Financial data analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Financial data analysis - Essay Example Likewise tools to predict the stock price of the companies, there are certain tools which specifically used to predict the price of a region or a city (Carcello J et al., 2010). The prices pertain to the Wheat Kansas is comparatively higher than that of the Wheat No. 2 Soft Red in almost all the time period. Lots of fluctuation has been found among the prices of both of the prices of the wheat. The average price of Wheat 2, Soft Red is $ 630.48 while the average price of Hard Kansas is $ 860.054. The average price movement for Soft Red Wheat is -0.10744% while the average movement of Hard Kansas is -0.07618. Standard Deviation which is one of the most important things from the aspect of finance and statistics is also applied on the same. From the analysis, it is found that the deviation from the mean for Red Wheat is 4.51%, while it is 3.45% for Hard Kansas. It means that the price of Hard Kansas is comparatively less risky than that of Red Wheat in total. Every organisation runs for the sake of economic profit and to do the same, different actions and strategies would certainly take into consideration. Organisations are of different kinds and there would be different strategies would be applied for enhancing the revenue of the companies (Borodovsky & Gogarten, 2010). Economic downturns and external pressures are always difficult for the companies as a whole because it relates to both short and long term economic prosperity of the companies as a whole. From last few years, the stance of organisations and its productivity are quite blurred merely because of the economic crisis and high external pressure were on a higher side at that time. Finance is a big field, in which there are number of things present and everything has its own importance and significance. There are certain things that come under the ambit of finance and among them; the name of forecasting is one of

Trying to Understand Catch 22 by Joseph Heller Essay Example for Free

Trying to Understand Catch 22 by Joseph Heller Essay Catch 22 is a satirical war novel that was written in the 1950’s, but was published in 1961. Joseph Heller, the American author, was known for his novels to represent a comic vision of modern society with serious moral connections. His major theme throughout his writing is the conflict that occurs when individuals interact with such powerful institutions, such as: corporations, the military, and the government. Catch 22 was written in the post modernism era of the literature timeline. In the 1950’s, the Korean War was beginning, World War II ended, and Castro became the dictator of Cuba. All of these events had an influence on Heller as he was writing this novel about the WWII bombardier, Yossarian, and his struggle to stay sane with bombs bursting all around him. Chapter 1: The Texan * Summary: Yossarian is hiding from the war in a hospital ward with a â€Å"liver disease† when he meets Dunbar, the bigoted Texan, and the soldier in white. * The Texan: an obnoxious patient that annoys all the patients in the ward and talks to the soldier in white all the time. * â€Å"You fellas are crazy† (Heller 11) Chapter 2: Clevinger * Summary: Yossarian is paranoid about the crazy people in the camp: Havermeyer, McWatt, Orr, and Nately; but, Clevinger insists Yossarian is the crazy one and Doc Daneeka cannot and will not release him because Cathcart raised the missions yet again. * Clevinger: An ingenious Harvard graduate who is the first to call Yossarian crazy. He is picked on in cadet training by lieutenant Scheisskopf, who brings him up on contrived charges before the action board. He is presumed dead when his plane crashes. * â€Å"Who’s they?.. Who, specifically, do you think is trying to murder you?† (Heller 17) Chapter 3: Havermeyer * Summary: Yossarian is accompanied by a dead soldier in his tent (Mudd), Orr, and Hungry Joe who are driving him crazy, but Doc Daneeka still refuses to diagnose Yossarian as crazy in order to send him home; telling him he needs be more like Havermeyer. * Havermeyer: The best bombardier in the whole squadron. He loves peanut brittle, never misses a target, and never takes evasive action. Doc Daneeka told Yossarian to become more like Havermeyer. * â€Å" Chapter 4: Doc Daneeka * Summary: Yossarian argues with Hungry Joe, trying to explain that he is the crazy one, when Doc Daneeka begins to ponder why he of all the doctors was forced to deal with these babbling buffoons. * Doc Daneeka: A flight surgeon who resents his position and is bitter about the war taking away his practice in the states. Doc Daneeka is the one who explains catch 22. He is afraid to fly, so has McWatt sign his name. McWatt’s plane crashed, and people believed he was dead. * â€Å"I’m not on the plane.† (Heller 339) Chapter 5: Chief White Halfoat * Summary: Doc Daneeka was yearning for his practice back home and explains to Yossarian that catch 22 prevents him from grounding him when Chief White Halfoat enters the tent to begin telling stories of before the war; expressing his hate for the white men that kicked him and his family from home to home because of the unearthing of oil. * Chief White Halfoat: A Native American chief is the intelligence officer. He despises white men for kicking him off his home settlements and claims he will die of pneumonia, and he jokingly says he will slit his throat. Chapter 6: Hungry Joe * Summary: Hungry Joe had his way with the prostitutes in Rome, had flown the most missions in the in the whole squadron, and had horrible nightmares resulting with bone chilling screams, but Doc Daneeka, despite Yossarian’s despondent pleas, could not even declare Hungry Joe as crazy thanks to catch 22. * Hungry Joe: Hungry Joe is the soldier with the most missions flown in the entire squadron, but his orders to return home never come. He has horrible nightmares that cause him to scream in horror, however, he is very good with the whores in Rome. He dies one night in his sleep because Huple’s cat suffocated him. Chapter 7: McWatt * Summary: McWatt is Yossarian’s pilot whose bed sheet was stolen by Milo Minderbender, the new mess officer that is involved in black market deals and Yossarian becomes his new friend that he confides in about these actions. * McWatt: McWatt is a cheerful pilot who often flies Yossarian’s planes, but he likes to joke around a lot, such as buzzing the beaches. One day sliced Kid Sampson in half, and flew into a mountain immediately afterwards. Chapter 8: Lieutenant Scheisskopf * Summary: Yossarian has an affair with Lieutenant Scheisskopf’s wife, but he is too obsessed with trying to beat Clevinger in the weekly parades and finally wins two years in a row; ending Scheisskopf’s precious parades. * Lieutenant Scheisskopf: Lieutenant Scheisskopf was the colonel that trained Yossarian’s squadron in America and is fascinated with the military parades, and later on, he is promoted to general due to a misunderstanding of memos by General Peckem. Chapter 9: Major Major Major Major * Summary: Major is a man who was promoted to squadron commander, but rather than helping his reputation, it made him resort to being a recluse; until Yossarian tackled him in the woods. * Major Major: Major Major is very shy, awkward, and submissive. He resembles Henry Fonda and was promoted to squadron commander, which made the soldiers loathe him, causing him to become reclusive and distancing himself from the others. Chapter 10: Wintergreen * Summary: Yossarian tells ex-P.F.C. Wintergreen, a loser forced to dig punishment holes for going AWOL, about Clevenger’s disappearance, and Dr. Stubbs snickers at the fact everyone sees Yossarian as crazy because he may be the last one in the camp that is sane. * Wintergreen: Ex- P.F.C. Wintergreen was a mail clerk at the Air Force Headquarters, but Wintergreen refuses to go to work; resulting in his rank being stripped and digging punishment hole. Chapter 11: Captain Black * Summary: Major Major was chosen as the new squadron commander over Captain Black, and Captain Black created the Glorious Loyalty Oath Crusade to make all the men miserable until Major de Coverley returns and puts an end to the crusade. * Captain Black: Captain Black is the squadron’s intelligence officer, but he longs to become the squadron commander. He adores watching his men suffer and taunts them just to be a jerk. Chapter 12: Bologna * Summary: Yossarian moves the bomb line on the map over night to avoid the mission to Bologna and results with General Peckem receiving a medal, the men getting drunk, stealing a car, and Clevenger returning back to the camp; fussing at the men when the stolen car flips. Chapter 13: Major de Coverley * Summary: Major de Coverley rents apartments for all the enlisted men and officers to retreat to when on leave and has a transparent eye patch, but Yossarian’s team that went to bomb the bridge in Bologna all missed their target; resulting in a second trip that has to be covered up. * Major de Coverley: Everyone idolizes and fears Major de Coverly. He also rents apartments for men on their rest leaves. Chapter 14: Kid Sampson * Summary: Yossarian ordered Kid Sampson to turn the plane around in Bologna because of a â€Å"defective intercom,† and when they return safely back to base, Yossarian sneaks away to the beach for a nap when he realizes that the planes that were his companions left once more. * Kid Sampson: Kid Sampson was a pilot in Yossarian’s squadron. He was sliced in half on the beach as a result of McWatt’s reckless flying. Chapter 15: Piltchard and Wren * Summary: Following Captains Piltchard and Wren request that no one decides to leave the mission for no reason, Yossarian begins to panic over Bologna because of the flack and tells McWatt to drop the bomb and leave as fast as he could when he noticed his fellow planes were missing, but when he returned home, he finds missing his comrades, begins to feel relieved, and leaves to Rome to find Luciana. * Piltchard and Wren: Captain Piltchard and Captain Wren are the joint squadron operation officers. They love to fly missions. Chapter 16: Luciana * Summary: Luciana was a whore in Rome that mooched off of Yossarian, a man jealous of the women magnet, Aarfy, and Coronel Cathcart raised the missions again to 40. * Luciana: A beautiful young girl that lives in Rome. She and Yossarian have an affair, and he impulsively asks her to marry him. Instead of saying yes, she gives him her address, and Yossarian rips it up and regrets it later. * â€Å"You don’t want to sleep with me?† (Heller 154) Chapter 17: The Soldier in White * Summary: Yossarian returns to the hospital once again to seek a safe haven from the brutality of the war when he encounters the soldier in white, a helpless body encased in white gauze, but Dunbar, maddened by malaria, creates a ruckus about the sheathed soldier. * The Soldier in White: The soldier in white is a broken soldier who is encased in a full body cast. The nurses must do everything for him, and Dunbar makes a huge commotion over him. Chapter 18: The Soldier Who Saw Everything * Summary: The hospital staff are irritated because there is nothing wrong with Yossarian because he is faking his liver condition, but one day another soldier claims he is seeing doubles; giving Yossarian the idea to copy his illness. Chapter 19: Coronel Cathcart * Summary: Colonel Cathcart will do anything to become general and wants to be famous (mentioned in newspaper), so he calls in the chaplain to â€Å"pray† without bringing religion into the act to make him famous. The chaplain tells Coronel Cathcart the missions are beginning to reach a ridiculous height. * Colonel Cathcart: Coronal Cathcart is the commanding colonel who yearns to be general. Colonel Cathcart is the main antagonist of the novel because he volunteers his men for dangerous missions and constantly raises the number of missions needed to be dismissed. * â€Å"He’s the best damned bombardier we’ve got.† (Heller 29) Chapter 20: Corporal Whitcomb * Summary: Corporal Whitcomb talked to a CID man, who was investigating the big â€Å"Washington Irving† scandal, and blames the chaplain of signing â€Å"Washington Irving† on some of the censored letters and documents and stealing Coronel Cathcart’s plum tomato. * Corporal Whitcomb: Corporal Whitcomb it the chaplain’s assistant, and he is later promoted to sergeant. He blames the chaplain for being a roadblock in his career, and tells the CID men that the chaplain was the one signing â€Å"Washington Irving† and who stole Colonel Cathcart’s plume tomato. * â€Å"I threw it away as soon as I tore it open and read it.† (Heller 275) Chapter 21: General Dreedle * Summary: General Dreedle has no tolerance for Yossarian or his son-in-law; however, he does have his own nurse that the men always stare at; irritating General Dreedle. * General Dreedle: General Dreedle is in charge of the wing containing Yossarian’s squadron. General Peckem is always trying to over throw General Dreedle; annoying him tremendously. Chapter 22: Milo the Mayor * Summary: Milo became the mayor of Palermo because he managed to manipulate the economy of Palermo to put them on the map along with Malta, Oran, and Cairo; and, Milo puts Yossarian to work hauling bananas, another of his black market crops. Chapter 23: Nately’s Old Man * Summary: The nasty old man in Rome is the same man who threw the puncturing rose Major de Coverley’s eye, and he believes Italy will triumph over America and Nately argues about his political values. Nately realizes his whore is missing. * Old Man: This old man is a very disgusting old man in Rome. He is the man responsible for throwing the rose that abolished Major de Coverley’s eye. He does not side with the Americans at all, and believes the Italians will be triumphant. This old man is an important character because he is the one who argues with Nately about political beliefs. Chapter 24: Milo * Summary: Milo is so blinded by his want for profit that he will do anything for a profit, such as selling his surplus of Egyptian cotton to the U. S. like Yossarian had suggested. * Milo Minderbinder: Milo is the mess hall officer who creates a colossal black market scandal to bring in vast amounts of profits. He is so successful in dealing with other countries even, that he was elected to several public offices within the countries he dealt with. Milo desires his profit so much that he even makes a deal with the Germans to bomb his own unit for profit. * â€Å"In a democracy, the government is the people.† (Heller 259) Chapter 25: The Chaplain * Summary: The chaplain is a massive pushover that will not stand up for himself and is â€Å"unimportant† to the new Sergeant Whitcomb. * Chaplain A. T. Tappman: Anabaptist minister who is shy and pushed arpund by almost all the officials and even Whitcomb, his assistant. He changes from the beginning on the novel when he is super shy never say anything to the end of the novel when he tells Coronel Cathcart the number of missions are too high and the burst of confidence he received from Yossarian leaving to Sweden. Chapter 26: Aarfy * Summary: Aarfy was on the plane with Yossarian and simply watched Yossarian bleed due to the shot in his thigh rather than helping, but McWatt rushed to help the bleeding captain. * Aarfy: Captain Aardvark is Captain Yossarian’s navigator, however, he has no sense of direction. Aarfy is completely oblivious to the calls of his flight crew for help when Yossarian wounded his leg. He is an ex-fraternity boy who brags about not having to pay for the sex given from the whores in Rome. * â€Å"I don’t think we’re at the target yet. Are we?† (Heller 30) Chapter 27: Nurse Duckett * Summary: Yossarian and Dunbar harass Nurse Duckett and are fussed at, resulting in them being forced to talk to the psychiatrist, Major Sanderson; Yossarian making up diseases as they talk. * Nurse Duckett: Nurse Duckett is a nurse at the hospital Yossarian is staying. She is the â€Å"love of Yossarian’s life† after they have an affair, but she quickly tells Yossarian that she is going to marry a doctor. Chapter 28: Dobbs * Summary: Dobbs created a big scheme to assassinate Coronel Cathcart due to the ridiculous mission requirements rising, but he changes his mind. Orr’s plane went down over the sea on the way to Bologna, faking his death, but his crew and he actually swam safely to shore and escaped to Sweden. * Dobbs: Dobbs was Yossarian’s co-pilot. He is the one who took control of the plane for Huple on the way to Avignon. Chapter 29: Peckem * Summary: General Peckem and Scheisskopf do not get along, but all the men, McWatt, Dunbar, Major Danby, and others, agree that bombing the small mountain town is very vindictive act to do, but Coronel Korn disagrees. * General Peckem: General Peckem is the special operations general who is constantly trying to figure out how to over throw General Dreedle. He finally over throws him, but Lieutenant Scheisskopf is promoted rather than Peckem. Chapter 30: Dunbar * Summary: Dunbar has become crazy from staying in the hospital for so long; falling on his face every morning. Yossarian did not mind McWatt as his pilot, but his foolish act of buzzing the beach sliced Kid Sampson in half. McWatt immediately flew his plane into a nearby mountain; killing himself. * Dunbar: Dunbar is one of Yossarian’s good friends who always manages to cause a scene. He is taken by officials and mysteriously â€Å"disappeared.† Chapter 31: Mrs. Daneeka * Summary: Doc Daneeka was pronounced dead when the plane he was supposed to be on crashed, but despite the fact the squadron knew he was still alive, they sent a letter of condolence to Mrs. Daneeka. Doc Daneeka fought this and sent letters to his wife telling her he was fine, but she loved the money she was receiving for his death more than him; leaving Doc Daneeka unloved and invisible to the men in the squadron. Chapter 32: Yo- Yo’s Roomies * Summary: All of Yossarian’s comrades are either dead or missing, so they are being replaced with new people that are obnoxious and unbearable. Chapter 33: Nately’s Whore * Summary: Yossarian and Nately finally found Nately’s missing whore and convinced the American coronel she was with to give her back, but when Nately brought her home and took care of her, she told him she did not want to stop hustling. * Nately’s Whore: Nately’s whore is a whore that lives in Rome with her little sister in the apartments, but Nately has fallen madly in love with her. She does not like the fact that he tries to control her life; however, when she was heard about Nately’s death from Yossarian, she became vindictive, chasing him around trying to kill him. Chapter 34: Thanksgiving * Summary: The new men in the squadron act recklessly, shooting guns and stabbing each other, but when they wake Yossarian, he goes crazy, badly injured and hospitalized Nately, who was trying to hold him back. Chapter 35: Milo the Militant * Summary: Nately wants to fly more missions so he can be closer to his beloved whore (Yossarian advises him not to volunteer), but Yossarian and Nately were both forced to go on that last mission. There was so much flak, ground fire, that Havermeyer took evasive action, but it was too late; Nately was dead. Chapter 36: The Cellar * Summary: The chaplain was accused of false crimes and took a writing test to prove he was innocent, but they said the test was wrong and he faked his handwriting; leaving the chaplain out of work. Chapter 37: General Scheisskopf * Summary: Peckem believed he was going to fill in as general for Dreedle, but it was discovered that General Scheisskopf was now the heading officer. Chapter 38: Kid Sister * Summary: Yossarian was sent to Rome to relax when he saw Nately’s whore and told her about his death. The whore and her little sister tried killing him and even stalked Yossarian back to Pianosa. * Michela: â€Å"Kid Sister† was Nately’s whore’s twelve year old sister. She constantly imitates her big sister, and follows her everywhere. Chapter 39: The Eternal City * Summary: Yossarian returns to Rome with Milo when they realize the city is in total ruins. Yossarian saw police brutality and drunks all throughout the city, when he saw the 12 year old Michela’s limp body in the street. Yossarian went into the apartment, where Aarfy has raped the young girl and threw her through a window, to tell him he will be arrested for murder, but Yossarian was the one who was arrested, brought back to Coronel Korn, and is told â€Å"go home.† Chapter 40: Catch 22 * Summary: General Scheisskopf and Peckem agreed to send Yossarian home as long as he talked gallantly of them or he would be court marshaled and arrested. Nately’s whore wanted to throw all of her anger at Yossarian, so she took out her wrath by stabbing him when he left the conference. Chapter 41: Snowden * Summary: Yossarian is in surgery, but afterwards he speaks with the chaplain to learn that Hungry Joe had died in his sleep and this begins to trigger the memories of Snowden’s fatal death and his attempt to try and mend his wounded leg, but he gets a lap full of his guts. * Snowden: Snowden was a gunner on the Avignon mission. His death haunts Yossarian throughout the entire novel because it was much worse than he thought it was; spilling guts everywhere. His death killed Yossarian’s courage and gave him a taste of what war really is. Chapter 42: Yossarian * Summary: Major Danby explains the deal is coming along nicely, but Yossarian is going to run away because he had realized that Orr had faked his death to escape the war, as Yossarian does by fleeing to Sweden with Orr. * Yossarian: Yossarian is the novel’s protagonist and hero. He is a captain in the Air Force and a lead bombardier in his squadron, but he hates the war. He believes that everyone is out to kill him, including his own squadron. He is haunted by Snowden’s death. The settings play a major role in all the madness within this novel as well. The two main settings are Pianosa, an island off the coast of Italy, and Rome, Italy in 1944. Joseph Heller could have created any size island he wanted, but he chose to put all of this action on a tiny island. Pianosa is a fictional island that is very small because the size of the island contradicts the large amount of action going on in the novel. Located on the island of Pianosa is the squadron’s base camp, where a lot of the trouble is started. Another major setting in this novel is the air. The planes were always in the air for a mission, and the air is where all the bombs were. Also, the soldiers would often take leave and go to Rome and stay in apartments with the whores. Rome was normal looking until one day Yossarian and Milo go to Rome and it is all in ruins. This time period was 1944, during World War II. The time sequences between all these settings are very disjointed. In the beginning of the novel Yossarian is faking a liver disease when he begins to have flashbacks to Snowden’s death, and the novel jumps before Snowden’s death to after Snowden’s death throughout the whole novel. The time frame of the events going on are at the end of WWII and in the summer of 1944- the winter of 1944 and a flash back to 1942. The main conflict that is tossed throughout the entire book is Catch 22 itself. Within several of the chapters, a catch 22 will appear. The main catch is that of Catch 22. It seemed as though it was Yossarian against the military. Every time Yossarian finds a loop hole, his commanding officers would just tell him to go back to his missions. Yossarian just could not win. When Yossarian was in the hospital with his â€Å"liver disease†, he was forced to go back out to the missions again. He cannot win. Many people cannot stand Yossarian and want him dead. His other main conflict is that it is everyone else against him. These two conflicts intertwine because Yossarian is still fighting for something. Without his life, the military would not have anything to control, so Yossarian’s conflicts go together because without one, the other would not happened. The two climaxes in the novel happen simultaneously. The first occurs when Yossarian is offered a choice: he can either face a court martial or be sent home and talk good about his commanding officers. The second climax, however, occurs as Yossarian has his final flashback about Snowden’s death in which all details are revealed. Yossarian has had a rough life in the military and absolutely hated it with everything he had. The worst experience he has had was the gruesome death of his comrade, Snowden.

The Fat Cow Complex :: essays research papers

It’s mid-June. I graduated a few days earlier and here I am sitting nervously on a bench outside Lane Bryant, staring at the gate It’s my first job interview ever. I’m nervous as hell. I must have dried my hands fifty times on my dress but they’re still sticky with sweat. A woman comes to the front and opens the gate. She asks my name, I tell her. She nods, smiles, shakes my hand, introduces herself as Fran and tells me how cute I look. I beam and thank her. I’m not used to compliments. One of the questions she asks me is what my best shopping experience was like. I rack my brain. What kind of question is that? I think. Taking a deep breath I reply that it would have to be the first time I ever shopped there, at Lane Bryant. She looks at me skeptically. I explain how my mom guided me there after a long discouraging day of school clothes shopping. To pacify her, I follow and try on jeans and a t-shirt. I leave the dressing room to model for Mom and the sales lady squeals over how good I look. I’m taken aback. Somewhere in the back of my mind I know that she does this to make the sale but it’s the first time I’ve ever been complimented by a salesperson. I feel welcome here. I don’t get the â€Å"You? You think you’ll be able to buy anything here?† look. By the end of my story I’m nearly in tears. I smile sheepishly. I get the job. As I leave, Tess, another woman who works at the store, tells me I look great. I do. I am beautiful.   Ã‚  Ã‚  Ã‚  Ã‚  Early July. Mel invites twenty of her closest friends to swim in her pool after a barbecue at the beach. I’m standing on the deck, beach towel wrapped around me. Everyone else is in the pool. I’m trying to think of the least conspicuous way to slip into the warm inviting pool. Amanda notices I’m just standing there and calls for me to join them, also calling everyone's attention to me. I swallow the huge lump in my throat, throw my towel over the rail and jump in the water, praying no one saw the jiggling of my thighs as I leapt. Later they’re having chicken fights and I’m floating alone in the deep end.

The Portrayal of Socially Destructive and Over-Ambitious Richard, in Sh

Richard, the main character of the Shakespeare’s play, Richard III is portrayed as socially destructive and politically over-ambitious. His destructive potential is depicted by the way he relates with the other protagonists in the play and also by what he confesses as his intentions. Richard’s political ambition is revealed through his strategic calculations based on the order of birth in his York family which puts him third away from the throne. Ahead of him is his elder brother, George Clarence, a barrier which will have to eradicate. His brother, King Edward, is another political barrier, by simply being alive, in power and equally by being the father of the two young princes . Richard’s creates a political mistrust between his two brothers without directly implicating himself to clear his way to power. The main objective of this essay is to show how well Richard fits the figure of vice character in the Shakespeare’s play. We are going to examine this aspect of Richard from two dimensions. First of all, through his expressed intentions, motivations and deeds. Secondly, through what other characters accuse him of and their attitudes towards him. It will not be possible for us to revisit each character and how he or she relates with Richard. However, Anne, Margaret, the Duchess of York, citizens, the ghosts and finally Richmond will be examined. Richard, the villain From the beginning of the play, the character of Richard is depicted as amiss. Thomas More’s account of King Richard states that King Richardâ€Å"was malicious, wrathful, envious, and, from afore his birth ever forward† (More, 2005:10).King Richard’s mother, the Duchesse of York is said to have had a hard labour at his birth. Richard is said to have come into the wor... ...ueen Margaret, England will remain in turmoil. Conclusion Shakespeare introduces to us a character who is evil according to the moral judgement of the moment. He does not respect the social values and norms. For him social taboos such as incest and crimes such as murder cease to be wrong once they become instruments of power. He is Satan incarnated, cunning, greedy and destructive. He has no respect for those who observe social, norms, family ethics and political loyalty. As a King, he governs with terror and assassinates those whose views differ from his. To us he is a dictator. The citizens are scared at the idea of being ruled by him. Their future is doomed with Richard in power. His own relatives and ghost shower him with curses and wants his downfall. Those who remain by his side are governed by fear lest they loose their lives and those of their loved ones.

The Role of English in Our Lives

The role of English in our lives has got much importance. English may be a foreign language, but it is international in its significance. It is taken as a lingua France, the common language , for all parts of the world today. The importance of English language in our lives is as firstly , it is spoken , read or understood in most parts of the world. Due to this language, we can belong to whole world as well as to our own country. Secondly, the role of English in our lives is that it is truly the language of science and technology. No other language offers such a wide scope for scientific studies and research in English. Without our mastery of English, we could not have easily used atomic energy for power generation, in engineering projects , medical treatment etc. Thirdly, the most major role of English is that it offers us treasures of knowledge in all social sciences like history, political science, economics , anthropology , sociology , philosophy an psychology. Fourthly ,it plays its role in modern medicine and surgery , developed from world wide studies and researches in different countries and language, now make a tremendous store house of medical knowledge in English. Lastly, religious and spiritual writings and translations in English are in plenty . All the Holy books including the Holy Quran and Bible with diverse translation find their pride of place in the section of religious books in any good library or book gallery. knowing how to speak it is definately a plus as it is the universal language (it allows you to communicate w/ ppl from other countries and learn and share ideas with them) and the â€Å"preferred† language used in most schools and business establishments (let's face it, it's hard to do well in school if you're poor in english as most books are written in english and schools use it as their medium of instruction†¦ o succeed in school and in one's career, english proficiency is needed). in some countries where english is a 2nd language, it is also seen as a status symbol†¦ i. e. , it is thought that only the rich and the educated can speak the language fluently.

Montar Conjugation in Spanish, Translation, and Examples

Montar Conjugation in Spanish, Translation, and Examples The Spanish verb montar is a regular -ar  verb like cenar, ayudar, or bajar.  It has several different meanings, but the most common is to mount. This article includes the conjugations of  montar  in the indicative mood (present, preterite, imperfect, future and conditional), the subjunctive mood (present and past), imperative mood, and other verb forms such as the gerund and past participle. Meanings and Examples of the Verb Montar The verb montar  is a cognate of the English verb to mount, so it can mean to mount or to put on. For example, Voy a montar el televisor en la pared is translated as I am going to mount the television on the wall, and  Ellos van a montar una obra de teatro  means They are going to put on a play.   Another meaning of  montar is to ride a horse or a bicycle. For example, A ella le gusta montar a caballo  (She likes to ride horses) or  A à ©l le gusta montar en bicicleta  (He likes to ride bicycles).   Yet another meaning of the verb  montar  is to put together or to assemble. For example,  Tengo que montar los muebles que comprà © en Ikea  (I have to assemble the furniture I bought at Ikea.) This meaning can even be used for putting together or starting a business. For example,  Vamos a montar un negocio de vender frutas  (We are going to start a business selling fruit.) The verb  montar  can also be used as a reflexive verb,  montarse,  in which case it means to get on something or to climb into something. For example, you can talk about  montarse en el bus  (get on the bus),  montarse en el carro  (get in the car),  montarse en el avià ³n  (get on the plane),  montarse en el caballo  (get on the horse), etc. Montar Present Indicative Yo monto I mount Yo monto mi bicicleta para ir al trabajo. T montas You mount T montas a caballo en la finca. Usted/l/ella monta You/he/she mounts Ella monta el cuadro en la pared. Nosotros montamos We mount Nosotros montamos una obra de teatro. Vosotros montis You mount Vosotros montis los muebles rpidamente. Ustedes/ellos/ellas montan You/they mount Ellos montan una tienda de zapatos. Montar Preterite  Indicative The preterite tense can be translated as the English simple past. It is used when talking about actions in the past that have been completed. Yo mont I mounted Yo mont mi bicicleta para ir al trabajo. T montaste You mounted T montaste a caballo en la finca. Usted/l/ella mont You/he/she mounted Ella mont el cuadro en la pared. Nosotros montamos We mounted Nosotros montamos una obra de teatro. Vosotros montasteis You mounted Vosotros montasteis los muebles rpidamente. Ustedes/ellos/ellas montaron You/they mounted Ellos montaron una tienda de zapatos. Montar Imperfect  Indicative The  imperfect  tense can be translated to English as was mounting or used to mount.  It is used to talk about ongoing or repeated actions in the past. Yo montaba I used to mount Yo montaba mi bicicleta para ir al trabajo. T montabas You used to mount T montabas a caballo en la finca. Usted/l/ella montaba You/he/she used to mount Ella montaba el cuadro en la pared. Nosotros montbamos We used to mount Nosotros montbamos una obra de teatro. Vosotros montabais You used to mount Vosotros montabais los muebles rpidamente. Ustedes/ellos/ellas montaban You/they used to mount Ellos montaban una tienda de zapatos. Montar Future  Indicative Yo montar I will mount Yo montar mi bicicleta para ir al trabajo. T montars You will mount T montars a caballo en la finca. Usted/l/ella montar You/he/she will mount Ella montar el cuadro en la pared. Nosotros montaremos We will mount Nosotros montaremos una obra de teatro. Vosotros montaris You will mount Vosotros montaris los muebles rpidamente. Ustedes/ellos/ellas montarn You/they will mount Ellos montarn una tienda de zapatos. Montar Periphrastic Future  Indicative Yo voy a montar I am going to mount Yo voy a montar mi bicicleta para ir al trabajo. T vas a montar You are going to mount T vas a montar a caballo en la finca. Usted/l/ella va a montar You/he/she is going to mount Ella va a montar el cuadro en la pared. Nosotros vamos a montar We are going to mount Nosotros vamos a montar una obra de teatro. Vosotros vais a montar You are going to mount Vosotros vais a montar los muebles rpidamente. Ustedes/ellos/ellas van a montar You/they are going to mount Ellos van a montar una tienda de zapatos. Montar Conditional  Indicative The conditional  tense can be translated to English as would mount.  It is used to talk about possibilities. Yo montara I would mount Yo montara mi bicicleta para ir al trabajo si viviera ms cerca. T montaras You would mount T montaras a caballo en la finca si estuvieras ms saludable. Usted/l/ella montara You/he/she would mount Ella montara el cuadro en la pared si tuviera las herramientas necesarias. Nosotros montaramos We would mount Nosotros montaramos una obra de teatro, pero no tenemos tiempo para ensayar. Vosotros montarais You would mount Vosotros montarais los muebles rpidamente, pero son muy grandes. Ustedes/ellos/ellas montaran You/they would mount Ellos montaran una tienda de zapatos si tuvieran el dinero para empezar. Montar Present Progressive/Gerund Form The present participle or gerund  for -ar  verbs is formed with the ending  -ando. The present participle is used in  progressive tenses  like the present progressive. Present Progressive of Montar est montando Is mounting Ella est montando el cuadro en la pared. Montar Past Participle The past participle for -ar  verbs is formed with the ending  -ado. The past participle is used in  compound tenses  like the present perfect.   Present Perfect of Montar ha montado  Has mounted Ella ha montado el cuadro en la pared.   Montar Present Subjunctive Que yo monte That I mount El mdico sugiere que yo monte mi bicicleta para ir al trabajo. Que t montes That you mount El jefe quiere que t montes a caballo en la finca. Que usted/l/ella monte That you/he/she mount Mam quiere que ella monte el cuadro en la pared. Que nosotros montemos That we mount El director quiere que nosotros montemos una obra de teatro. Que vosotros montis That you mount El cliente quiere que vosotros montis los muebles rpidamente. Que ustedes/ellos/ellas monten That you/they mount Pedro sugiere que ellos monten una tienda de zapatos. Montar Imperfect  Subjunctive There are two different ways of conjugating the  imperfect subjunctive. The tables below show both options, which are equally correct. Option 1 Que yo montara That I mounted El mdico sugiri que yo montara mi bicicleta para ir al trabajo. Que t montaras That you mounted El jefe quera que t montaras a caballo en la finca. Que usted/l/ella montara That you/he/she mounted Mam quera que ella montara el cuadro en la pared. Que nosotros montramos That we mounted El director quera que nosotros montramos una obra de teatro. Que vosotros montarais That you mounted El cliente quera que vosotros montarais los muebles rpidamente. Que ustedes/ellos/ellas montaran That you/they mounted Pedro sugiri que ellos montaran una tienda de zapatos. Option 2 Que yo montase That I mounted El mdico sugiri que yo montase mi bicicleta para ir al trabajo. Que t montases That you mounted El jefe quera que t montases a caballo en la finca. Que usted/l/ella montase That you/he/she mounted La mam quera que ella montase el cuadro en la pared. Que nosotros montsemos That we mounted El director quera que nosotros montsemos una obra de teatro. Que vosotros montaseis That you mounted El cliente quera que vosotros montaseis los muebles rpidamente. Que ustedes/ellos/ellas montasen That you/they mounted Pedro sugiri que ellos montasen una tienda de zapatos. Montar Imperative   The imperative mood is used to give direct orders. The tables below show the positive and negative commands for  montar. Positive Commands T monta Mount! Monta a caballo en la finca! Usted monte Mount! Monte el cuadro en la pared! Nosotros montemos Lets mount! Montemos una obra de teatro! Vosotros montad Mount! Montad los muebles rpidamente! Ustedes monten Mount! Monten una tienda de zapatos! Negative Commands T no montes Dont mount! No montes a caballo en la finca! Usted no monte Dont mount No monte el cuadro en la pared! Nosotros no montemos Lets not mount No montemos una obra de teatro! Vosotros no montis Dont mount! No montis los muebles rpidamente! Ustedes no monten Dont mount! No monten una tienda de zapatos!

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They got married two and a half years after they started dating. This early marriage is quite rare nowadays. Their gender roles in the family skewed some from traditional views. Both of them helped raised the children, worked for a living, and took care of the trailer. The fact that both of the parents worked made it unlike a monolithic family. Jayla wanted to extend the family early because she wanted to have children while she had healthy eggs and have more energy to keep up with them. Her fertility was better because she was a vegetarian so it increased by eating proteins from plants and not animals. Eleven months after they were married Jayla gave birth to her second child, a baby boy named Kyle. Their relationship didn’t come without its share of problems. A while into their relationship they noticed people border patrolling against them. People were treating them like they were abnormal just because they were an interracial couple. Their relationship seemed even more abnormal because it was a white man with a black woman. Later on, Aiden was arrested for assault on Jayla’s supervisor for sexually harassing her. Her supervisor was not charged with anything because harassment is in the eye of the beholder and co-workers saw no harm in what the supervisor was doing. They just believed that Aiden was overreacting. Even worse, he lost his job as a researcher at a local university because of that. Fortunately, Jayla had completed her GED a month before this happened and was starting a full-time job to replace her part-time one. While Aiden was looking for a job, the systems theory started showing in the family. The family could not go eat out as much, everyone had to eat less expensive food, be careful how many resources they used, and buy fewer luxuries. Early in their marriage while Kyle was still very young Jayla and Aiden had intimacy problems because they forgot that they were partners before they were parents. (Pierce) They had gotten so caught up in taking care of their children that they lost sight of their own relationship with one another. They overcame this obstacle after a while. Despite their problems, Jayla and Aiden grew even closer together. They lived in what Levinger described as a full-shell marriage that was fulfilling and strong. They showed the symbolic interaction theory by being able to interpret each other’s verbal and non-verbal symbols to one another. For example, they knew when each other was â€Å"in the mood† by Aiden wanting to go to bed early and Jayla twisting her hair around her finger and constantly looking at Aiden with a smile. They would have the occasional argument, but it never became anything serious. Their arguments were never seen as a problem because it is a myth that a happily married couple doesn’t have conflict. They indulged in what they didn’t have in common as much as what they had in common. They were both surprised by how different their dreams were. Aiden’s dreams were more like action films while Jayla’s focused more on love and family. It made for very interesting conversations in their day-to-day lives. Raising children and getting older posed some adventures of its own. Both children were raised in the normal behaviors for their sex. Rain was given dolls to play with including baby dolls allowed her to pretend to be a mother. Kyle, on the other hand, was encouraged to play outside and his scrapes and bruises were not treated like a big deal which toughened him up. Conflict from within the family expanded with grandchildren because, as Durkheim says, it had become more heterogeneous. The family became more of a group of diverse individuals. Jayla was disappointed that Rain had a child before getting married which is a risk factor for a child born to a teen mother. Jayla was relieved that the father stayed with her and eventually married her. As they got even older, Aiden had to start using Viagra because his refractory period was getting to be too long that he could not have sex with Jayla as frequently as they both wanted. Though they both had their share of problems, they had a very long and successful marriage. Both of them lived well into their eighties, happy and in love.

Behavior and performance of the individual

Behavior and performance of the individual INTRODUCTION A group is defined by Ivancevich et al (2008) as two or more individuals interacting with each other to accomplish a common goal. Groups are important aspect of work pattern of an organization (Mullins 2002) and a part of modern life (Ivancevich et al 2008). A group can be formal or informal (Armstrong 2009). Informal groups according to Newstrom (2007:277) Are established by the organization and have a public identity and goal to achieve while formal groups emerge on the sense of common interest, proximity and friendship. Informal groups are set up by the organization in other to achieve organizational goals while formal groups are set up by individuals for the purpose of satisfying the needs of its members (Armstrong 2009). The group used for the purpose of this study is the formal groups. This study will analyze the impact the group has on the individual, factors affecting the behavior of the individual, human relations theory and the factors affecting the behavior and performance of the individual in the group. IMPACT OF THE GROUP ON THE INDIVIDUAL The performance of a group depends on how well its members engage in communication with each other or interacts with each other and also on how the individual learns in the group (Mullins 2002). Mullins (2002:465) argues that how people behave and perform as members of a group is as important as their behavior or performance as individuals. Usually, lack of interaction between the individual and members of the group will have effect on the performance of the group as well as the individual in the group and result to lack of satisfaction for the individual (Mullins 2002). It is believed that the group generates better ideas than the individual does, by drawing resources from individual members of the group (brainstorming), the group thereby brings in more ideas and input into decision process than a single person can (Robbins 2001). In one of my experiences in a group I learnt that groups can be rewarding to the individual because an individual can actually learn from other members of the group. I joined a decoration group in my church and we were told to decorate the church for a program, we all had our ideas on how we want the decoration to look like but instead of pursuing personal goals we brought our ideas together and we came up with a better idea and I also learnt things I did not know before, also I found the experience challenging because I had to think beyond what I know in other to be able to contribute but at the end I left with more knowledge than I went in with. It is also believed; however, that group ideas can hinder creative thinking, in other words, individuals will ignore their idea in other to conform to the idea of the group (Mullins 2002). For example, as a member of a group of four in one of my classes in Salford University, we were asked to solve a particular question, we were different people with different beliefs, attitudes, perception, culture and behavior, however, three out of four were in agreement but one particular person in the group had a different idea from what the rest of us had and was trying so hard to convince us which was impossible because it was one against three, in other to avoid conflict the individual had to ignore the idea and agree with that of the group. Groups bind the individual and members of the group in togetherness and in other to be in togetherness, individuals have to see themselves as members of the group and not isolate themselves in other for them to achieve the goal of the group and also to meet their needs (Robbins 2001). Huczynski and Buchanan (2007) discussed the work of Tayfel and Tunner (1986) who argued that as long as individuals see themselves as more important than the group the group cannot function effectively. However, It is believed that individuals have different needs or reasons for joining or been in a group and it can be the need to fulfill social needs, achieve group goals or to derive greater economic benefits or for social security reasons, which is believed that groups can serve as a medium of meeting these needs of the individual (Ivancevich et al 2008) and in other to remain a member of the group and to meet these needs the individual must set aside their personal goal to achieve the groups goal ( N ewstrom 2007). FACTORS AFFECTING INDIVIDUAL BEHAVIOR There are different types of ways of explaining the behavior of the individual in a group; they are Perception, Attribution, Orientation, Role and branded rationality (Armstrong 2009). Perception is one way of explaining the behavior of an individual in a group. Perception according to Maund (2001: pg 444) is the process by which individuals interpret sensory impression so that they can assign meaning to it. Perception is when an individual gives meaning or interprets the things happening around them and people tend to perceive situation that satisfies needs, emotions, attitudes or their self concept (Ivancevich et al 2008). Members of a group can see the same thing or be in the same situation but their interpretation of the situation will be different from each other based on how they see it (Mullins 2007). Attribution according to Luthans (2002:197) refers to how people explains the cause of anothers or their behavior. Attribution can be the way people interpret the situation they are in (Armstrong 2009). Attribution can lead to conflict in a group because the way one person see things (perception) may not be the same way another sees the same thing (Armstrong 2009). While Orientation can be said to be an individuals attempt to make sense of life which can be different from that of the group (Armstrong 2009). Role is the part played by the individual in caring out their duties (Armstrong 2009). There is a particular role expected from the members of the group once they have lived to the expectation of the role then it is believed they have performed their role successfully and it is believed that this role shapes the individuals behavior (Armstrong 2009). While branded rationality can be said to be the ways individuals understands how complicated the situation they are in is and their reaction to the situation limits the way they behave rationally (Armstrong 2009). Huczynski and Buchanan (2005:279) discuss the work of Marion Hampton (1999)who argues that groups are seen as taking over the individuals mind, depressing intelligence, eliminating moral responsibility and forcing conformity, they can cause their members a great deal of suffering and despair and can perpetuate acts of cruelty. There are various factors affecting the individual in the group, But before explaining that we are going to analyze a theory that explains what effect a group has on the individual. HAWTHORNES THEORY (Human relations approach) The theory that explains the effect of groups on the individuals behavior and performance is the Hawthorne experiment of the human relations theory written by Elton Moyo (Mullins 2002). The experiment is called the bank wiring observation room experiment; the experiment was carried out on 14 men who were organized into three subgroups which contained three wires, a supervisor and an inspector that moved around the group (Moorhead and Griffin 1995). After the study there were two major findings; The level of interaction that was observed among the men showed the existence of informal groups within the three groups and, It was also revealed that these groups develop norms or rules that guides behavior and also set structures to enforce the rules (Moorhead and Griffin 1995) The hawthorns researcher found that the group established a level of output for its members (Mullins 2002). They found out that the group did not produce up to what they are capable of producing; they produced below their capability which had effect on their earning because their output was low(Moor head and Griffin 1995). The group produced a specific level of output for its members which are the only accepted level of production, in other to be accepted the individual has to slow down production when getting close to the accepted level of production in other not to over produce (Moorhead and Griffin 1995). Moorhead and Griffin (1995) discuss the work of Roethlisberger and Dickson (1939) who points out that The social organization of the bank wiremen performed a twofold function which is to protect the group from internal indiscretions and to protect the group from outside interference. Moorhead and Griffin (1995) also points out that almost all the activities carried out by the group can be said to be a means of controlling the behavior of its members. The research shows that peer pressure has more effect on the individual than things that may encourage the individual and forces of control or orders from management, individuals would rather do things required by the group than doing things that would encourage or reward their actions (Mullins 2002). This theory shows how working in a group can be both challenging an rewarding for the individuals which leads us to the factors affecting the performance and behavior of the individual in the group. FACTORS AFFECTING THE INDIVIDUAL PERFORMANCE IN THE GROUP Group norms Norms according to Greenberg and Baron (2008) can be defined as the generally agreed upon informal rules that guides the behavior of the members in a group. Norms influence group behavior and refer to what should be done and also represents value judgment and appropriate behavior in social situations (Psyblog 2010). Norms are of great importance to groups in controlling behavior and in measuring performance (Hanh 2007). Groups have norms that are set to guide members behavior (Greenberg and Baron 2008) and also to reduce ambiguity in terms of behavior that are of importance to the group (Rollinson 2005). Norms are set up in groups which the individual must conform with and groups have ways of making the individual conform to such norms (Rollinson 2005). Norms keeps the group functioning as a system instead of as a collection of individuals and members of the group come together to achieve a common goal instead of pursing individual groups (Hanh 2007). Groups do not set rules or norm for every situation but only set rules for situations that are of importance to the members of the group which could be in relation to their job or how they communicate with each other or with others outside the group (Hanh 2007). Group norms makes life predictable, individuals know what is expected of them, know their roles and how much time to spend in the execution of their job, know the values and beliefs and the image of the group, and subscribe to the norms of the group (Rollinson 2005). Norms are usually assessed to know if group members are interacting with each other which can be rewarding and which gives the individuals a sense of belonging (Heathfield 2010). Group members come together to develop the group norms which gives the individual a feeling of belonging, sense of identity and feelings of security because they were part of the making of the rules (Brooks 2005). Norms are believed to be of importance because some members may harm the project or the success of the group with their behavior or action unintentionally but if there is agreed upon framework of interaction, misunderstandings and negative conflicts in the group can be prevented (Heathfield 2010). However, group norms can have negative effect on the individual (Armstrong 2009). According to Psyblog (2010) who argues that groups rarely come up with great ideas because the individual in them are powerfully shaped by group norms and the rules of what people are and how they must behave it is believed that changes are hard to spot unless they are carefully measured, individuals deny their own beliefs, ideas and senses just to conform with the groups even if they are wrong (Psyblog 2010).it is believed that, Norms serves as a form of constraint to the individuals, it hinders them from thinking freely because they would not want to think outside the group norms or the groups way of doing things, individuals can not pursue their personal goal, can not see things from their point of view because it might clash with the goals of the group (Psyblog 2010). Social Support Social support according to Dalgard (2009) is receiving help from other people when in need of help. An individual can receive support among groups of people who have a similar problem to what they have and in their relationship with others be it their family or friends (Curtis 2009). Curtis (2009) argues that if you have a support network you will not feel as alone; you will learn new ways to deal with your problem and may try harder to overcome it. Group members can serve as as a source of support, advice and encouragement to an individual facing any difficulty and also the individual can be a source of support to the group (Curtis 2009). Individuals in a group can benefit from the members of the group while members who are not part of the group cannot enjoy such benefits, having friends to talk with, to gain insight from, to listen to during times of need or borrow money from, all this are forms of support (Scott 2007). Social support makes the individual safe and gives them a feeling of being loved and cared for (Rollinson 2005). In one of my experience when I was writing my final dissertation for my bachelor degree, I wrote on the societal support for the elderly people in my community and I had the privilege working with the elderly people in that community and I found out that most of them lack social support from their family and friends, in other to feel loved, feel secure or have a feeling that they belong they had to join a group with the believe that the group would be able to meet their needs. Peer Pressure Peer pressure is another factor that has effect on the behavior of the individual in the group. Peer pressure is when other people impose pressure on a person (Nemours 2010). Peers have influence over others, by listening to other people a person learns from them and they also learn from the individual (Nemours 2010). Some individuals usually join groups in other to fit in, so in other to fit in the individual goes along with the idea of the group and sets aside their idea and go along with the groups idea to avoid being bullied by the other members of the group (Nemours 2010). However, peer pressure can have a positive impact on the individual because it can push the individual into doing the things they have no courage of doing or talking the individual out of doing things thats not in their best interest (Wilmer 2010). Individual Accountability Individual accountability can be defined as an obligation or willingness to accept responsibility or to account for ones action (McDaniel 2007). Individual accountability is a foundational component as it evaluates an individual core competence, strength and weaknesses (McDaniel 2007). Its the individual taking responsibility for their action in carrying out their duty or them being accountable for their duties (McDaniel 2007). The individual must be accountable for achieving its goal and for its contribution to the group, individual accountability occurs when performance is assessed and the result are given back to the group and the individual in other to ascertain who needs more support, encouragement and assistance (Cooperate learning center 2009). Accountability is not to punish mistake or to generate immediate result but to ensure the individual gives all their best in the achievement of goals and behaving responsible to one another (Luthans 2002). By empowering them over job pe rformance and then holding them accountable for the outcomes (Newstrom 2007). Conflict Rollinson (2005:401) defines conflict as the behavior of an individual or a group when purposely sets to block or inhibit another group or individual from achieving its goals. Competition is one of the main causes of conflict in a group, when the members of a group are in competition against each other it can lead to conflicting interest (Rollonson 2005). Some groups encourage competition because they believe that when members of the group compete against each other it will result to successful performance or quick performance but mostly it might lead to conflict (Rollinson 2005). However, Vodosek (2007) argues that Researchers have noted that high level of task conflict can lead to reduced member satisfaction and commitment to the group Individual have different interest, skills, personality and attributes which may act as cohesion or a clash in the group (Brooks 2009). Some individuals tend to work towards achieving personal goals by doing so they tend to ignore the goals of the group and focus more on achieving their personal goals which might lead to conflict in the group (Newstrom 2007). CONCLUSION It can be assumed that, groups have both positive and negative effect on the individual, and for the individual, being a member of a group can be rewarding as well as challenging as working alone. Working alone as an individual might lead to a quick decision making but working in a group can lead to a more effective decision making, because it is a group of people with different ideas, perception, attributes and behavior coming together to form the group (Rollinson 2001), also the individual can also learn from the other members of the group. However, it is believed that there is no ideal individual for a particular job, that no individual can have all the necessary qualities needed for a job but a group of individuals can, and when they come together with their different qualities it can lead to a successful decision making (Antony Jay, cited by Mullins 2002). REFERENCES Armstrong, M. (2009) Armstrongs Handbook of Human Resource Management Practice, 9th edn, Kogan Page, London. Brooks, I. (2009) Organizational Behavior: Individual, Groups and Organisation, 4th edn, Prentice Hall, Harlow. Cooperative Learning Center (2009) Cooperative Learning Co-operation.org www.co-operation.org/pages/cl.html#accountability [Accessed 10/03/2010]. Curtis, J. (2010) Support groups and social support Yahoo.com health.yahoo.com/mentalhealth-treatment/support-groups-and-social-support/healthwise-ug4350spec.html [Accessed 11/03/2010]. Dalgard, O.S. (2009) Social Support: Definition and Scope Euphix.org www.euphix.org/object_document/o5479n27411.html [15/03/2010]. Elizabeth Scott, M.S (2007) Social Support: The Hows and Whys of Cultivating a circle of friends About.com Guide stress.about.com/od/relationships/a/circleoffriends.htm [11/03/2010].s Greenberg, J., Baron, R.A. (2008) Behavior in Organizations, 9th edn, Pearson Education, New Jersey. Hahn, M. (2007) Group norms in organizations ArticleGratuits.com www.en.articlesgratuits.com/group-norms-in-organizations-id1546.php [15/03/2010]. Heathfield, S.M. (2010) How to develop group norms About.com Guide humanresources.about.com/od/teambuilding/ht/group_norms.htm [15/03/2010]. Huczynski, A. A., Buchanan, D.A. (2007) Organizational Behavior, 6th edn, Prentice Hall, Harlow. Ivancevich, J M, Konopaske, R, Matteson, M T (2008) Organizational Behavior and Management, 8th edn, McGraw-Hill/Irwin, Newyork. Luthans, L. (2002) Organizational Behavior, 9th edn, McGraw-Hill, Newyork. Maund, L. (2001) Introduction to Human Resource Management: Theory and Practice, Palgrove, London. McDaniel, D. (2007) How Important is Individual Accountability www.everyjoe.com/articles/how-important-is-individual-accountability-198/ [Accessed 10/03/2010] Moorhead, G. Griffin, R.W. (1995) Organizational Behavior: Managing People and Organizationa, 4th edn, Houghton Mifflin Company, Boston. Mullins, L. J. (2002) Management and Organizational Behavior, 6th edn, Pearson, Harlow Nemours (2010) Dealing with peer pressure Kidshealth.org kidshealth.org/kid/feeling/emotion/peer_pressure.html [13/03/2010] Newstrom, J. W. (2007) Organizational Behavior: Human Behavior at Work, 12th edn, McGraw-Hill, Newyork. Psyblog (2010) Why group norms kill creativity, Spring.org.uk www.spring.org.uk/2009/06/why-group-norms-kill-creativity.php [Accessed 11/03/2010]. Robbins, S.P (2001) Organizational Behavior, 9th edn, Prentice Hall, New Jersey Rollinson, D. (2005) Organisational Behaviour Analysis: An integrated Approach, 3rd edn, Pearson Education, Harlow. Vodosek, M. (2007) Intergroup conflict as a mediator between cultural diversity and work group, International Journal of Conflict Management, Volume 18, Issue 4 Wilmer, D. (2010) The difference between negative and positive peer pressure About.com Guide parentingteens.about.com/cs/peerpressure/a/peer_pressure.htm [Accessed 23/03/2010].

The Loss of Freedom in Modern America Essay -- Argumentative Persuasiv

The Loss of Freedom in Modern America    Society exists in two realms: public and private.   Thousands of years ago, the public realm was clearly defined as the political arena, where men interacted one with another, and the private realm dwelled among the work and labor of man.   The progression from ancient Greece to modern day society has blurred the defining line between the two due to the increasing influence of money.      Ã‚  Ã‚  Ã‚  Ã‚   In Greek society, the public realm was a place of action: a place to achieve freedom.   As time progressed, wealth increased among individuals, making it less defined.   These changes blurred the division between public and private realms because the public realm became controlled by wealth.   This forced many out of the public realm and into the private realm, making it more difficult to achieve freedom.   Simultaneously, individual thinking led to an increase in knowledge about the world in general, leading to disproving what man commonly accepted as fact until that point.   Now freedom was no longer as easily attainable and man's necessity for freedom merged into the private realm of work and labor.   Therefore as the society progressed, individuality decreased and public and private realms were not as distinctly separable as they once were.      Ã‚  Ã‚  Ã‚  Ã‚   In today's society, this blurred definition of what is necessary and free and how it is obtained is observed in modern America.   Over the years, politics in general are no longer a public arena where every man can achieve freedom.   In America, there is a representative democracy, in which the people elect represent... ... loss of individuality in the public realm and the increase in conformity in society has led to some extreme expressions of desires for freedom.      Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, society was at one time clearly defined by public and private realms.   The first was a place to achieve individual freedom while the other was a way to obtain basic human necessities through work and labor.   Throughout the ages, there has been a progressive diminishment of the definition between these two realms of society due to the increasing influence of wealth on the public realm.   As a result, individuals have become frustrated, for they can no longer achieve freedom in the public realm.   Now, they result to extreme forms of expression to achieve their necessity of freedom in the hybrid society where public and private realms coexist.

US Immigration Policy Before and After September 11 Essay -- Septembe

America is home to a plethora of nationalities, cultures, religions and practices. The reason for this richness in different backgrounds is that since the day it was discovered by outsiders, the United States has always been open to immigrants. The Statue of Liberty, one of America’s greatest attractions, symbolizes America’s open arms to immigrants. So when America’s own symbol of freedom to immigrants stood in the waters and watched the catastrophe unravel the placidness of her surroundings by outsiders, it was a direct blow to not only the United States’ immigration policy, but also to the United States’ national security. On that unforgettable day, September 11, the United States, the world’s most richest and powerful nation, discovered the hard way that even money and power could not annihilate vulnerability. After September 11 Americans wanted to feel safe again in their own home so the United States restricted its immigration poli cy to help prevent terrorists from entering the country. The US government, however, kept economics in mind when altering the policy. The new immigration policy includes unfair procedures for certain countries. The result is a more restricted immigration policy, with major loopholes for countries that benefit the US economy. The US immigration policy before September 11 was very lax, partly because the Immigration and Naturalization Services (INS) was under funded. Whenever immigrants were cited a deportation, INS could not follow up on many of these immigrants who usually remained in the country. Because it could not operate as if should due to lack of money, it is easier to understand that almost all of the alleged terrorists involved in the September 11 attacks obtained a US vis... ...partment’s own inspector general released a report that confirmed charges made by civil right groups when it was reported that the roundup of immigrants would produce huge problems. There is no clear cut, one solution to the US’s immigration problems. America must maintain safety for its citizens, but it is hard to adopt a strict immigration policy when America is deeply dependent on immigrants, especially migrant labor. Until the US lessens its great dependency on immigrant labor, the US will continue to be vulnerable to terrorists’ attacks. Bibliography Atkin, Beth S. Voices From The Fields. Little, Brown & Company. 1993. Gonzales, Camille Guerin. Mexican Workers and American Dreams: Immigration, repatriation, and California Farm Labor, 1900-1939. Wright, Dale. They Harvest Despair: The Migrant Farm Worker. Boston: Beacon Press, 1965.

Expressionism

I drove to SST Louis with a couple of friends on a warm day ND when we got to the ml_Assure, all I could say was ‘WOW'. â€Å"Is this a white house replica kind of a building' asked one of my friends. It was so beautiful, never seen or have never been in a building so huge like that. It was quite an honor and would have something to share with people back in Africa. I might not have been a big fan of art but since that day all has changed. We went in and were given a museum map to locate specific areas we wanted to visit. Modern art section was our main priority.We took the elevator to the upper level of the museum where modern art painting was displayed. We walked around sections 327, 335, 334 and 333. The painting that mostly caught my attention was that of Marc Chloral, a French man born in 1887 and died in 1985. The Temptation painting was painted by Marc the cubist in 1912. He painted Adam and Eve flanking the tree of knowledge. He painted Eve as a green figure holding th e forbidden fruit that she was about to offer Adam, who poses in blissful ignorance of the consequences to come.The cubism concept of split face allows Eve to look at both the apple and its destination. Marc paints this picture in relations to what we have always been reading bout in the bible. He also painted animals around staring at them, he did this to really show and tell how the fruit changed the world today. Another painting just on the other wall on my left as I turned to my left, there hanged an amazing piece of art called the blue Mandolin, 1 930 by George Baroque. He was a French man born in 1882 but died in 1963.He used oil painting with sand on canvas. This painting looked so real unlike the ones I saw in class on slideshows. He used a paint comb that created imitation wood grain to which he added a heavy application of sand in order to set off the eel effects of texture against artificial ones. The use of sand here really gives this painting a very strong texture. I ev en felt like I could touch it but could not do so. He conveys his love for music here by painting the blue mandolin very closer to the eye.As moved around exploring the beauty Of art, then came across the Picasso painting of his wife. Pablo was a Spanish cubist born in 1881 and he died in 1973. His painting of a seated woman dated July 1 953 portraits his lover Francoise Gilt. He shows of his skills and extreme exploration of pubis by using facets of creamy grays, whites, pinks, and browns form mosaic of color and tone across the body of Francoise. In this painting the young woman's face contains a strong right profile as well as a left eye that gazes forward.He also uses a dark background to show the viewers exactly what his painting is all about. The painting looks more like 3 dimensional because of the use of mosaic concept. It's really one of the greatest pieces of art by Pablo Picasso. As was walking around I then saw this other two paintings that looked like I child was playin g With a paint brush, but as I paid more attention to them hen I realized how some people were talented. These were paintings by Emil Molded, a German born in 1867 but died in 1956.