Schizoid Personality Disorder Essays - 1115 Words

At one point in our lives or another, we have all been to school, we have all been into the lunchroom, and we have all seen those few children that sit by themselves and don’t say anything, don’t look around, and don’t seem even the least bit interested. The greater parts of society looks at these odd children and then brushes them off and say to themselves â€Å"Oh they are just weird, I wouldn’t want to be their friend either.† But have you ever stopped and thought maybe its something deeper? Maybe these kids have a mental disorder that causes them to be that way. Maybe, just maybe, its not even their own choice but its forced upon them by abusive and neglectful parents that obliterate their children’s trust so far that they cant even†¦show more content†¦Some of the chemicals may be low, or too high, causing a person to not be able to process decisions and emotions correctly (‘Schizoid Personality† 1). Another possibi lity is stress, emotional stress to be exact. This stress can originate from untimely deaths, financial stress, or traumatic situations (â€Å"Schizoid Personality† 1). The final and my personal belief of the cause are the parents and family of the effected. If the effected person grows up in a family of emotionally detached individuals, parents that abuse them, or parents that neglect them fully, they are at a dramatically increased risk of developing Schizoid personality disorder. Children that grow up with schizoid personality disorder do not form deep relationships with anyone and usually do not seek help do to the fact that they feel misunderstood. If we do not seek relationships to build as young adults, marriage will not be coming anytime. As their lives progress, Schizoids show â€Å"a poorly balanced sexual instinct [and] strikingly fruitless love affairs† (Akhtar 500). Without a regular sexual instinct, marriage is a seemingly impossible task. If they are e ver capable of opening up and marrying someone, they are prone to neglect the relationship with their spouse and do not show any type of interest inShow MoreRelatedWhat Is Schizoid Personality Disorder?749 Words   |  3 Pages Schizoid Personality Disorder Hunter Boumans Central Louisiana Technical Community College †¢ DEFINITION- Aka SPD, is a â€Å"Cluster A† disorder characterized by a lack of interest in relationships, a tendency towards a solitary or sheltered lifestyle, emotional coldness, and apathy. These people may seem distant, detached, and indifferent in their interactions. Schizoid personality disorder is NOT the same as schizophrenia despite their names being similar, however some of the behavioral symptomsRead MoreCharacteristics And Qualities Of Schizoid Personality Disorder1280 Words   |  6 Pagesthe world today living with psychological disorders that may not be apparent to the naked eye. Some disorders can be obvious yet other disorders take a skilled professional to diagnose. A disorder that can be very trying on individuals diagnosed with it but not be noticeable as a personality disorder in passing would be Schizoid Personality Disorder. There are specific traits and qualities that make this disorder stand out. Schizoid Personality Disorder is most commonly diagnosed in individualsRead MoreClinical Description Of Schizoid Personality Disorder1224 Words   |  5 Pages Schizoid Personality Disorder Amber Chancey Pasco Hernando State College CLP 2140: Abnormal Psychology Jodi Savell December 4th, 2015 Schizoid Personality Disorder Clinical Description 1. Presentation of problem Schizoid Personality Disorder is a personality disorder in which an individual chooses to avoid close relationships with other people, takes pleasure in little, if any, activities, appears to be indifferent to others’ opinions of them, and they are typically asexual. ManyRead MoreLars And The Real Girl Essay1521 Words   |  7 Pagesrelationships, especially with Margo. Throughout the movie we can see that Lars has schizoid personality disorder which proceeds to a delusional disorder. I think these mental disorders are appropriately portrayed in this film because someone with a schizoid personality disorder has an emotional detachment just like Lars and they do not look to have or enjoy close relationships with anyone. Among people with this mental disorder like Lars, friendships, dating, and sexual experiences are unusual. In the movieRead MoreEssay about Limitations of Self Report Data2887 Words   |  12 Pagestest or an interview format of a self-report study. The format of self-report study that will be used to discuss limitations of self-report data will be a test and a personality disorder test will be used as an example. For specific example answers for the test I completed the results all rated â€Å"low† for all personality disorders. Limitations arise from decreased reliability and validity and issues with credibility of respo nses due to response bias. Content validity, construct validity and criterion-relatedRead MoreBiography Of John Hinckley Jr.1626 Words   |  7 Pages(Linder, 2015, â€Å"The Trial of John Hinckley Jr.†). John Hinckley Jr. did present with warning signs of depression. He also suffers and is diagnosed with schizophrenia, depression, schizotypal personality disorder, borderline personality disorder, narcissistic personality disorder and schizoid personality disorder (The New York Times, 1982). The issue is that John Hinckley Jr. had undiagnosed schizophrenia that ultimately led to the shooting of President Reagan. He received mental health interventionsRead MoreAvoiding The Possessive Shadow Of Society1851 Words   |  8 Pagesand choose the information they needed to support their claims. Craig Medred, a writer for the Anchorage Daily News, uses the argument that because Chris wrote about his adventures in the third-person and gave himself a new name he had another personality, and therefore was mentally ill, Craig writes in an article titled McCandless story isn t really told in the book or the film, â€Å"Note the third-person reference to himself there. It’s a textbook sig nal for schizophrenia.† Craig Medred failsRead MoreEssay about Psy/270 Appendix H901 Words   |  4 Pages By: Ronald Berry 1. Case Study 1 DSM – IV: Schizoid Personality Disorder A. Causes: When it comes to this disorder the exact cause is unknown, even though a combination of environmental and genetic factors especially in early childhood have been link to be the contributing cause of development of all disorders. Many people with this disorder may have had parents who were unresponsive to their emotional needs. Some may have been thin – skinnedRead MoreEssay about Psy/240 Final Project: Analyzing Biopsychological Disorders1935 Words   |  8 PagesAnalyzing Psychological Disorders In an attempt to gain a position as a psychologist, I will be discussing schizophrenia and the disorder’s casual factors, associated symptoms, the areas of the brain it affects, and the neural basis of the disorder. I will continue on to discuss appropriate drug therapies. In addition I will also be reviewing two separate case studies, each on a different disorder. I will be examining each problem from the perspective of a bio psychologist. I will define theRead MoreRicky Williams and Social Anxiety Disorder Essay1922 Words   |  8 PagesRicky Williams and Social Anxiety Disorder Introduction As regular people of society, we tend to put celebrities up on a pedestal and view them as a higher being. We often think that they have perfect lives, having everything they could ever need even though, this is not the case. There are many situations, problems and other situations that occur behind the scenes that we do not know about that these celebrities face every day. Some of our heroes who we think are perfect may actually suffer

The Positive Effects of Music on Young Children Essay

Music has been around for ages and over time, people have changed the way it sounds, how often we listen to it, and what purpose it serves. Uses for music have become more innovative and scientifically purposeful over the years. Recently, it has been proven that children who grow up under the influence of music have a rounder, fuller experience in their education. This higher education helps children later in life as teens and young adults. Music in the lives of young children improves cognitive knowledge as well as social skills (Borgese 2). Through the use of music, children have been able to improve their math and science scores, which can become useful later in life with tests like the SAT. Recent data from the University of Texas†¦show more content†¦Learning to play an instrument also promotes coordination and patience; motor skills and eye-hand coordination are improved through this learning process. Children who have been given the opportunity to take music lessons h ave showed obvious advantages of those who did not. Those who partook in lessons dramatically improved their abilities to solve mazes, copy patterns of color, and draw geometric figures (Hochman). Patience is built in a child while learning to play an instrument, which will help them later in life when forced to tackle larger, more difficult situations. A child is also likely to be able to relax whether they are listening to music or they are learning to play the music themselves. Researchers have acknowledged that listening to certain types of music can lower blood pressure and heart rate (2). Incorporating music into the lives of children has immediate and long term benefits. Many parents want to help their children become interested in music but are not sure how to do such. There are many different ways to broaden a child’s horizons in music, many of which will also deepen the child to parent relationship (Sibal 5) . Allowing a child to see their parent playing an instrume nt will invoke curiosity and cause the child to want to take part in the activity. An activity as uncomplicated as singing to your child or around them has positive benefits. Babies exhibit a preference for a songShow MoreRelatedThe Effects Of Music On Children And Young Adults1292 Words   |  6 PagesSusan Hallam is a professor of education and music psychology at the Institute of Education of the University of London. Hallam assessed many studies of the influence of music on children and young adults in the process of writing her journal article. She organizes her paper into three main categories: the intellectual, social and personal development of children and young people. Within the paper, she explains how numerous studies have found positive correlations between continued musical trainingRead More Musics Effect on Intelligence Essay1194 Words   |  5 PagesMusics Effect on Intelligence Music is said to affect the intellect of humans in several different ways. Specifically, it is said to affect infants more than any other age group. Music can improve learning skills, test taking skills, concentration, heartbeat, and relaxation. Music has been proven to offer several benefits for infants, young children, young adults, as well as for adults. With all of this in mind, how can one connect music with intellect? Many recent research studies focusRead More Music Essay1056 Words   |  5 PagesMusic Hip-Hop Getting a Bad Rap Among many problems in society today, rap music is being blamed for the confusion of Americas youths. One key problem is the way a child is raised. Not having a positive role model can have a powerful effect on a child. The other dilemma is the type of rap music. Gangster rappers lyrics seem to corrupt and have a negative image on a youths mind. Two possible steps to taking the blame away from rap music is by placing the spotlight on other influences suchRead MoreThe Effects Of Music On Children With Autism1476 Words   |  6 Pages Each day that goes by more people are becoming aware of the problem of autism. With the overall number of children effected with autism increasing everyday, there is a panic to find a solution to better treatment and therapy. As a result, the costs of autism care could reach an all time high of well over one hundred billion dollars. Without proper research this number could rise even more. Therefore, there is a need for better groundwork to bring the predicted cost of autism care down. ToRead MoreHow Rap Music effects Children1363 Words   |  6 PagesHow Rap Music effects children. by Aren Darneal. Mrs.Glovers english 3. The urban youth of today are highly influenced by the lyrics of the music they listen to. This music can be narrowed down to today’s version of hip-hop, or more commonly called rap. The youth are influenced by the lyrics and want to be like the rappers and live their lifestyle. What do these artists specifically talk about that want the youth to act this way? Most rap artists today produce the images of drug abuse, prostitutionRead MoreRap Music And Its Impact On Society1081 Words   |  5 PagesIt is everywhere. Rap music is widespread and easily available anywhere. It can be listened to on the radio at a train station, on the Internet, and on phones, permitting the youth to listen to it in various circumstances, either on their way to school or along with their friends. Music has always had a tremendous effect on cultures and societies around the world. It affects how people act, speak, and dress. In today’s society, rap music has become such a fundamental part of th e lives of youth thatRead MoreThe Benefits Of Music Therapy Essay1342 Words   |  6 PagesBenefits of Music Therapy Music therapy, a clinical use of music interventions to accomplish therapeutic goals, involves a broad range of activities including playing an instrument, singing, or listening to music. Similar to occupational and physical therapy, this expressive arts therapy remedies psychological conditions, such as depression, anxiety, or hypertension to maintain the well-being of an individual. Likewise, music has been a therapeutic tool that has shown positive effects to parts ofRead MoreNegative Effects Of Dancehall Music1224 Words   |  5 PagesMusic is defined by the Lexicon Universal Encyclopedia as a figurative and literal form of language or speech with less specificity than spoken words but possessing subtler shades of meaning and more emotive forces. It creates harmony between individuals and it can also tear them down. It is readily available throughout different medias and its intrinsic to all cultures. In Jamaica, the popular genre of music are Reggae and Dancehall. Reggae is a genre of music that has its roots in many other musicalRead MoreEssay about The mozart effect1002 Words   |  5 Pages The Mozart Effect Does classical music really help you study better? Many recent research studies show that music idoes in fact improve cognitive thinking. In 1993, researchers at the University of California at Irvine discovered the so-called Mozart Effect - that college students â€Å"who listened to ten minutes of Mozarts Sonata for Two Pianos in D major K448 before taking an IQ test scored nine points higher† than when they had sat in silence or listened to relaxation tapes. Other studies haveRead MoreThe Effects Of Music Programs On Students1246 Words   |  5 Pagesof reading music, and playing an instrument has proven to be beneficial to the learning curb in students including those of little to no background in a literary education to students in college. However, there are schools in America where music isn’t offered. Having a music program could create improved grades, memory, concentration, and quicken the learning process of literacy, but it is believed that music isn†™t for everybody. Many parents and administrators believe that music is just a waste

Ian Bremmer State Capitalism Free Essays

Critique of Ian Bremmer’s ‘State Capitalism Comes of Age’, 88(3), in Foreign Affairs, 88(3), MayJune 2009. The assignment I am working on for Contemporary Research in Management module is very interesting. It is a critique, so something different than normal essey or report. We will write a custom essay sample on Ian Bremmer State Capitalism or any similar topic only for you Order Now A critique is a paper that gives a critical assessment of a book or article. Critique does not have to be negative, it could be possitive. I will treat this assignment as a check on my overall knowledge explored by the research and try to create or shape my positions on the Bremmer’s arguments.The Bremmer’s article will be for me just a starting or reference point. The question requires me to define my own opinion. The answer to this question can not be good or bad, so the author of this question would like to listen my opinion, how I understand the problems, which Bremmer introduced. The article is about The  Bremmer’s thesis and the book presents this paradigm as a kind of â€Å"war. † A war, actually, between statist leaders of China, India, Brazil, et. c. and the more visionary, multinational, corporatist leadership of the Anglo-America/European axis.The challenge for the capitalist system comes from the ability of state capitalism to achieve stability and growth while avoiding massive downturns that would otherwise threaten the stability of authoritarian regimes. The theory is that free market capitalism will not be as stable as state capitalism because free market capitalism has to weather the storms of periodic downturns that cannot be wrung out of the free market system. Mr. Bremmer tells that state capitalism has problems, but with its leading proponent, China, doing so well vs. the free market system the battle will be a long one. The author makes certain assumptions about the most recent free market downturn in 2008 that are, in my opinion, wrong. And I am desperate to work hard to prove it. Of course, I have not got the knowledgle as Bremmer but with the help of my seminar materials (group notes, research about state capitalism, lecture notes) and critical reviews created by different economists, it will be possible to reach the goal. Working on his thesis I will base my judgement on few other articles or reviews such as: 1. Ian Bremmer, â€Å"State Capitalism Comes of Age,† orig. Foreign Affairs, May 2009 2.James Quilligan, â€Å"Beyond State Capitalism†, July 2010 3. Philip Kozel, â€Å"The dangers of state capitalism†, May 2009. 4. Chris Harman, â€Å"State Capitalism – the theory that fuels the practise†, November 2009 These articles and reviews showed me four different approaches to the problem, which is driven by Bremmer. Reading them I formed my opinion, which I will develop in the main part of my assignment. Construction of the bremmer’s article allows me to set a foundation for my essay. Every single part I will work on it is focused on one segment of market or economics, so it will be easy to relate with my arguments.Referring to the thinking presented by the creator of the article I will follow his flow of arguments, however my position is totally different than his so it will fit in to critique form. In summary I would like to present my answer for Bremer’s thesis which I will found during the work on this assignement.Bibliography: 1. Ian Bremmer, â€Å"State Capitalism Comes of Age,† orig. Foreign Affairs, May 2009 2. James Quilligan, â€Å"Beyond State Capitalism†, July 2010 3. Sameer Dossani, â€Å"Understanding the Crisis and Markets, the State and Hypocrisy† , February 2009 How to cite Ian Bremmer State Capitalism, Papers

Educational Psychology Essay Example For Students

Educational Psychology Essay ? Mr. ? Psychology 16 Oct. 1996 ? Mr. ? Psychology 16 Oct. 1996 Educational Psychology Essay The field of psychology that deals with the ability to solve educational problems and to improve educational situations is the field of educational psychology. Educational psychology is sometimes referred to as an applied field, meaning, one in which the objective is to solve immediate practical problems (James 29). The beginnings of educational psychology were initiated by Aristotle in his formulation of the laws of association. These laws: similarity, contrast, and contiguity, supplemented by frequency, are the beginnings to an experimental science (Piaget 9). As the science began to develop, the educational psychologists did little more than administer mental tests, which started with the Stanford-Binet test (IQ test). Today, the science has been expanded to include counseling students, teachers, administrators, and parents, in an effort to help make the school environment one which is most effective in promoting learning. As an example, if a student in school commits a disciplinary action, instead of being indiscriminately punished, that student would be sent to see the school psychologist to find out the causes of the students misbehavior and deal with them accordingly (Frandsen 92). â€Å"The earliest and most Ardent of behaviourists was Watson (1931; Medcof and Roth, 1991; Hill 1997). His fundamental conclusion from many experimental observations of animal and childhood learning was that stimulus-response (S-R) connections are more likely to be established the more frequently or recently an S-R bond occurs. A child solving a number problem might have to make many unsuccessful trials before arriving at the correct solution† (Childs, 2004).Cognitive Psychology is focused on learning based on how people perceive, remember, think, speak and problem-solve. The cognitive perspective differs in. . cial aspects of cooperative learning. In conclusion, auditory learners prefer to learn things visually; they prefer to listen to instructions. Kinesthetic learners rather touch and feel what they are doing. A teacher should evaluate her classroom to see what kind of learners she has in her classroom to be more a more effective teacher. Since in educational psychology there are many branches of psychology that are used to determine learning within the classroom.Works CitedWillingham, D. (2009). What can Cognitive Psychology do for Teachers? Encyclopedia Britannica Blog. Retrieved from http://www.britannica.com/blogs/2009/04/what-can-cognitive-psychology-do-for-teachers/.Child, D. (2004) Psychology and the Teacher. (7th ed.). London, New York: Continuum.Social Cognition. Science Daily. Retrieved from http://www.sciencedaily.com/articles/s/social_cognition.htm

Paper Essay Example

Paper Essay Integrating a Human Resource Information System: A Module with Case By James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. Edited by Myrna Gusdorf, MBA, SPHR Stra tegic HR Management instructor’s Manual Project Team Author: James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. SHRM project contributors: Bill Schaefer, SPHR Nancy A. Woolever, SPHR External contributor: Sharon H. Leonard Editor: Katya Scanlan, copy editor Design: Terry Biddle, graphic designer  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. Note to HR faculty and instructors: SHRM cases and modules are intended for use in HR classrooms at universities. Teaching notes are included with each. While our current intent is to make the materials available without charge, we reserve the right to impose charges should we deem it necessary to support the program. However, currently, these resources are available free of charge to all. Please duplicate only the number of copies needed, one for each student in the class. INSTR UCTOR Name Title Office Hours Phone E-mail Instant Messenger Classroom OVER VIEW This module introduces HR students and professionals to human resource management systems (HRIS) and project management and demonstrates the integration of these areas. LEAR NING OBJECT IVES At the end of this module, students will be able to: Describe the historical d nn evelopment of HRIS. nn Describe project management concepts as related to an HRIS integration project. nn Apply project management techniques to an HRIS integration process. nnUnderstand the business decisions that can be used with HRIS. n Describe global issues such as laws and cultures that affect HRIS. nn Refine skills of analysis, synthesis and communication concerning issues and ideas related to HRIS systems integration and project management. MO DULE DURAT ION This module is designed to be taught over four 50-minute classes. It can be adjusted as needed for classes of a different duration. Syllabus  © 2008 Society for Huma n Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 3 CO URSE EXPECTAT IONS Attendance and participation are essential to a successful learning experience. We will write a custom essay sample on Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer You are expected to actively participate in all parts of this course. A classroom is an environment to discuss and present new and creative ideas. Please extend the classroom etiquette to our virtual online environment. All written assignments are expected to be in APA style unless otherwise noted by the instructor. Papers should be typed, double-spaced, using a 12-point font and one-inch margins. Make sure to place your last name, the name of the course and assignment name in the title when you submit your work. For information on APA style, please see: Publication Manual of the American Psychological Association (5th ed. . (2001). Washington, DC: American Psychological Association. ACA DEM IC INTE GRITY Place comments here that are appropriate to your institution. INTELLECT UAL PRO PERT Y All materials in this course are copyrighted, including the course web site, syllabus, assignments, handouts and examinations. Copying course materials without the permission of the professor is prohibited. SUGGESTE D REA DINGS FOR ST UDENTS Ball, K. S. (2001). The use of human resource information systems: A survey. Personnel Review, 30(6), 677-693. Bedell, M. D. , Floyd, B. D. , Nicols, K. M. , Ellis, R. (2007). Enterprise resource planning software in the human resource classroom. Journal of Management Education, 31(1), 43-63. Haines, V. Y. , Petit, A. (1997). Conditions for successful human resource information systems. Human Resource Management, 36(2), 261-275. Hendrickson, A. R. (2003). Human resource information systems: Backbone technology of contemporary human resources. Journal of Labor Research, 24(3), 381-394. Hosie, P. (1995). Promoting quality in higher education using human resource information systems. Quality Assurance in Education, 3(1), 30-45. Lengnick-Hall, M. L. , Moritz, S. 2003). The impact of e-HR on the human resource management function. Journal of Labor Research, 24(3), 365-379. 4  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. Luthans, F. , Marsnik, P. A. , Luthans, K. W. (1997). A contingency matrix approach to IHRM. Human Resource Management, 36(2), 183-199. Mayfield, M. , Mayfield, J. , Lunce, S . (2003). Human resource information systems: A review and model development. Advances in Competitiveness Research, 11(1), 139-151. Panayotopoulou, L. , Vakola, M. , Galanaki, E. (2005). E-HR adoption and the role of HRM: Evidence from Greece. Personnel Review, 36(2), 277-294. Ruel, H. J. M. , Bondarouk, T. V. , Van der Velde, M. (2007). The contributions of e-HRM to HRM effectiveness: Results from a quantitative study in a Dutch ministry. Employee Relations, 29(3), 280-291. Stroh, L. K. , Caligiuri, P. M. (1998). Strategic human resources: A new source for competitive advantage in the global arena. The International Journal of Human Resource Management, 9(1), 1-13. Strohmeier, S. (2007). Research in e-HRM: Review and implications. Human Resource Management Review, 17, 19-37. Tansley, C. Newell, S. , Williams, H. (2001). Effecting HRM-style practices through an integrated human resource information system: An e-greenfield site? Personnel Review, 30(3), 351-370. Tansley, C. , Watson, T. (2000). Strategic exchange in the development of human resource information systems (HRIS). New Technology, Work and Employment, 15(2), 108-122. Teo, T. S. H. , Lim, G. S. , Fedri c, S. A. (2007). The adoption and diffusion of human resources information systems in Singapore. Asia Pacific Journal of Human Resources, 45(1), 44-62.  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 5 Class 1: Introduction to the class and overview of learning objectives. HRIS – Human Resource Information Systems 1. HRIS defined. 2. History of HRIS. 3. Who uses HRIS? How is it used? 4. Benefits of HRIS. 5. Terminology: a. HRIS. b. ERB. c. SAP. Class 2: Project Management 1. Project management: a. Definition. b. Characteristics. 2. Process of project management: 3. Linear process: a. Waterfall model. b. Examples. 4. Cyclical project management process: a. Preferred for software development. 5. DANS Software development method: a. Blend of linear and cyclical. . DANS process. 6. Project management tools: a. Charts: Gantt, PERT, Fishbone, Event Chain, Run Chart. Module Outline 6  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 7. Project Management Software: a. Desktop. b. Web-based. c. Open source. Class 3: Managing Projects and HRIS 1. Managing a project. 2. Project team me mbers and tasks: a. Project sponsor. b. Organizational management. c. Project manager. d. Team members. 3. Communication. 4. Project managers and leadership: a. Initiation. b. Project planning. c. Project execution. d. Project control. e. Closure and evaluation. 5. Issues of project management for integrating an HRIS. Class 4: HRIS Implementation 1. Uses of HRIS: a. Traditional/administrative. b. Analytical. c. HRIS in business decision-making. 2. Application of HRIS in HR functional areas: a. Strategic management. b. Workforce planning and employment. c. HR development. d. Total rewards. e. Employee and labor relations.  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 7 f. Risk management. 3. Legal issues: a. Employee information. b. Privacy. c. Security of data. 4. U. S. laws: a. Fair Credit Reporting Act (FCRA). b. Electronic Communications Privacy Act. c. Health Insurance Portability and Accountability Act (HIPAA). d. Sarbanes-Oxley Act. 5. Globalization: a. European Union Protection Directive. b. Canadian Privacy Laws. 6. Conflicts in globalization. 7. HR’s role in change management. Organizations in the Press (OIP) Discussion Board The discussion board is intended to promote student engagement, peer interaction and understanding of the materials. There is no prescribed length for postings; however, the quality of your thoughts is critical. It is expected that students will monitor and post on the board throughout the week. This is an ongoing, asynchronous conversation, not a one-time stating of your thoughts. Students offering substandard or limited responses will be prompted to offer additional thoughts or risk losing points. Students will enrich their understanding of organizations by frequently making connections between principles discussed in class and actual situations in the working environment. In addition to relating class issues to their own work situation, students can make connections by noting articles in the press about project management and HRIS issues. The instructor will assign one topic to each student, and the student will choose an article from the press relating to his or her assigned topic. Students should post the article for the entire class. The post should include a one-paragraph abstract of the article. In addition to the abstract, three discussion questions should be provided for class members to respond to generate discussion. Each student will be challenged to facilitate one online discussion on his or her assigned topic. Each class member must also participate in the online discussion every week. Consistent and substantial participation is expected (I expect more than just ‘good job,’ ‘nice post’ or ‘great 8  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. points’). Discussions in the initial post can include, but are not limited to the following: Briefly state the key issues in the article. What additional information can you add? What connections can be made to the course information? What information is missing that would help better describe, explain or predict the situation? How can this relate to practice? HRIS Case Study/Case Analysis Cases are representations of reality that place the student in the role of a participant in the situation. Case analysis is a task common to many forms of professional education in which students are asked to examine life-like situations and suggest solutions to business dilemmas. Cases may include a problem, a set of events or a particular situation in which something is clearly wrong. In this HRIS case study, students are asked to identify the basic problem and support the diagnosis with material from the case and the course. Many cases have no clearly defined problem. In the analysis of such cases, the major task is explaining what is occurring and why. Students should read the case and answer the questions at the end. Answers should be between five and 10 pages. Papers should by typed, double-spaced, using a 12-point font and one-inch margins. Make sure you place your last name, the name of the course and assignment name in the title when you submit your work. Appropriately reference your paper in APA style. Evaluation Students will be evaluated on: Discussion boards. HRIS case analysis paper. Involvement (class and online). Notes to the Instructor Please note: A student workbook does not exist for this integrated learning module/case study. You may create a student workbook by extracting those items students will need in order to complete the case. Discussion Board Assignment. The discussion board assignment is designed to be an ongoing activity throughout the course. However, if you prefer not to use an online discussion board, the same assignment could be adapted to the classroom by requiring students to provide an article that addresses the same issues that would be identified on the discussion board. Students would then lead a short in-class discussion on the article. ote note NOTE NOTE  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 9 Some possible topics: Privacy Issues 1. What are U. S. organizations doing to ensure the security of employee information in HRIS data bases? 2. Further discussion of U. S. laws regarding the protection of employee data. 3. How do other countries regulate the protection of employee information? 4. Research privacy laws in other countries and discuss what organizations are doing internationally with regard to protection of employee data. Project Management . Find examples of project management systems used in organizations. Who uses what and why? 2. What factors would be involved in an organization’s choice of a project management system? HRIS 1. Research available HRIS and discuss advantages and disadvantages of the different systems. 2. How is HRIS different in small organizations from those used in large organizations? HRIS Case Study – This assignment is intended to be a written paper. As time allows, it would be helpful to use the case as a class discussion either before or after students turn in their written analysis. Possible Discussion Board Questions 1. What are your perceptions of an HRIS? In your own words, describe why an organization might want to implement an HRIS. The answer to this question will vary based on the type of organization and experiences of the students. Brainstorming is encouraged. This activity will give the instructor an idea of where the students stand in terms of knowledge and background. 2. List an HRIS you have heard about and describe the functions it offers. This question will generate a list of HRIS. Functions might include core administration, training and recruitment. 0  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 3. What can an HRIS do for an organization? Student responses to this question will vary but students should note the ways an HRIS system would affect HR. Students will most likely address administrative issues, training and recruitment. 4. List why your organization would want to use or does use an HRIS (if you have limited work experience, interview HR business professionals to help you). The answers to this question are integrated in the lecture topics. 5. What is the difference between a stand-alone and an enterprise resource planning (ERP) system? 6. Provide specific examples of HRIS systems and provide the details (costs, system requirements and web site resources, etc. ). What are the strengths? What are the weaknesses? Respond to other students’ posts. The answers to this question will be found from online research and will be based on the specific systems students find. This could range from SAP to open source systems. 7. What are the desired skills for a person to have in order to effectively lead the implementation of an HRIS? See lecture notes and have students provide information based on their knowledge. 8. As a group, decide which HRIS is a good choice for a large organization and which one is best for a small organization. Responses will range from a large system like SAP to a small, open source system. 9. What is the hardest for the HR professional to control: time, cost or scope? Time might be the hardest because payroll and administrative issues must occur in a timely manner. Other issues that affect time may include reporting to state and federal agencies.  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 11 10. What can the HR professional do to ensure success in time, cost and scope? Making sure they are involved in the decisions with their IT professionals to understand the context of decisions. 11. There are many project management tools. This discussion board will help you explore resources available to support a project manager. Provide an example of a project management tool and how it could be used. Provide one software resource and list the strengths and weaknesses. Answers are available from online research. 12. Create a list of critical risks and contingencies for an HRIS implementation. As a virtual team or individually, create an outline of how each phase of project management is affected. Risks are based on the phases. Each phase may generate different risks; however, you will notice that they typically relate to time, cost and scope. 12  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. Learning Objectives By the end of this case, students will: Understand how time, cost and scope affect the p nn roject management of an HRIS integration. n Identify potential problems in a global integration of an HRIS. nn Identify cultural issues present in a global integration of an HRIS. nn Describe why evaluation is important and how it could be done when integrating an HRIS. nn Identify the skills needed by employees when participating in a global HRIS integration. nn Analyze the case and identify lessons learned from the global integrati on of an HRIS. Background A global energy company incorporated in the United States has approximately 54,000 employees in more than 180 countries. The U. S. based human resource information system (HRIS) currently houses approximately 20,000 employee records and tracks both bi-monthly and bi-weekly payrolls. The system also tracks employees who are represented by a variety of unions. The U. S. -based HRIS is owned and operated by the HR functional group but supported by a different HR group within the information technology (IT) department. The IT support group has approximately 140 employees and contractors. The HR IT support manager reports to the IT support manager with a dotted line to the global HR manager. There are plans to integrate the European division’s HRIS into the U. S. -based HRIS. The European division’s HRIS houses approximately 1,000 employee records and one union representing a small percentage of the 1,000 employees. The European HRIS is owned and supported by the HR group whose manager reports to the global HR manager. At the same time of the HRIS integration, a merger has caused changes to the existing U. S. -based HRIS. In addition, another part of the company is about to bring in 88 countries into the U. S. -based enterprise resource planning (ERP) system, including the HR portion. The integrations have different timelines for completion, and coordination is critical so that changes that affect each of the integrations do not create problems that affect the current production system. HRIS Case Study  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 13 Description of Project Team The HR department in London owns and supports the European HRIS for the portion of the company that will be integrated into the U. S. HRIS. Their current system lacks proper controls and received an unsatisfactory internal audit. It was determined that the system would require extensive changes and that it would be more cost effective to replace the system than to make the changes. The London-based HR office selected an HRIS implementation partner, Limited Experience, Inc. , to facilitate the integration. The firm has no knowledge of the U. S. -based system and has relatively little experience with integrating part of an HRIS into an already existing system. The London-based HR office has provided the project manager for the integration, Frankie. Frankie has knowledge of the European HRIS but no experience with IT projects and the current U. S. -based HRIS. Limited Experience, Inc. has provided a co-project manager, Pat. Pat has never led a project of this size nor does Pat have knowledge of the U. S. system or how current HR projects would affect their project. In the end, Frankie and Pat ended up being co-project managers, though Frankie was more of the lead. Lyn was also hired by the London office to be the technical team lead. Lyn has no experience as a technical team lead on an IT project that uses this HRIS software and does not know the culture of the London-based group or the U. S. -based group. Lyn comes from an organization where it is acceptable to yell at employees who do not meet expectations. This is not the culture for the HR organization in either London or the United States. Lyn also has no experience with the U. S. software or the U. S. technical team’s processes. A U. S. -based senior design analyst, Jamie, was added to the team on a consultation basis. Jamie travels between London and the United States, spending approximately 50 percent of the time in each location. Jamie has led similar projects, is familiar with other concurrent HR projects and is knowledgeable about the production support processes. Jamie has no knowledge of the London-based HRIS. Jamie’s responsibility is to inform the project and HR leadership of any design issues that may cause concerns with the current production system or the concurrent projects. The project team consists of people from various HR groups within Europe. None of these team members have previous HR IT project experience. There are also people from the project implementation partner company on the team. Challenges of Integration For one of the first steps of the project, the team documented the current HR processes and systems. As the team went through each process, the team member assigned to that particular area would describe and chart the current processes and the differences between the European and U. S. processes. After this documentation was completed, the project team invited subject matter experts (SMEs) to meetings lasting from half a day to three days to discuss the current processes and the effects of changing from the European processes to the U. S. processes. The U. S. senior 14  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. and Michelle E. Bartlett, M. S. design analyst attended as many of these meetings as possible to ensure that the project team understood the current processes. However, the design analyst would often need to ask someone from the U. S. support team to clarify specific details. Because of the time difference between the London and U. S. teams, this often involved at least a one-day delay. When certain processes—such as reporting, payro ll and interfaces—were analyzed or discussed, the senior design analyst encouraged that these areas be reviewed. These areas were not reviewed in an appropriate manner because the project team manager (Frankie) and co-manager (Pat) were adamant that these areas didn’t need to be reviewed at the time. They said that reporting would be reviewed at each of the various SMEs meetings and that payroll was being outsourced and did not need to be reviewed at the project-team level. It was discovered much later in the project that reporting should have been analyzed earlier; much of the reporting is based on management needs and does not necessarily need to be created for a particular area. Also, many of the codes that were used for reporting were not appropriate or consistent. For example, the U. S. Equal Employment Opportunity report with the designation of African American was not relevant for European employees. Also, employees on family leave are designated as â€Å"on leave† for U. S. reporting, while European reporting requires they be designated as â€Å"active,† per HR Revenue and Customs (previously called the Inland Revenue Office). It was also later discovered that the payroll process should have been analyzed. Master data was collected in the HRIS, and certain fields had to be sent to an outsourced company. The data needed to be interfaced back to the financial system for reporting requirements. In addition, audit and control requirements necessitated that additional payroll data be interfaced back to the new integrated HRIS. Also, the confidentiality of the payroll data required that specific encryption software be used. The outsourced company had never used the encryption software used in the U. S. system. At the end of the project, the outsourced company realized it had to obtain the encryption software, train their technical team to use it and design a process that would meet the U. S. technical team’s standards. This required some project team members to travel to the United States to work with the U. S. network support team. As the project team progressed from documenting current processes and the effect of using U. S. processes, a methodology was created to determine what new coding would be acceptable for the global integration. If the project team leaders, the senior design analyst (with agreement from concurrent project team leaders) and the HR production support manager agreed on the new process, the coding or technical decision was implemented. If there was no consensus, project team leaders and the senior design analyst would present options to the global HR manager and the HR IT support manager. The issues were often technical and complex. The project team would schedule meetings at times when the senior design analyst was unable to attend and then present the issue in a way that their preferred outcome would  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 15 be approved. In many cases, the decisions turned out to be unworkable and were reversed, causing additional delays. One of the most difficult decisions during the integration was determining if a change was a legal requirement. SMEs would often say that the current process was required by law, but when they were asked to provide the actual law, it turned out that it was not a legal requirement but a preferred solution by current managers or employees. Some U. S. processes also thought to be legal requirements turned out not to be the case. When the online interface for the HRIS was being designed, various issues arose. One issue was language. At the start of the project, it was thought that language would not be an issue because both groups spoke and wrote English. However, the spelling of many words was different, such as â€Å"center† or â€Å"centre† and sometimes different terms were used for the same meaning. It was decided to use U. S. English, a decision that was not popular with the project team. Another challenge of the online interface for the HRIS was to decide which data could be changed online by employees. When a U. S. employee wanted to change an address, he or she could not change that information online because it may involve benefits changes. For example, if an employee moved from California to Texas, her current health care provider may not be available in Texas, requiring the employee to coordinate the address change with a medical plan choice. In addition, some address changes needed to allow for a new home address for tax purposes (versus a work address for a tax location) in the system. For example, if an Atlanta, Georgia, employee moved to Aiken, South Carolina, so that his home address was in South Carolina and his work address was in Georgia, this tax combination may not be in the system, requiring a system change that would need to be created, tested and moved to production before the address change could be made. In Europe, however, address changes did not affect benefits or tax data. As the project team moved to the coding and testing phases of the project, it became apparent that having only one U. S. representative on the team was not sufficient. Many decisions required involving multiple members of the current production support team. After various members met together, one person or a few people created the changes in the test system and tested the procedure. It would often take many tries before a successful test. By the end of the project, most of the London team spent two to four weeks in the United States to resolve issues that couldn’t be resolved with team members â€Å"across the pond. † When the system went live, the current U. S. production support team sent a team to London to help resolve issues that arose during the first two weeks of implementation. They had not met the entire project team or most of the SMEs located in London. During the time they spent in London, members of the U. S. production support team tried to quickly resolve production issues from the implementation, worked with new people and adjusted to the time difference. They also had to coordinate times to meet with their U. S. -based counterparts. Because of the time difference, these meetings often occurred during the U. S. -based team’s off hours. 16  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. What hours support would be available and who would provide what level of support was a lively discussion. In the first couple of weeks after going live, the U. S. support teams had representatives in Europe and were able to provide support during their work day. Once that time had passed, adequate support had to be provided for a much longer time than had previously been required. Conclusions The project was about three months late, over budget, and many items had to be fixed when the system went live. Despite this, the London-based team had a party to celebrate their success, which included a dinner at an expensive restaurant and a limo ride home if necessary. They also received a handsome bonus. The U. S. team members and the global HR manager were not invited to the celebration or given bonuses. After the senior design analyst found out about the celebration, a U. S. celebration (consisting of a lunch) was held and a similar bonus awarded. The London project managers were invited but were unable to travel at the time. The hot topic at the celebration lunch was how future project teams should be formed when other HR areas wanted to integrate their current system. The length of the answers to the questions should be between 5-10 pages. Please use the instruction from the syllabus for style and format. If time allows, have students discuss these questions in small groups prior to the writing assignment. Questions What are the major issues presented that affected t 1. he time, cost and scope of the project? 2. What are the minor problems presented that affected the integration? 3. What are the cultural issues that are interwoven in this project that affected HR or IT? 4. What type of evaluation/closure would help in this project? 5. Who should be involved in future global integration projects? What skills should team members have and how should they be selected? 6. If you were to create some of your own â€Å"lessons learned,† what might they be and how would they affect future projects?  © 2008 Society for Human Resource Management. James E. Bartlett, II, Ph. D. , and Michelle E. Bartlett, M. S. 17 Ambler, S. W. (2008). A manager’s introduction to the rational unified process (RUP). Retrieved from www. ambysoft. om/onlineWritings. html. Arnold, J. T. (June 2007). Moving to a New HRIS. HRMagazine, 52, 6, 125-132. Baars, W. (July 2006). Project Management Handbook: Version 1. 1. DANS – Data Archiving and Netwo Paper Essay Example Paper Essay Crystal Diaz ENC1102 16 October 2012 Tue 9:50am â€Å"Any man can be a father, but it takes a special person to be a dad. † There are some people who do not have the opportunity to have a father in their life. Someone they can call dad. Like the men in the work’s â€Å"Daddy† Sylvia Plath and â€Å"My Papa’s Waltz† by Theodore Roethke. A similarity of the works is that that the fathers were admired by their children. In contrast, In â€Å"Daddy† the fathers was abusive and in â€Å"My Papa’s Waltz† the father wasn’t abusive towards the son. The poem â€Å"My Papa’s Waltz† by Theodore Roethke the speaker is rejoicing on a childhood experience with his father. The father and son are actually waltzing around the house; having fun with one another and enjoying each other’s company. The poem shows a positive relationship with the father and son. In â€Å"Daddy† By Sylvia Plath the young girl is expressing her love hate relationship with her deceased father. The father is abusive towards the narrator in the poem never really paid any attention to her. The young girl shows hate towards her father because she never has the chance to get to know her father because he died when she was seven years old. The poem â€Å"My Papa’s Waltz by Theodore Roethke has similarities with â€Å"Daddy† because both the children in the poem show the admiration for their fathers. For example; In line 15, â€Å"still clinging to your shirt. † (Roethke, Line 15), In My Papa’s Waltz the boy doesn’t want to stop playing with his father. He enjoys the father’s company and playfulness. In Daddy the young girl admires her dad because she still talks about him, â€Å"I made a model of you. †(Plath, line 63). She married a man just like he father. She was looking for a father figure and trying to look up to that man. We will write a custom essay sample on Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In Contrast, the difference between â€Å"My Papa’s Waltz† and â€Å"Daddy† is the positive and negative memory of the fathers. The imagery and language, the symbolism, and tone in the poem gave the impression of love between a father and son. â€Å"We romped until the pans slid from the kitchen shelf. † The poem shows the father and son’s playful act while dancing. The difference in â€Å"Daddy† is the girl shows hate towards her father and it’s not a very pleasant memory of him. She even states that she had to kill him but in a figurative way. She describes that her father wasn’t always around and that she might as while have been a Jew. â€Å"I began to talk like a Jew. I think I may well be a Jew. †(Plath, lines 33-34). In conclusion, anyone can have a father but not many can say they have a good father. Both poems had their similarities such as they loved their fathers. The differences between the poems were the positive or negative memory they had of their fathers. The relationship that the boy had in â€Å"My Papa’s Waltz† was a fun and loving memory. Unfortunately, the girl in â€Å"Daddy† did not have such lucky and has emotional issues towards her father.

Showing Racism the Red Card Professor Ramos Blog

Showing Racism the Red Card In this world, as humans, we have high expectations of how we would want to be treated by others. Even though we are all the same in many ways, when someone isdifferent, we sometimes do not treat them the way one should be treated. It is almost natural to treat those who are unique to us, differently from those who look and/or act similar. When others are unique, this may cause you to feel superior/inferior.Unfortunately, that is not something that is natural. This is something that has been taught at a young age and something that is hard to drift away from. Racism stems from a fear of not knowing others, which automatically divides people into â€Å"them† and â€Å"us† based on the color of their skin or where they come from. The belief of inferiority/superiority has been passed down from generation to generation over hundreds of years.Research reveals that, â€Å"6 million Jewish were killed during the holocaust because someone thought they belonged to an inferior race.† Africans were bought and sold into slavery for the exact same reasons. In addition, millions of indigenous people around the world were oppressed and murdered due to the belief of inferiority (Parhar). These are three historical examples of groups of people who were being mistreated for being different.As a result, this caused those in control to feel invincible, thus building power and superiority.   Racism comes in many different forms and can take place almost anywhere. It leads to stereotyping, discrimination, violence and misunderstanding. According to  It Stops with Me,  Ã¢â‚¬Å"People often associate racism with acts of abuse or harassment. However, it doesn’t need to involve violent or intimidating behavior.† Racism can be in the form of name-calling and jokes.†This reminds me of some of the sit-coms my parents would watch growing up. In the show Sanford and Son, Fred Sanford often made racial jokes towards his son’s friend Julio.  These stereotypical jokes were based off of the things that, perhaps, the writers of the sit-com were taught and learned about over several years. In my eyes, racism is more than words, actions and views.It also builds walls that prevent others from enjoying life, feeling honor, respect, and equality. â€Å"Police officers have been found to have near universal implicitbiasagainstracialand ethnic minorities. Reports of police use of lethal force have found that African Americans are far more likely to be shot and killed than their numbers in the population would predict† (Price and Payton). I have heard many stories from family members who were treated unjustly because of the color of our skin. Imagine if you will, in 1988, a pregnant nineteen-year-old African American female being pulled over by police, who assumed that she had stolen her new vehicle that she had just purchased.She was warned not to touch anything in the car, as the officers touched their weapons.She was then frisked by the female officer as though she was a common criminal.Once absolved of any wrong doing, the officers refused to apologize for their er ror.Many African Americans are aware of or have experienced similar incidents from police officers. Not all racism stems from hate. It can also stem from fear and anxiety. Some people are simply intimidated by certain groups and ethnicities due to stereotypical views. We might see someone as â€Å"racist†, but they might not feel that they are racist.They may strongly believe that their views are correct because of their beliefs and morals.Dovidio and Gaertner 2005, p.2 claims that â€Å"Unconscious bias leads to unintentional racism: racism that is unusually invisible even and especially to those who perpetrate it. Yet, most people do not want to be considered racist or capable of racist acts because the spoken and unspoken norm is that, as she quotes ‘good people do not discriminate or in any way participate in racism’ Such unconscious biases affect all of our relationships †¦Ã¢â‚¬Å" (Moule). In the TED TALK, â€Å"The Danger of a Single Story†, Chimamanda Ngozi Adichie, a famous Nigerian novelist, explains how there are many of us who fall victim to having incomplete, stereotypical, sides of one single story to an issue that we lack knowledge. We do this without being properly informed and she gives us personal stories. She stated that, â€Å"My American roommate was shocked by me. She asked where I had learned to speak English so well and was confused when I said that Nigeria happens to have English as its official language. She asked if she could listen to what she called my ‘tribal music’ and was consequently very disappointed when I produced my tape of Mariah Carey. She assumed that I did not know how to use a stove. What shocked me was this, she had felt sorry for me before she saw me†.This story is a prime example of bias based on one single stereotype about Africa.She states that in her roommate’s â€Å"single story, there was no possibility that Africans could be similar to her in any way†, until she was informed. Chimamanda’s solution to bias, for us, was to collect our news and stories from multiple perspectives, to whatever issue or topic that is being discussed. She also notes, â€Å"The consequences of a single story, is, that it robs people of dignity. It makes our recognition, our equal humanity difficult. It emphasizes how we are different, rather than how we are similar† (Adichie). Even though there are many forms of racism, the only way one can astray from one perspective is to explore multiple perspectives. With proper education to promote tolerance, a chain of educating others may possibly decrease or prevent future racism. â€Å"Understanding our own biases is a first step into improving the interactions that we have with all people† (Moule). We as a nation, have come a long way, and I believe we can spread awareness through the most popular form of communication for young adults, social media.Although we are all very different, we are all the same in many ways.Everyone deserves to be treated equally, especially since ourworld is filled with so much diversity.â€Å"To this end we need to distinguish more clearly between the greater comfort people often feel among familiar people and places and active hostility towards outsider ethnic groups. We also need a more discriminating language to describe the spectrum ofdiscrimination.Prejudice, clannishness -even in some instancesdiscriminationitself should be regarded as sentiments and behaviors that are distinct from properracism† (Goodhart). Unfortunately, discrimination will not disappear overnight, but we all can come together and work on ourselves. Adichie, Chimamanda Ngozi. â€Å"The Danger or a Single Story†| Chimamanda Ngozi Adichie.†YouTube, YouTube, 7 Oct. 2009, m.youtube.com/watch?time_contiue=2v=D9Ihs241zeg. A very inspirational Ted talk that I enjoyed watching in class done by Chimamanda Ngozi Adichie, a famous Nigerian novelist, who explains that there are people who only get one incomplete side of the story about an issue or group of people which leads to stereotypes. I used this in my essay as I talk about bias. GOODHART, DAVID. â€Å"Racism: Less Is More.†Political Quarterly, vol. 85, no. 3, July 2014, pp. 251–258.EBSCOhost, doi:10.1111/1467-923X.12097. In this scholarly article David Goodhart explains racism, prejudices and discrimination and comes up with a couple of local solution, slowly trying to demolish racism. I felt that this was very helpful for my essay, as I would incorporate towards the end where I talk about some solutions to minimizing racism. Kwan, Connie. â€Å"About Racism.† Racism. It Stops with Me, 4 Oct. 2017, itstopswithme.humanrights.gov.au/about-racism. This website contained so much valuable information about racism and what it is and how it affects us all. I incorporated this into my essay as I talked about the affects racism has on our society, I used many valuable pieces from this website, in my essay. This was a credible government website that was created in Australia with credible facts, sources and the creators have done research and surveys. Moule, Jean. â€Å"Understanding Unconscious Bias and Unintentional Racism.†Phi Delta Kappan, vol. 90, no. 5, Jan. 2009, pp. 320–326, doi:10.1177/003172170909000504. I found this article to be extremely helpful for discussing bias in my essay. In this article, I was able to dissect what bias means and what it is, how it affects us humans and ties in with racism and discrimination. This was credible because it comes from Jean Moule, an associate professor/author from Oregon State University and President of the Oregon Chapter of the National Association for Multicultural Education. Parhar, Gurdeep. â€Å"Fixing Racism- Racism Is at the Root of Many of Humanity’s Evils | Gurdeep Pahar | TedxStanleyPark.†YouTube,14 June 2016, m.youtube.com/watch?v=POU1HjdXziM. This video was extremely helpful for me and my topic against racism as Mr. Parhar gives life examples and explains what racism was to him and how it affects us all as a whole, and things we can do to fix racism. I used some of what he said as an little opener for my introduction on inferiority. Price, James, and Erica Payton. â€Å"Implicit Racial Bias and Police Use of Lethal Force: Justifiable Homicide or Potential Discrimination?†Journal of African American Studies, vol. 21, no. 4, Dec. 2017, pp. 674–683.EBSCOhost, doi:10.1007/s12111-017-9383-3. Explaining how racial bias can be unfair between certain racial groups in the justice system, giving examples of police brutality and how African Americans are more likely to be shot and killed, than numbers predict. This leads to problems for African Americans and my proof racial bias that I am going to somehow tie into my essay.

Paraphrase Essay Example | Topics and Well Written Essays - 500 words - 8

Paraphrase - Essay Example because of the carelessness of Sprint, he sustained an injury in the left ankle, pain, nervousness, emotional distress, and anxiety of body and mind; which are disabling, progressive and permanent. According to OSHA standards, there must be regulations concerning the guarding of floor and wall holes that may harm any individual within the workplace. According to the guidelines, when a floor hole cover is not in place, then the hole ought to be protected by a removable standard barricade or someone must be allocated at the given spot, to warn other individuals (www.osha.gov). Despite this, Sprint did not consent to the negligence claim based on lack of OSHA standards. Moreover, an employee of Sprint completed an incident report the same day (May 28, 1997) the accident took place, but it was protected by the work product and attorney-client privileges. The verdict was Sprint was not at fault, and Mr. Ratcliff was completely at fault. This was in favor of Sprint. This was based on the fact the sufficiency of evidence claim was meritless as Mr. Ratcliff stepped into a hole that was visible and his claimed injury was caused before the incident and mental condition. According to the testimony of Mr. Bondurant, he was splicing wires with his feet in the opening when the incident took place. Moreover, multiple witnesses saw him working in the hole, and they knew where the hole was. Nevertheless, the trial court did not neglect its judgment in acknowledging evidence of workers compensation claim, as well as the exclusion of an incident report. In addition, the court’s exclusion of OSHA regulations was a not a detrimental mistake. Mr. Ratcliff announced his financial condition into the case when asked by his lawyer on direct examination concerning his failure to get medical attention, and he uttered that he could not â€Å"afford that option†; this is an exception to the general rule of inadmissibility of collateral source expenses. The defense was able to attack this

The importance of lesson plan and methods used in the Foundation Essay

The importance of lesson plan and methods used in the Foundation Program in Omani Universities for the study of language skills - Essay Example The participants are both male and female. The study will show that it is really important for the teachers to prepare the lesson before entering the class so that they will have a clear view how to teach the students the right way to learn different skills. When I worked as a teacher in the Foundation Program I thought that I would have to equip students with the necessary knowledge and skills in the English language, and I have taken great care in making sure that I use various approaches to help them acquire the skills necessary for adopting the language, since it is the medium of instruction at Omani universities. Therefore, there is a great need to approach the teaching of English in a purposeful and systematic conduct. My aim is to help them attain a level of competence in reading, writing, and oral skills that will help them to pursue their studies in whatever major they choose (95% of the courses at the University are taught in English), pass job interviews, become sufficiently efficient in their work, and develop themselves in many other aspects of life using English which has now become the global language. "The Foundation Program is designed for students who are not sufficiently prepared in terms of English language skills to join the four-year bachelor program offered at the University and it complies with the National Standar... f English language skills to join the four-year bachelor program offered at the University and it complies with the National Standards for Foundation Programs in Oman. Most of these students may be required to spend from one to three semesters in the Foundation Program, depending on their results in the placement tests administered by the University. The Foundation Program is designed to bridge the gap between secondary education and university undergraduate studies. The program's focus is primarily on the enhancement of students' proficiency in English, so students enrolled in the program have a full day schedule with a weekly load of around 30 hours, including study groups." "The program is communicative in nature, shifting the emphasis from grammar to meaningful oral and written communication.The instructional materials adopted for the program have performance-based objectives as well as clear scope and sequence for teaching communicative skills. The program approaches language as a tool of communication and stresses reading and writing as the two main language skills instrumental for students' success in university-level education through the medium of English. The teaching methodology treats language skills in an integrated fashion and incorporates study skills into the program. The teaching methodology is communicative in nature, presenting authentic and simulated communicative tasks in real life Situations". (Dhofar University, Foundation program). However most of the students in the foundation programmer are unappreciative with the role of English language. In this stage of a students' academic life, it is very important for the teacher to find effective ways to help these students progress to the next level. Teachers must know their students and their needs

Sherlock hectives of holmes is a better detective then piorot and Essay

Sherlock hectives of holmes is a better detective then piorot and spade other detectives of his times - Essay Example Hercule Poirot was a Belgian detective who appeared in Agatha Christie’s novel Murder on the Orient Express to investigate the murder of a gangster named Ratchet or Cassetti. The case seems to be very confusing as some obscure clues are found during the investigation. The victim, Cassetti had previously murdered three members of the Armstrong family and their worker. As the case progresses some shocking things reveal which seem to involve thirteen of the passengers including the conductor in the murder of Cassetti. Poirot however does not inform the police about those guilty as he feels that they are justified. Samuel Spade, more commonly known as Sam Spade, appeared in The Maltese Falcon by Dashiell Hammett who was consulted by Miss Wonderly to follow Floyd Thursby who is later murdered shortly after Sam Spade’s partner, Miles Archer. It is then revealed that Miss Wonderly lied to Sam Spade and is found to have been guilty for the murders along with other players who a re trying to acquire the Maltese falcon. All the detectives differ in the style in which they approach the investigation and various cases however Sherlock Holmes of all seems to have a far more organized and scientific method of analyzing clues (Ginzburg and Davin, 6-7). Sherlock Holmes seems to have great observation and this is illustrated in A scandal in Bohemia when Holmes tells all the details about Dr. Watson when they meet (Doyle, A Scandal in Bohemia, 3). Holmes accurately identifies how Dr. Watson wanted to be a practicing doctor but could not due to the wound he got during his participation in the Afghan war. Also, that Dr. Watson got himself wet and that his servant girl does not do her work well. Holmes seems quite shocked as this true but he does not understand how Holmes was able to tell because he changed his clothes after the walk in the country (Doyle, A Scandal in Bohemia, 3). In The Red Headed League as well, Holmes demonstrates an excellent observation as he cor rectly identifies that Mr. Wilson was a laborer, takes tobacco, is a freemason, etc (Doyle, The Read Headed League, 3). He also deduces some important details from the hat in The Blue Carbuncle (Doyle, The Blue Carbuncle, 9). Holmes cleverly observed the minor details of cases so as to efficiently analyze clues to determine meaningful answers to the crimes. This method of noticing minor details was developed by Giovanni Morelli in art history (Ginzburg and Davin, 7). Hercule Poirot seems to be a very competent detective as he effectively speculates the clues so as to determine all the players in the murder of Cassetti. Poirot often has to interview the witnesses in order to gather information and does not rely much on observation of evidences and clues (Christie, 41). Sam Spade, on the other hand, does demonstrate critical thinking which helps him resolve the case regarding the murder of Archer and Thursby however he does not reflect superb observation skills in terms of clues (Hamm ett, 115). While every detective correctly investigated the cases which they are consulted to solve, there are some major differences in the style of investigation among the various detectives. Sherlock Homes presents a very effective method of information collection and evidence interpretation using an excellent observation. At many instances Dr. Watson seems to be surprised at Holmes’

Dual Trapezoidal Fuzzy Number and Its Applications

Dual Trapezoidal Fuzzy Number and Its Applications Jon Arockiaraj. J, Pathinathan.T, Revathy.S Abstract: In this paper, we introduce Convergence of ÃŽ ±-Cut. We define at which point the ÃŽ ±-Cut converges to the fuzzy numbers it will be illustrated by example using dual trapezoidal fuzzy number and Some elementary applications on mensuration are numerically illustrated with approximated values. KeyWords: Fuzzy number, ÃŽ ±-Cut, Dual trapezoidal fuzzy number, Defuzzification. Introduction: Fuzzy sets have been introduced by Lotfi. A. Zadeh (1965). Fuzzy numbers were first introduce by Zadeh in 1975.There after theory of fuzzy number was further studied and developed by Dubois and Prade, R.Yager Mizomoto, J.Buckly and Many others. Since then many workers studied the theory of fuzzy numbers and achieved fruitful results. The fuzziness can be represented by different ways one of the most useful representation is membership function. Also depending the nature and shape of the membership function the fuzzy number can be classified in different forms, such as triangular fuzzy number, trapezoidal fuzzy number etc. A fuzzy number is a quantity whose values are imprecise, rather than exact as is the case with single valued number. Fuzzy numbers are used in statistics computer programming, engineering and experimental science. So far fuzzy numbers like triangular fuzzy number, trapezoidal fuzzy numbers, pentagonal, hexagonal, octagonal pyramid and diamond fuzzy numbers have been introduced with its membership functions. These numbers have got many applications like non-linear equations, risk analysis and reliability. In this paper, we introduce Dual trapezoidal fuzzy numbers with its membership functions and its applications. Section one presents the introduction, section two presents the basic definition of fuzzy numbers section three presents Dual trapezoidal fuzzy numbers and its applications and in the final section we give conclusion. 2. Basic Definitions Definition 2.1: (Fuzzy set) A fuzzy set A in a universe of discourse X is defined as the following set of pairs A= {(x,  µA(x)): xX} Here  µA(x) : x is a mapping called the degree of membership function of the fuzzy set A and  µA(x) is called the membership value of xX in the fuzzy set These membership grades are often represented by real numbers ranging from [0, 1]. Definition 2.2: (Fuzzy Number) A fuzzy set A defined on the universal set of real number R is said to be a fuzzy number if its membership function has satisfy the following characteristics. ( i) ÃŽ ¼A (x) is a piecewise continuous (ii) A is convex, i.e.,  µA (ÃŽ ±x1 + (1-ÃŽ ±) x2) ≠¥ min ( µA(x1),  µA(x2)) É  x1 ,x2R É  ÃŽ ±[0,1] (iii) A is normal, i.e., there exist xo R such that  µA (xo)=1 Definition 2.3: (Trapezoidal Fuzzy Number) A trapezoidal fuzzy number represented with four points as A = (a b c d), Where all a, b, c, d are real numbers and its membership function is given below where a≠¤ b≠¤ c≠¤ d  µA(x)= 3. DUAL TRAPEZOIDAL FUZZY NUMBER Definition 3.1: (Dual Trapezoidal Fuzzy Number) A Dual Trapezoidal fuzzy number of a fuzzy set A is defined as ADT= {a, b, c, d (ÃŽ ±)} Where all a, b, c, d are real numbers and its membership function is given below where a≠¤b≠¤c≠¤d  µDT(x) = where ÃŽ ± is the base of the trapezoidal and also for the inverted reflection of the above trapezoidal namely a b c d Figure: Graphical Representation of Dual Trapezoidal fuzzy Number 3.2 DEFUZZIFICATION: Let ADT= (a, b, c, d, à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡) be a dual trapezoidal fuzzy number .The defuzzification value of ADT is an approximate real number. There are many method for defuzzification such as Centroid Method, Mean of Interval Method , Removal Area Method etc. In this Paper We have used Centroid area method for defuzzification . CENTROID OF AREA METHOED: Centroid of area method or centry of gravity method. It obtains the centre of area (X*) occupied by the fuzzy sets.It can be expressed as X* = Defuzzification Value for dual trapezoidal fuzzy number: Let ADT= {a, b, c, d (ÃŽ ±)} be a DTrFN with its membership function  µDT(x) = Using centroid area method +dx+++dx = + + + + + = = = ++ dx+++dx = = = c + d – a b Defuzzification = = = 3.3 APPLICATION In this section. We have discussed the convergence of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut using the example of dual trapezoidal fuzzy number. CONVERGENCE OF ÃŽ ±-CUT : Let ADT = {a, b, c, d, (à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡) } be a dual trapezoidal fuzzy number whose membership function function is given as  µDT(x) = To find à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut of ADT .We first set à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ [0,1] to both left and right reference functions of ADT. Expressing X in terms of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ which gives à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut of ADT. à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= à ¢Ã¢â‚¬ ¡Ã‚ ¨ x l= a+ (b-a) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= à ¢Ã¢â‚¬ ¡Ã‚ ¨ x r =d-(d-c) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ à ¢Ã¢â‚¬ ¡Ã‚ ¨ Aà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡DT= [a+ (b-a) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡, d-(d-c) à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡] In ordinary to find à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut, we give à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ values as 0 or 0.5 or 1 in the interval [0, 1] .Instead of giving these values for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡. we divide the interval [0,1] as many continuous subinterval. If we give very small values for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡, the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to a fuzzy number [a, d] in the domain of X it will be illustrated by example as given below. Example: ADT = (-6,-4, 3, 6) and its membership function will be  µDT(x) = ÃŽ ±- cut of dual Trapezoidal fuzzy Number à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = (x l + 6)/2 Xl = 2à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-6 à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = (6 xr)/3 Xr = 6-3à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ 2à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-6, 6-3à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/10 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = [-5. 8 , 5.7] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/102 then ADT =[-5.98 , 5.97] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/103 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ = [-5.998 , 5.997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/104 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.9998 , 5.9997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/105 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.99998 , 5.99997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/106 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.999998 , 5.999997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/107 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.9999998 , 5.9999997, ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/108 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.99999998 , 5.99999997 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/109 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.999999998 , 5.999999997] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1010 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1011 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1012 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ =[-6 , 6] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/1013 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ =[-6 , 6 ] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..etc When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=1/10n as n →∞ then the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-6, 6 ] Figure: Graphical Representation of convergence of à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/10 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= [ -5.6,5.4 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/102 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡= [ -5.96,5.94 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/103 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -5.996,5.994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/104 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.9996,5.9994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/105 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.99996,5.99994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/106 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.999996,5.999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/107 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[-5.9999996, 5.9999994 , ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/108 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.99999996,5.99999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/109 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -5.999999996,5.999999994 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1010 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ , -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1011 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1012 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/1013 then ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦etc When à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=2/10n as n →∞ then the à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡-cut converges to ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=[ -6,6 ] Simillarly, à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡=3/10n,4/10n,5/10n,6/10n,7/10n,8/10n,9/10n,10/10n upto these value n varies from 1to ∞ after 11/10n,12/10n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..100/10n as n varies from 2 to ∞ and101/10n,102/10n†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. as n varies from 3 to ∞ and the process is goes on like this if we give the value for à °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ it will converges to the dual trapezoidal fuzzy number[-6,6] From the above example we conclude that , In general we have { K/10n} if we give different values for K as n- varies upto to ∞ if we give as n tends to ∞ then the values of ADTà °Ã‚ Ã¢â‚¬ ºÃ¢â‚¬Å¡ converges to the fuzzy number[a,d] in the domain X. 3.4 APPLICATIONS In this section we have numerically solved some elementary problems of mensuration based on arithmetic operation using defuzzified centroid area method 1.Perimeter of Rectangle: Let the length and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT = (10cm, 11cm, 12cm,13cm) and BDT = (4cm, 5cm,6cm,7cm) then perimeter CDT of rectangle is 2[ADT+BDT] Therefore the perimeter of the rectangle is a dual trapezoidal fuzzy number CDT = (28cm, 32cm,36cm,40cm) and its membership functions  µDT(x) = The Perimeter of the rectangle is not less than 28 and not greater than 40 .The perimeter value takes between 32 to 36. Centroid area method: X* = = = = = 34 The approximate value of the perimeter of the rectangle is 34 cm. 2.Length of Rod: Let length of a rod is a positive DTrFN ADT = (10cm,11cm,12cm, 13cm). If the length BDT = (5cm, 6cm , 7cm, 8cm), a DTrFN is cut off from this rod then the remaining length of the rod CDT is [ADT(-)BDT] The remaining length of the rod is a DTrFN CDT = (2cm, 4cm, 6cm, 8cm) and its membership function  µDT(x) = The remaining length of the rod is not less than 2cm and not greater than 8cm.The length of the rod takes the value between 4cm and 6cm. Centroid area method: X* = = = = = 5 The approximate value of the remaining length of the rod is 5cm. 3.Length of a Rectangle: Let the area and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT=(36cm,40cm,44cm,48cm) and BDT=(3cm,4cm,5cm,6cm) then the length CDT of the rectangle is is ADT(:)BDT. Therefore the length of the rectangle is a dual trapezoidal fuzzy number CDT=(6cm,8cm,11cm,16cm) and its membership functions  µDT(x) = The length of the rectangle is not less than 6cm and not greater than 16cm .The length of the rectangle takes the value between 8cm and 11cm. Centroid area method: X * = = = = 10.38 The approximate value of the length of the rectangle is 10.38cm. 4. Area of the Rectangle: Let the length and breadth of a rectangle are two positive dual trapezoidal fuzzy numbers ADT=(3cm,4cm,5cm,6cm) and BDT=(8cm,9cm,10cm,11cm) then the area of rectangle is ADT(.) BDT Therefore the area of the rectangle is a dual trapezoidal fuzzy number CDT= (24cm, 36cm, 50cm, 66cm) and its membership functions  µDT(x) = The area of the rectangle not less than 24 and not greater than 66.The area of the reactangle takes the value between 36 and 50. Centroid area method: X * = = = = 44.167sq.cm 4.CONCLUSION: In this paper, we have worked on DTrFN .We have define the Convergence of ÃŽ ±-Cut to the fuzzy number. We have solved numerically some problems of mensuration based on operations using DTrFN and we have calculated the approximate values. Further DTrFN can be used in various problem of engineering and mathematical science. 5. References [1] Sanhita Banerjee, Tapan Kumar Roy Arithmetic Operations on Generalized Trapezoidal Fuzzy Number and its Applications TJFS: Turkish Journal of Fuzzy Systems (eISSN: 1309–1190) An Official Journal of Turkish Fuzzy Systems Association Vol.3, No.1, pp. 16-44, 2012. [2] Bansal. A., (2010), some non- linear arithmetic operations on triangular fuzzy number (m, ÃŽ ±, ÃŽ ²), Advances in Fuzzy Mathematics, 5,147-156. [3] G. J. Klir, Bo Yuan, Fuzzy Sets and Fuzzy logic, Prentice Hall of India Private Limited, (2005). [4] C. Parvathi, C. Malathi, Arithmetic operations on Symmetric Trapezoidal Intuitionistic Fuzzy Numbers, International Journal of Soft Computing and Engineering, 2 (2012) ISSN: 2231-2307. [5] T. Pathinathan, K. Ponnivalavan, Pentagonal fuzzy numbers, International journal of computing algorithm, 3 (2014) ISSN: 2278-2397. [6] Bansal Abhinav, Trapezoidal Fuzzy Numbers (a, b, c, d); Arithmetic Behavior, International Journal of Physical Mathematical Sciences, ISSN: 2010-1791. [7] T. Pathinathan, K. Ponnivalavan, Diamond fuzzy numbers, International scientific Publications and consulting services journal of fuzzy set valued analysis http://www.ispacs.com/journals/jfsva/2014/jfsva-00220 [8] D. Dubois, H. Prade, Operations on Fuzzy Numbers, International Journal of Systems Science, 9 (6) (1978) 613-626. http://dx.doi.org/10.1080/00207727808941724.

Deception in Hamlet :: essays research papers

Deception is a recurring theme in Hamlet. In a tale of murder, love, and politics, deception could have no more fitting place. The lies and pretensions interweave each other, and there is no character left out of this web. All the central characters have their secrets to hide and mistruths to spread, and this is central to the plot and its progression.   Ã‚  Ã‚  Ã‚  Ã‚  King Claudius deceives all those around him with his mourning and celebrating demeanor, and his strange celebration and waking. He seems to grieve for the brother that he slew, and works to console all others that may or may not grieve for his brother’s death, such as his nephew and step-son Hamlet. His pretense is great, and forces Hamlet to investigate the truth of the ghost’s tale, unraveling the mystery of his father’s death and others’ involvement.   Ã‚  Ã‚  Ã‚  Ã‚  Prince Hamlet has perhaps the most devious series of deceptions in the tragedy. He feints madness, in order to soften up the minds of those he seeks to learn information from, by putting them off their guard. Hamlet also sets in motion a plan to discover his uncle’s guilt in the murder of his father through a play within a play within a play, aptly named â€Å"The Mousetrap.† His clever pretension also leads Polonius astray in his presumption as to the cause of Hamlet’s supposed strange manner and Ophelia to believe that his love for her has gone with his sanity.   Ã‚  Ã‚  Ã‚  Ã‚  Ophelia is also key in the theme of deception in the play. However, she is more so privy to the intentions of others to deceive than to her own. Her lies are merely a sense of self-preservation in a world dominated by men. She deceives Hamlet on her feelings for him at the behest of her father, Polonius, in his scheme to determine the true cause of Hamlet’s strange behavior. Ophelia in turn is actually herself deceived by Hamlet’s scheme to feint madness. Essentially she is the channeling of Polonius’ plot of political investigation, and as used as she may be by all sides, she is not seriously affected by it towards the end of Act III, other than through the death of her oppressive father.