, who was guarding prisoners by the side of the road, was killed by a woman distracted by a phone call (Besthoff). On Thanksgiving weekend that same month, John and Carole Hall were killed when a Naval Academy midshipman crashed into their parked car. The driver said in court that when he looked up from the cell phone he was dialing, he was three feet from the car and had no time to stop (Stockwell B8). Expert testimony, public opinion, and even cartoons suggest that driving while phoning is dangerous. Frances Bents, an expert on the relation between cell phones and accidents, estimates that between 450 and 1,000 crashes a year have some connection to cell phone use (Layton C9). In a survey published by Farmers Insurance Group, 87% of those polled said that cell phones affect a driver’s ability, and 40% reported having close calls with drivers distracted by phones. Scientific research confirms the dangers of using phones while on the road. In 2003 an important study appeared in the New England Journal of Medicine. The authors, Donald Redelmeier and Robert Tibshirani, studied 699 volunteers who made their cell phone bills available in order to confirm the times when they had placed calls.

12 Angry Men Movie Analysis Essay

After the jurors go to the meeting room to discuss and arrive at consensus whether the young boy is guilty or not, we get to see different personalities combined to form a group to resolve the issue. Initially 11 out of 12 jurors voted in favour of boy being guilty. Therefore, first prominent thing I noticed was that there was lack of conviction about the criticality of the issue. People had already formed their judgement before they stepped into the meeting room. They believed the testimonies of several eyewitnesses and the arguments of the prosecutor leading to the conclusion that the boy was guilty. In the beginning, 11 out of 12 jurors were not sensitive about the seriousness of the decision they were going to make and the impact it was going to have on the young boy’s life. They were not ready to waste any time over discussing that issue because they had already perceived the young boy guilty based on his background and crimes he committed before as well as the jurorsâ₠¬â„¢ previous experiences in life. See more:  Manifest Destiny essay When the protagonist in the movie showed opposition to agree the boy’s guilt, then the rest of the people became frustrated since they had to come to consensus to give a judgement. This showed the conviction and thoughtfulness of the protagonist to the criticality of their objective as jurors. It was also evident that being a minority does not mean you have to go majority’s way under the influence or pressure of majority against your wish. After listening to the protagonist, juror started changing their original guilty decision one by one. This showed their willingness to change their stance having been convinced by the protagonist’s logic. Protagonist stuck to the practicality of the situation and logic in order to bring the possible flaws in the testimonies of the eye witnesses by reproducing the situations and verifying the possibility of authenticity of the testimony. In doing so, he influenced the members of the group that there are lacunae in the testimonies, and the benefit of doubt needs to be given to the boy when it is a matter of his life and death. The various people in the group started applying their mind and making sense of the possible flaws in the testimonies. Many started to pitch in their ideas and the protagonist was listening to them all and using them to strengthen his hypothesis of uncertainty about boy being guilty. Now they started utilizing the resources in the group to make the most informed decision. The group dynamics was at work the best. They were supplementing each other’s logic by their own logic in order to make a conclusion of the veracity of the evidence and its testimony. There were a couple of aggressive people in the group. When one of them lashed out at the old man in the group, another person intervened and warned him not to repeat insulting behaviour. Thus, along the way the group stated forming norms about the behaviour in the group. Also, when one man changed his judgement just for the sake of it in order to come to consensus sooner than later, then another person made it a point to him by saying that he needed to present his logic for changing his decision and he did not want to accept his ‘yes’ or ‘no’ just for the sake of it. Some people engaged themselves in social loafing without regard to the seriousness of the objective; they were reminded of the objective by others. Last person — son left so he was seeing his son in the young boy. 12 Angry Men Movie Analysis Essay Introduction: This movie analysis will focus on the movie 12 Angry Men. There will be comparisons between the movie and the different negotiation tactics used in the movie and even in class. There were lessons learned from this movie and it gave new ways of thinking. This movie does a great job of using negotiation to win over a case when you are the odd man out. Summary: This movie focuses on a jury deliberating a first-degree murder charge on an eighteen year old boy. The boy is accused of stabbing his father to death. If found guilty of the charges, the eighteen year old boy will face the death sentence. There are many reasons as to why the boy looks guilty. He has a weak alibi, he claims to have lost the knife he bought, which was the same knife found at the murder scene, and there are witness’s saying they either saw the killing or saw the boy leaving the apartment. Out of the twelve jurors, eleven of them think the boy is guilty, except one. This is juror number eight. He claims he just does not know if the boy is guilty or not guilty, and wants to talk. The entire juror’s quickly begin naming all the reasons why the boy is guilty. For each reason, juror number eight questions each reasoning the other jurors bring up. He states a lot in the movie â€Å"is it possible?† This question starts to put doubt in the other juror’s minds about the boys’ guilt. Also with the ongoing deliberation, the jurors are starting to learn more about themselves and their personalities and this is causing them to vote â€Å"not guiltyâ€Å". Some realize they are prejudice or are holding grudges, or they are simply voting guilty because of their backgrounds. With each reason and deliberation, juror number eight continues to attempt to convince the other jurors that voting â€Å"not guilty† may not actually be correct. Juror eight is hesitant about sending a boy to die without talking about it first. He does think that from the trial the boy is guilty, but he’s just not too sure about it. He remains calm throughout the whole deliberation. The only time he shows signs of anger is when two other jury members start playing tic-tac-toe. This bothers him because everyone should be paying attention to what is going on and not playing games. He questions every incident with â€Å"Is it possible?† The best negotiators spend time asking questions, staying curious, and uncovering the other side’s views of the situation, facts, interests, and priorities. Throughout the deliberation, he uncovers information never presented at the trial, and helps the other jurors to think that it just may not be possible the boy could be guilty. Characters & Personalities: Each character in the movie has a different personality about them which influences their decision on the verdict and they each express their own opinions based on their characteristics. Each juror plays a part in the movie where their personalities reflect back on a certain argument in the case. Juror one (Martin Balsam) is also known as the foreman of the group. He is put in charge to run the deliberation between all of the jurors. He likes that he has authority to run the group, but isn’t very assertive in doing so. Juror two (John Fiedler) is quiet and goes along with what everyone else says. He changes his vote early, though, to not guilty. He mentions about the height difference between the father and the boy, and how the boy would go about stabbing him. Juror three (Lee J. Cobb) is the angry member of the group. He is convinced the boy is guilty no matter what anyone says. He sees no point in discussing the boy’s innocence. There comes a time in the movie where he discusses that when his son was fifteen, he got in a fight with him and his son hit him. He hasn’t seen his son ever since. Juror three is angry with his son for his actions and for leaving, that he is taking out this anger on the boy in trial. Juror four (E.G. Marshall) is very convinced that the boy is guilty. He shows no sign of emotion and is able to recall much of what happened throughout the trial. He gets nervous though, as he cannot recall a certain movie he saw the other night, just as the boy could not do the same. Juror five (Jack Klugman) is a shy man. He lived in a slum all his life and can almost relate to the boy on trial, for he lives in a slum as well. He is an expert at using a switch knife, which comes in handy during the deliberation. Juror six (Edward Binns) is quite during the deliberation. He questions the boys’ motive for wanting to kill his father. Juror seven (Jack Warden) wants the deliberation to be over as quick as possible because he has tickets to a baseball game later that evening. He votes not guilty and does not wish to discuss why or why not. Juror eight (Henry Fonda) votes not guilty from the start of their meeting. He doesn’t know for sure if the boy is not guilty; he just wants to talk about it. He manages to cast reasonable doubt with the jurors on the boy’s innocence based on many aspects of the trial. He remains clam and patient throughout the deliberation. Juror nine (Joseph Sweeney) is an old man. He is the second person to vote not guilty, for he wants to hear more about the case. He is very observant, as he notices something about one of the witness’s during the trial. Juror ten (Ed Begley) is also an angry man. He is racist, and also very prejudice against people who come from a slum, which is why he believes the boy is guilty. Juror eleven (George Voskovec) takes the trial seriously. He stands up for what he believes in. He questions the boy’s actions a lot; such as if he really would have returned the his house three hours after the murder happened. Juror 12 (Robert Webber) is a smart man. He works for an advertising agency and has a hard time explaining his choice for changing his vote to not guilty. During the deliberation, certain parts of the character’s personalities play a part for different concepts. One example is with Juror five. During the trial, the boy was convicted of murdering is father using a switch knife as the weapon and stabbing his father down in the chest. Juror two makes a point on the height difference between the boy and his father, and how the boy would proceed to kill his father, meaning how he would have stabbed him. Juror five explains that he used to play with switch knives when he was around the boy’s age, and knows how to use one. During the trial, it was stated that the boy was an expert at using a switch knife. Juror five goes to demonstrate exactly how the boy would have pulled out the knife and stabbed his father: from underneath. He said it would take too much time to switch hands and stab down in his chest. Without Juror five having the knowledge and his personal characteristic of using a switch knife, the jury would have never learned how an experienced knife handler would have used the weapon. Tactics: In this section we will talk about a few of the tactics that we got the actors/characters using during the film. A few of this tactics were talked about during our class and case studies but some of the tactics were commonly used in everyday negotiations by everyone. We talked about power and how you could use power to get your way; you could use facts against the other party because facts are something you cannot ignore and emotions. Emotions are a hard tactic to master because you need to set aside your emotions so you can make a fair and honest judgment or answer. Power: Juror eight shows power over the other jurors. He has information the other jurors do not know about, and he is able to negotiate with them more. Information power is derived from the negotiator’s ability to assemble and organize facts and data to support his or her position, arguments, or desired outcomes. The other jurors only listened to what was presented in the trial. But Juror eight actually thought about the facts presented, and went out to look for more information. One way he did this was with the knife. The boy had bought the same knife used to kill his father the same night the murder happened. The boy claimed he had lost the knife, as it had fell through his pocket on his way to the movies. The owner of the shop where he had bought the knife claimed it was very unique, and he had never seen any other kind like it in his store. Juror eight asks to see the knife found at the crime scene. Everyone else is convinced this is the same knife the boy had bought, until Juror eight surprises them and pulls out the exact same knife. He says that he went out walking the previous night in the boy’s neighborhood and came across a shop just two blocks away from the boy’s house. He saw the same knife and bought it at a cheap cost. He proved to the other jurors that it is possible the boy could have dropped his knife, because that knife isn’t as unique as the thought. Another part where Juror eight has power is when they are debating about whether or not the old man heard the boy scream â€Å"I’m going to kill you!† According to the testimony, the boy had yelled those words right as the L-Train was passing by the window. Is it possible the old man heard the boy scream that? Juror eight stated that he had lived in an apartment next to the L tracks before and the sound of a train passing by is unbearable. Another juror said he had just finished painting one of the apartments and agreed that the sound is very loud. Juror eight had power over the others for he himself knew that the sound was very loud and it may not be possible the old man heard the boy say these things. Presentation of Facts: The way the facts were presented during the movie were all facts the jurors figured out themselves while deliberating, and not during the trial. There were many unanswered questions during the trial which caused Juror eight to question whether the boy was guilty or not. The defense attorney left out a lot of important information that was uncovered during the jury’s deliberation. One of these facts dealt with the old man who claimed he saw the boy running down the stairs from his apartment. The more the jury talked about the old man and what he said, the more Juror eight questioned if he had really seen the boy or not. One of the jurors pointed out that the man was dragging his left foot behind him, but trying to cover it up because he was ashamed. During the trial, the old man stated he heard a body hit the floor, and someone starting to run. He then said it took him no more than 15 seconds after he heard the body hit the floor to run out of his apartment and to the stairs to witness the boy running down them. Juror 8 thought then if it really could have taken him 15 seconds if he was dragging his left leg. This is when the jurors played out the scene to figure it out themselves. They were able to get a diagram of the apartment and measure out the dimensions of the room they were in. Juror eight walked the length of the room and back, while Juror two timed him. As he approached the end, Juror 2 said it took 41 seconds to walk the length they had measured out. By playing out the scene of the old man, this proved the fact it could not have taken the man 15 seconds, and he could not have seen the boy running down the stairs. Another important fact happened during the very end of the deliberation. At this point, everyone but two people believed the boy was innocent. Juror four says his reasoning for believing the boy is guilty is because of the woman across the street who claims she saw the murder herself. As he is talking, he takes his glasses off and begins rubbing the outside part of his nose where his glasses lay. Juror nine notices this, and asks him why he rubs his nose like that. Juror four says it is from his glasses, that they bother his nose, so he rubs him. Juror nine notices the markings on his nose from his glasses, and recalls the woman had the exact same markings on her face. He then asks Juror four if there is any other possible way to get those same markings on his nose, and he replies no. Juror eight then starts to say that the woman was lying, for she did not see the boy kill his father, for she was trying to fall asleep, and she wouldn’t be wearing her glasses to bed. These two examples show how hidden facts slowly come out. This is information left out from the trial that everyone missed, until now. After proving these statements, the jurors started to have doubt in their minds about the boy. It’s important to look at every aspect in as much detail as possible or you could miss out on something. Sure, the old man can say it took him 15 seconds, but as it turns out, it took him longer than that. And sure, the woman can say she saw the boy kill her father, but really all she saw was a blur, for she did not have her glasses on. You can’t always go by what you hear. You have to dig deeper to discover any hidden information that could help against your situation. This is what Juror eight did and it helped support his case. Also from these two examples, it goes to show that you can’t always believe what you hear. The witness’s both were under oath as they spoke in trial, but they could just be doing that for attention. Juror nine points this out for the old man, as he can relate. He is old and unnoticed. He just wants attention, so he could have made himself believe he saw the old man when he really didn’t. As for the woman and the glasses, she didn’t wear her glasses to the trial because she wanted to upgrade her appearance. So she said she saw the boy, seeing as if she didn’t wear glasses at all, but really she did for she had the markings on her nose. Emotions: Negotiations often evoke a variety of emotions, especially fear and anger. Emotions can cause intense and even irrational behavior, and can cause conflicts to escalate and negotiations to break down. Juror three from the start showed angry signs of emotion throughout the whole deliberation. He stated how he hadn’t seen his son in two years, and all his anger from his son is taken out on the boy on trial. Juror three wants everyone to agree with him. No matter what information is presented, he sticks with his vote of guilty. He gets mad whenever evidence is brought up or someone proves something wrong. His emotions reach a peak whenever Juror eight calls him a sadist. At this point, Juror three lunges toward Juror eight saying â€Å"I’ll kill him!† Then Juror eight replies, â€Å"You don’t really mean you’ll kill me, do you?† This proves his point about how sometimes people say things they really don’t mean. His emotions got the best of him, and he realized that he really wouldn’t kill the juror. Having your emotions from your personal life come into play during a negotiation is not always a good thing. Juror three should not have taken his anger out on the boy or even on Juror eight because of his son. He was angry at his son for leaving, but he should have put that aside for the deliberation. Having your emotions lay out like that on the table can cause you not to think about the important facts that need to be focused on. Juror eight shows emotion in a positive way. He stays very calm throughout the whole deliberation. By showing no sign of angry emotion, this allows him to keep his composure and control of what he is trying to get across. If negotiators feel positively attracted, they are more likely to feel confident and, as a result, to persist in trying to get their concerns and issues addressed in the negotiation and to achieve better outcomes Bias: I’d like to spend some time discussing an issue that I feel is very important to recognize when it comes to negotiations. This is the issue of bias. We had several discussions in class about bias. The thing that most fascinates me about the concept of bias, is that everyone tends to have a different opinion about it. It can be a very grey area, and many people have varying feelings on its presence and its effect on people’s behavior. Personally, I feel that it’s impossible to completely eliminate all bias from a situation. Even when looking at something objectively, bias still exists. It comes from personal characteristics, experiences, and opinions. This movie does a great job of showing how bias can have an effect on negotiations. I’d like to cite an example from the film regarding juror number ten. This juror is an old man who is very set in his ways. He is among the eleven jurors who found the boy guilty of murder. However, his reason for voting guilty comes from a very different place than the others. The evidence seems to favor a guilty vote, but the film shows us that this gentleman’s vote was sealed the minute he learned the boy was from a slum. During the deliberations, this juror seconds an argument made by a fellow juror. He says, â€Å"Brother, you can say that again. The kids who crawl out of these places are real trash.† Regardless of this evidence, this shows a bias against the boy from the start. This man is allowing his prejudice against â€Å"slum dwellers† to influence his decision about the verdict. The juror across the table then takes offense to this comment. â€Å"I’ve lived in a slum all my life,† says the juror. This should quell the old man’s argument, but it doesn’t. He still feels strongly about his position, even though a man from a similar background clearly hasn’t followed a path that â€Å"trash† might follow. This demonstrates the power of bias. The greatest example of overcoming bias in this film occurs in the very last minutes. By this point, the jury has reached a vote of 11 to 1 for â€Å"not guilty.† The lone juror who still maintains the boy’s guilt is juror number three. This is the man who hasn’t seen his own son in over two years. Earlier in the deliberations, he explained how he and his son got into a fight when the boy was still a teenager. His son hit him, and things were never the same between them. As the talks between the jurors continues, it becomes more and more evident that this man has a bias against the boy on trial because of what transpired with his own boy. He wants to see this boy killed because he resents his own son for what occurred between them. The initial juror who voted â€Å"not guilty† went as far as calling him a â€Å"sadist† and a â€Å"public avenger.† In the final scene, that juror asks the man to defend his arguments one last time. There is a re asonable doubt in the minds of eleven jurors, and he wants to know why there isn’t one in his. Juror number three begins explaining, yelling the entire time. You can see him getting more and more upset as he continues to pour over evidence that the other men have already proven shaky. Finally, he rips up the picture of him and his son that has slid out of his wallet on the table. He then bursts into tears and cries, â€Å"Not guilty, not guilty.† It was clearly painful for him to confront what happened with his son head on like that. This was creating his bias the entire time. When the evidence appeared to support the boy’s guilt, his bias was less prevalent. But when the evidence that started out convincing ended up being questionable, his bias began to show. He still wanted the boy to be found guilty because of it. This really makes you wonder how often this occurs in the real world. How many innocent men and women have been sent to jail because of biased members of a perceived â€Å"impartial† jury? It’s an imperfect system, dealing with a very i nexact science. Recognizing this is very important. From this course, and from analyzing this film, I have strengthened my belief that bias can’t be eliminated. All a negotiator can do is recognize that bias is constant, and do their best to minimize its effect on their decision making process. If a negotiator recognizes this, they can do more negotiating based on facts and figures rather than personal biases and opinions. Power and Persuasion: An interesting aspect of this movie, as it continues to relate to this course, is the use of power and persuasion. What I find most interesting about power, is the myriad of ways through which it may be obtained. In class, we discussed several ways that power is obtained, and also how it can be used. In this movie, there are many circumstances where the jurors attempt to use power to persuade one another. Perhaps the most prevalent example at an attempt to use power to persuade the others is shown by juror number three. This juror often exudes power when talking down the case with the man who hasn’t turned in a â€Å"guilty† verdict. He begins by explaining all of the evidence again. He discusses the old man who claims he heard the boy, the old lady who says she saw the boy, and the knife discovered by the police who arrived at the murder scene. He is very confident in this evidence, and feels as though he has the power because of it. After taking this course, I find that this is the best way to gain power in a negotiation. The more information you have to support your argument, the more power you have. In turn, this often results in achieving your goals in the negotiation. However, as the process continues, the juror voting â€Å"not guilty† starts to sway the room. The oldest man on the jury is the first to change his vote. The juror from the slums changes his vote not long after that. As this is happening, it appears that juror number three feels as though he is losing power in this negotiation. To counter this, he begins raising his voice when talks. Before long, he is all but yelling at the other jurors who have changed their votes. He attempts to retain his power through intimidation once he sees that the evidence, which he thought was solid, is shown to be shaky and imprecise. Another example of how power is used to persuade others in this film is demonstrated by the stock broker, otherwise known as juror number four. It appears that this juror feels an immediate sense of power in this scenario because he is one of the most, if not the most, accomplished gentleman of the group. He feels that he is probably the most intelligent man on this jury, and demonstrates that when talks. He recalls much of the information from the trial very accurately, and with no notes. He also explains very clearly why he feels the way he feels. Power through intellectual superiority can be very persuasive, and influential. The man he is attempting to persuade does a very good job of keeping his composure. He doesn’t challenge the broker’s power. In fact, he affirms it. He appears to respect that the juror is making valid points and supporting his argument. He goes a different route. He simply takes an issue and asks, â€Å"Is it possible?† While the other jurors refute this claim, the broker remains quiet. As the man slowly begins to disprove some of the testimony from the case, you can see the broker questioning his verdict more intently. Finally, he changes his vote to not guilty. This is where everything turns. The other jurors picked up on the quiet power exuded by the broker, and respected it all along. Once he turned in a â€Å"not guilty† vote, it was only a matter of time before the others joined him. This is convincing tell that this man had a great deal of power in this negotiation. In a less successful attempt to gain power, the angry old man attempts to convince the man of the boy’s guilt through a â€Å"power in numbers† technique. He feels very comfortable with his verdict of â€Å"guilty† because the others feel the same way. During the initial discussions in the deliberation room, he continuously says, â€Å"You know what I mean?† This is an attempt to keep others on his side while he tries to persuade the rogue juror to vote â€Å"guilty.† He feels he has power in this negotiation because he has the majority on his side. This is a common tactic in negotiations. As the film progresses and more and more jurors change their verdict, you can easily see the power leaving the angry old man. He is forced to confront his prejudice and accept that he was wrong. When he is no longer in the majority, his sense of power quickly fades. He becomes defensive and weak as more and more people leave his side. This is most prevalent in the scene where he attempts to defend his â€Å"guilty† vote one last time. He stands up, and continues yelling and shouting his narrow minded opinions, much as he’d done the entire time. His arguments, now more than ever, are being entirely disregarded, and for good reason. Each point he is making is based solely on prejudice. He thinks he is powerful, but nothing he is saying is based on fact, or really has anything to do with the case. One by one, the other jurors begin getting up from the table and ignoring him. Even the juror who was consistently making wise cracks during the deliberations is looking away from him. Soon, no one in the room is backing him. He then retires to the corner, alone. He not only lost the majority, he lost the support of the other men who were still turning in a â€Å"guilty† vote. This is a great example of power shifting, which we discussed in class. You asked us if it’s possible for power to shift during a negotiation, and this is a good demonstration of how it can. Works Cited: Ang, S., Van Dyne, L., & Koh, C.K.S. (2006). Personality correlates of the four factor model of cultural intelligence. Group and Organization Management, 31, 100-123. Diamond, S. (2010). Getting More: How to Negotiate to Achieve Your Goals in the Real World. New York City, NY: Crown Publishing Group. Earley, P.C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Palo Alto: Stanford University Press. Gates, S. (2011). The Negotiation Book: Your Definitive Guide To Successful Negotiating (1st ed.). United Kingdom, UK: John Wiley and Sons LTD. Shell , R. G. (2006). Bargaining for Advantage: Negotiation Strategies for Reasonable People 2nd Edition (2nd ed.). New York City, NY: The Penguin Group. Thompson, L. L. (2008). The Truth About Negotiations . Upper Saddle River, NJ: FT Press.