Race as a factor in the evaluation of the admissions process Case Study

Race as a factor in the assessment of the confirmations procedure - Case Study Example Race as a factor in the assessment of the admissions’ procedure The ethical guard of a university’s practice to join race as a factor in the assessment of the admissions’ procedure can be inspected through the utilization of decent variety and assorted variety pay contentions. The nearness of evident gathering disservice which is experienced by individuals from a specific race would infer that the thought of race as a factor in affirmations is helpful for the decrease of the racial groups’ social impediments while, disposing of the parts of verifiable separation, the partial mentality of broad communications, instructive, word related and private isolation and the negative effect of the pattern of neediness. The aggregation of this viewpoint advances the development of individual detriments which converts into bunch weakness. For instance, research on profession openings and lodging courses of action for racial gatherings demonstrates that separation and generalizing is predominant. The nearness of these components unfavorably influences the capacity of minority understudies and damages their potential for additional turn of events. Through the utilization of the ideas of previously mentioned contentions it very well may be presumed that race can be defended as a component of thought in the comprehensive confirmations process which assesses the individual candidate’s capacities past the customary proportions of affirmations measures and considers a mind-blowing importance encounters.

Colour Blind Kant The Racist Eurocentric Politics Essay

Partially blind Kant The Racist Eurocentric Politics Essay A commitment the investigate of Kants Perpetual Peace Kants compositions including Perpetual Peace has defended the White intercession in non-European states since Kant and different scholars of the West idea that there is just a single progress with capital C is European and the remainder of the world are to be edified and made to resemble Europeans. However, Kant composed this harmony nearly two centuries back yet the reverberation of his compositions can be seen even today in the USA mediation in Afghanistan and Iraq where the USA is bringing in vote based system. The government capacities through financial abuse and political strength as well as burden of universalism which is in every case covertly coded. In the accompanying areas, I will talk about initial (1) the outline of Kants Perpetual Peace, (2) at that point I would likewise expose crafted by Kant as an anthropologist through the works E C Eze and Tsenay Sereqeuberhan and Uday Singh Mehta. After that I will take up (3) Sudipta Kavirajs scrutinize of Sequential Theory of Modernity to contend that there is different modernities which will be an answer to every one of those Euro-driven logicians including Kant who thought there is only one human progress European and the remainder of the world need to emulate it. From this I will move to (4) banter in regards to vote based harmony scholars who contend that vote based systems don't battle with one another and I will likewise attempt to give my investigate to this plan. At long last I will (5) presume that Kants composing was Eurocentric and by one way or another this ethical logician couldn't transcend preference against non-Whites by legitimizing intercession whose bearing ramifi cations brought about a great many disasters. Tragically, the cultivating crucial the West isn't finished, decades after the time of decolonization. I thank my instructor Professor Jyati Srivastava for her support and direction to pick this point. I am obliged to Professor Nivedita Menon with whom I talked about this issue. She gave me such a basic knowledge, that my previous draft was completely overhauled. *The creator is understudy of M A Politics (International Relations), Jawaharlal Nehru University. He can be reached at [emailprotected] Interminable Peace Kant starts his Perpetual Peace exposition by saying that (1) No Treaty of Peace will be Held Valid in Which There is Tacitly Reserved Matter for a Future. [Kant, 1795]. Here Kant says that harmony can not be accomplished despite the fact that there is a harmony understanding. Kant said that enduring harmony can't be accomplished when two gatherings have arrived at any détente in light of the fact that they were depleted to battle war any more. In spite of the fact that they are conveying threats for what's to come. Kant said such sort of understanding can just achieve harmony for brief span. In the expressions of Kant; At the point when one or the two gatherings to a settlement of harmony, being too depleted to even consider continueing warring with one another, make an implied reservation (reservatio mentalis) as to old professes to be explained distinctly at some progressively positive open door later on, the bargain is made in dishonesty, and we have a guile deserving of the delusion of a Jesuit. [Emphasize mine, Kant, ibid] I thinks here Kant says that there ought not a ceasefire on the grounds that the warring gatherings have arrived at the condition of weariness simultaneously they are keeping old cases (old questions) in the heart which will be taken up when the circumstance will be ideal. Such sort of demeanor by states will fuel threats for ever and any sort of harmony understanding will be fleeting. In the second article of segment one, Kant says, No Independent States, Large or Small Come Under the Dominion of Another State by Inheritance, Exchange, Purchase, or Donation. [Kant, ibid]. Kant says that the states isn't care for a property which could be acquired or united elsewhere. Be that as it may, it is to be noticed that Kant is utilizing descriptive word Independent before states and just free states are not to be acquired. The individuals who are not free are not secured by Kant. It implies a large number of non-Europe states were permitted to be mediated! Aside from that who has force and position to choose which nation is free of not? Obviously, Kant has given the sensible, edified White to choose which nation is free and which not. In the third article, Kant says, Standing Armies (miles perpetuus) Shall in Time Be Totally Abolished .[Kant, ibid] It is extraordinary to state such thing that there ought not be armed force since weapons contest doesn't give security. This has been dissidents empty talk for quite a long time however in all actuality the most lethal equipped states are those whose establishment is additionally founded on liberal majority rules system. How could then it be defended? Here Kant is giving good critique which has a not many takers and the procedure of weapons contest and militarization has not halted since the ascent of country states and long stretches of imperialism. One of the mainstays of the imperialism depends on military extensions . In the fourth article, Kant manages credit frameworks and obligations and how it could make issue for states. National Debts Shall Not Be Contracted with a view to the External Frictions of States. [Kant, ibid]. Here Kant says that to disallow this credit framework must be a primer article of unending harmony even more since it should in the long run snare numerous guiltless states in the inescapable liquidation and straightforwardly hurt them. They are in this manner advocated in aligning themselves against such a state and its measures. [ibid] In the fifth article, Kant discusses obstruction. No State Shall by Force Interfere with the Constitution or Government of Another State. [Kant, ibid]. Here Kant says that there ought not be a mighty intercession simultaneously he likewise gives an exemption to his own law. Notice this Kants line: Be that as it may, it would be very extraordinary if a state, by inside disobedience, should fall into two sections, every one of which professed to be a different state making guarantee to the entirety. To loan help to one of these can't be viewed as an impedance in the constitution of the other state (for it is then in a condition of disorder) . Yet, insofar as the interior dispute has not resulted in these present circumstances basic point, such obstruction by remote forces would encroach on the privileges of an autonomous people battling with its inward infection; consequently it would itself be an offense and would render the independence of all states shaky. [Emphasize mine, Kant, ibid] It ought to merit seeing that one the one hand Kant has disallowed obstruction in the interior mater of another state and yet he has likewise absolved provincial experts for their cultivating strategic non-European states, saying that if their inner insubordination, to loan help would be legitimized. Today the USA is doing likewise in Afghanistan and Iraq and it has supported its activity by refering to unstable condition in different states. We ought not overlook that the British provincial experts in India has additionally made such sort of generalizations by saying that Indian womens were living in wretched conditions and Indians were womanly to manage over. [Mill, 1975] In the six article of area, Kant talks about that in any event, during the war there ought not be such infringement of laws that harmony gets outlandish later on. No State Shall, during War, Permit Such Acts of Hostility Which Would Make Mutual Confidence in the Subsequent Peace Impossible: Such Are the Employment of Assassins (percussores), Poisoners (venefici), Breach of Capitulation, and Incitement to Treason (perduellio) in the Opposing State. [Kant, ibid]. Here Kant puts forth a solid defense that parties in war should halt from utilizing dangerous methods and strategies. In the wake of examining area I, let me quickly talk about segment II of Perpetual Peace in which Kant discusses republican constitution and class of countries. Let me start with Kants idea of republican constitution. Kant says, The Civil Constitution of Every State Should Be Republican. [Kant, ibid]. Kant here inclines toward republican constitution and connections it to harmony. As per Kant, the republican constitution depends on the standards of opportunity and in such a constitution there is plausibility of harmony in light of the fact that the rulers need to get the assent of the residents before a war is pronounced. In the event that the assent of the residents is required so as to conclude that war ought to be proclaimed (and in this constitution it can't be the situation), nothing is more normal than that they would be careful in beginning such a poor game, declaring for themselves all the cataclysms of war. Here he makes an understood explanation that a republican type of government is responsible to resident and the it can't take a choice all alone. That is the reason a republican type of government would not effectively go for war in light of the fact that the general assessment of the individuals would be against the war. This is the very premise of fair harmony scholars who contend that majority rule governments have never warred on one another. Yet, I don't imagine that when Kant is taking about interminable harmony he is in at any rate thinking on the line of equitable harmony scholars. For me the librals are misreading Kant since Kant doesn't just make qualification between republican type of government and law based one. Kant is even reproachful of the vote based type of government. Kant says: Of the three types of the express, that of majority rules system is, appropriately, essentially an imperialism, since it builds up an official force in which all choose for or even against one who doesn't concur: that is, all, who are not exactly all, choose, and this is a logical inconsistency of the general will with itself and with opportunity. [Kant, ibid] In the second authoritative article of Perpetual Peace, Kant says, .The Law of Nations Shall be Founded on a Federation of Free States. [Kant, ibid]. Here Kant is worried about beating war and strife at global level. He says that states would go into an association of countries dependent on rights to make sure about their security and

How to Use Visualization to Reduce Anxiety Symptoms

How to Use Visualization to Reduce Anxiety Symptoms Panic Disorder Coping Print Using Visualization to Reduce Anxiety Symptoms By Katharina Star, PhD facebook linkedin Katharina Star, PhD, is an expert on anxiety and panic disorder. Dr. Star is a professional counselor, and she is trained in creative art therapies and mindfulness. Learn about our editorial policy Katharina Star, PhD Medically reviewed by Medically reviewed by Emmy Ludwig, MD on February 08, 2016 Emmy Ludwig, MD, is board-certified in gastroenterology and hepatology. She practices at the Memorial Sloan-Kettering Cancer Center in New York. Learn about our Medical Review Board Emmy Ludwig, MD Updated on October 02, 2019 Jamie Grill/Blend Images/Getty Images More in Panic Disorder Coping Symptoms Diagnosis Treatment Related Conditions If you have been diagnosed with panic disorder, then you have likely experienced constant feelings of fear and anxiety. Research has shown that using  relaxation techniques can help reduce nervousness and improve your relaxation response. By enhancing your relaxation skills, you are can lower your flight-or-fight response that is often triggered during times of increased anxiety and panic attacks. Some common relaxation techniques include breathing exercises, progressive muscle relaxation, yoga, and meditation. These techniques are relatively easy to learn and can be practiced on a daily basis to assist with getting through panic attacks. What Is Visualization? Visualization is another powerful technique that can help you unwind and relieve stress. Visualization involves using mental imagery to achieve a more relaxed state of mind. Similar to daydreaming, visualization is accomplished through the use of your imagination. There are several reasons why visualization can help you cope with panic disorder, panic attacks, and agoraphobia. Consider how your thoughts wander when you feel panic or anxiety. When experiencing a panic attack, your mind may focus on the worry, the worst things that can happen and other cognitive distortions that only add to your sense of fearfulness. Visualization works to expand your ability to rest and relax by focusing your mind on more calming and serene images. Before beginning any of these visualization exercises, make sure your environment is set up for your comfort. To better relax, eliminate any distractions, such as phones, pets or television. Try to find a quiet place where you will most likely be undisturbed. Remove any heavy jewelry or restricting clothing, such as tight belts or scarves. Get ready to relax by either sitting or lying down in a position that feels most comfortable to you. To begin, it can be helpful to slow your breathing down with a deep-breathing technique. Close your eyes and try to let go of any tension you may be feeling throughout your body. To relax your body and mind even further, it may also be beneficial to try a progressive muscle relaxation exercise before you begin your visualization. Try to set aside about five to 15 minutes to visualize. How to Use 3-Part Breath to Ease Panic Disorder Symptoms The Serene Beach Scene The following is a beach scene visualization exercise that you can practice on your own. Beach scenes are one of the most popular visualizations due to their calming and tranquil impact. Feel free to change it to better suit your needs and imagination. Use this visualization to relax, unwind and briefly escape from your day-to-day tasks. Visualization Exercise: White Sandy Beach Imagine that you are resting on a white sandy beach and feel safe, calm, and relaxed as you think about the following:Turquoise water and a clear, blue skyThe sound of soft waves as the tide gently rolls inThe weight of your body sinking into your beach chairThe warmth of the sand on your feetA large umbrella keeping you slightly shaded, creating just the right temperatureRelax your face and let go of any tension in your forehead, between your eyebrows, your neck, and your throat. Soften your eyes and rest. Allow your breath to slow down and match the rolling waves of the water. There is no effort to be here; spend time just taking it all in. Once this relaxation feels complete, imagine that you get up and slowly walk away from the beach. Remember that this beautiful place is here for you whenever you need to come back. Take your time and slowly open your eyes. Use Your Own Creativity If the beach scene doesn’t really fit you, try coming up with your own visualization. Think of a place or situation that you find to be very relaxing, such as lying down in a large field of flowers and grass, or enjoying a beautiful view of a mountain or forest. When visualizing your calming scene, think about what you are experiencing through all of your senses. Notice what you hear, smell, taste and how your body feels. When you feel ready to leave your relaxation scene, take your time and gradually return your mind to the present. To get better at visualization, try practicing at least several times a day. Relaxation techniques tend to be more helpful if you first start practicing at a time when you are not experiencing high anxiety. Through regular practice, you will more easily be able to use visualization when you really need it, such as when you start feeling the physical symptoms of panic and anxiety. The 7 Best Online Anxiety Support Groups

Access Of Mental Health Resources - 2519 Words

Access to Mental Health Resources in Developing Nations Introduction Mental health is a term used to describe a person’s psychological state in regards to their emotional and behavioural performance. Those considered with good mental health are thus satisfactory in their psychological state and are able to function normally without any emotional or behavioural barriers. Likewise, those with poor mental health or those diagnosed with other mental illnesses and disorders are at an unsatisfactory state and are unable to function as optimally as those with good mental health. Mental health may also encompass neurological, mental and addiction disorders. Currently, there are over 450 million people suffering from mental health disorders,†¦show more content†¦Such absences of basic mental health care leave those with mental illnesses with very few options. Many of those with mental illnesses, disabilities and disorders are met with stigma and excluded from society and lack basic human rights such as food, clothing and shelter. A significant number are also denied rights to vote, marry and have children and discriminated against within the workplace, education and housing. As a result, people with mental illnesses are a vulnerable group and are generally forced into situations of poverty from the lack of treatment or extreme discrimination. In turn, people are forced into situations where they are not able to access the mental care they require in order to cope with their situation and thus, perpetuating a vicious cycle. Timeline 1945 – During World War I, many soldiers were diagnosed with ‘Shell Shock’ which was believed to have been a physiological disorder from a soldier’s horrible sights in battle which have led to the inability to participate in war. 1946 – US President Harry Truman singed the National Mental Health Act and created the National Institute of Mental Health 1960 – Declared the World Mental Health year by the World Federation for Mental Health 1990 - Infant Health and Development Programme, helps to teach maternal mothers the importance of proper diet to low-weight newborns. This brings light to the connection between proper physical and mental health. 2008 - WHO’s Mental Health

The Principles Of Unilever Ceo Paul Polman - 2170 Words

Dove was launched in the market by Unilever in 1957. With a vision to motivate the people to feel good and look good, it aimed to help women to become confident about their skin and appearance. Their basic aim is to get more out of life with brands and services that are actually good for them and also for others. They intend to bring the international expertise to the reach of people belonging to different cultures and backgrounds. It also wants its products to be affordable by all kinds of customers. â€Å"Our purpose is to make sustainable living commonplace. We work to create a better future every day, with brands and services that help people feel good, look good, and get more out of life.† We cannot close our eyes to the challenges that the world faces. Business must make an explicit and positive contribution to addressing them. I’m convinced we can create a more equitable and sustainable world for all of us by doing so,† says Unilever CEO Paul Polman. The basic principles of Unilever are following ïÆ'Ëœ Healthier future by providing antiseptic and cholesterol free products ïÆ'Ëœ More confident future by providing quality beauty products for men and women ïÆ'Ëœ Better future for children by providing oral care brands and nutritional products ïÆ'Ëœ Creating a planet and environment friendly future by initiating Cleaner Planet Plan through laundry plans and forest management products in Africa ïÆ'Ëœ Better future for farmers by utilizing raw materials from agriculture and forestry. 2.Show MoreRelatedCorporate Social Responsibility Of Unilever And Procter Gamble Essay1022 Words   |  5 PagesUnilever and Proctor Gamble have some similarities in their approaches to corporate social responsibility, but they implement their ideas in different ways. Unilever and Procter Gamble are both committed to reducing greenhouse gases and water usage, not only for their companies as well as their customers. 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Product and Brand Management Free Essays

?AFFECT OF BRANDING ON CONSUMER PURCHASE DECISION IN FMCG GOODS AND DURABLE GOODS? INTRODUCTION What is a BRAND? Brand recognition and other reactions are created by the use of the product or service and through the influence of advertising, design, and media commentary. A brand is a symbolic embodiment of all the information connected to the product and serves to create associations and expectations around it. A brand often includes a logo, fonts, color schemes, symbols, and sound, which may be developed to represent implicit values, ideas, and even personality. We will write a custom essay sample on Product and Brand Management or any similar topic only for you Order Now Concepts Marketers engaged in branding seek to develop or align the expectations behind the brand experience, creating the impression that a brand associated with a product or service has certain qualities or characteristics that make it special or unique. A brand image may be developed by attributing a â€Å"personality† to or associating an â€Å"image† with a product or service, whereby the personality or image is â€Å"branded† into the consciousness of consumers. A brand is therefore one of the most valuable elements in an advertising theme. The art of creating and maintaining a brand is called brand management. A brand which is widely known in the marketplace acquires brand recognition. When brand recognition builds up to a point where a brand enjoys a critical mass of positive sentiment in the marketplace, it is said to have achieved brand franchise. One goal in brand recognition is the identification of a brand without the name of the company present. For example, Disney has been successful at branding with their particular script font (originally created for Walt Disney’s â€Å"signature† logo) which it used in the logo for go. om. â€Å"DNA† refers to the unique attributes, essence, purpose, or profile of a brand and, therefore, a company. The term is borrowed from the biological DNA, the molecular â€Å"blueprint† or genetic profile of an organism which determines its unique characteristics. Brand equity measures the total value of the brand to the brand owner, and reflects the extent of brand franchise. The term brand name is often used interchangeably with â€Å"brand†, although it is more correctly used to specifically denote written or spoken linguistic elements of a brand. In this context a â€Å"brand name† constitutes a type of trademark, if the brand name exclusively identifies the brand owner as the commercial source of products or services. A brand owner may seek to protect proprietary rights in relation to a brand name through trademark registration. Brand energy is a concept that links together the ideas that the brand is experiential; that it is not just about the experiences of customers/potential customers but all stakeholders; and that businesses are essentially more about creating value through creating meaningful experiences than generating profit. Economic value comes from businesses ¶ transactions between people whether they be customers, employees, suppliers or other stakeholders. For such value to be created people first have to have positive associations with the business and/or its products and services and be energised to behave positively towards them  ± hence brand energy. It has been defined as â€Å"The energy that flows throughout the system that links businesses and all their stakeholders and which is manifested in the way these stakeholders think, feel and behave towards the business and its products or services. Attitude branding is the choice to represent a feeling, which is not necessarily connected with the product or consumption of the product at all. Marketing labeled as attitude branding includes that of Nike, Starbucks, The Body Shop, Safeway, and Apple Inc. â€Å"A great brand raises the bar — it adds a greater sense of purpose to the experience, whether it’s the challenge to do your b est in sports and fitness, or the affirmation that the cup of coffee you’re drinking really matters. † – Howard Schultz (CEO, Starbucks Corp. ) The act of associating a product or service with a brand has become part of pop culture. Most products have some kind of brand identity, from common table salt to designer clothes. In non-commercial contexts, the marketing of entities which supply ideas or promises rather than product and services (e. g. political parties or religious organizations) may also be known as â€Å"branding†. OBJECTIVE OF PROJECT WORK Main Objective:The main objective of research is to analysis how the brand effects the customer purchasing decision in FMCG goods and durable goods Sub Objective:The sub objective of research is to understand the choice of the customer is branded or nonbranded goods. JUSTIFICATION FOR CHOOSING A PARTICULAR RESEARCH PROPOSAL Branding can be viewed as a tool to position a product or a service with a consistent image of quality and value for money to ensure the development of a recurring preference by the customer. It is common knowledge that the consumer ¶s choice is influenced by many surrogat es of which the simplest one is a brand name. Although there may be equally satisfying products, the consumer when satisfied with some brand does not want to spend additional effort to evaluate the other alternative choices. Once he or she has liked a part icular brand, he or she tends to stay with it, unless there is a steep rise in the price or a discernible better quality product comes to his/her knowledge, which prompts the consumer to switch the brand. Companies spend a lot of money and time on the branding and thus it needs a careful evaluation on the effect of branding on consumer buying behavior. QUESTIONNAIRE 1. Are you a brand loyal customer? ` Yes ` No 2. Which attributes did attract you to purchase branded products? Rank these attributes in order of their importance to you. ` ` Brand Name Price Easy Availability ` ` Transparent Cleanliness ` Others 3. What was the reason for the delay between the purchase decision and the actual purchase? ` ` ` Financial constraints Waiting for more innovative product Waiting for market response 4. What influenced you to buy the above stated brand(s) ? ` ` ` ` Advertising Word of mouth Attractive packaging Dealer ` Shop Display ` Family/Friend/Relatives ` Any Other 5. Influence of Brand name on purchasing decision ` ` Agree Strongly Agree ` Disagree ` Strongly disagree 6. Influence of Quality on Purchase Decision ` ` Agree Strongly Agree ` Disagree ` Strongly disagree 7. Influence of Price on Purchase Decision ` Agree ` Strongly Agree ` Disagree ` Strongly disagree 8. Influence of Product features on Purchase Decision ` ` Agree Strongly Agree ` Disagree ` Strongly disagree 9. Influence of Family members on Purchase Decision ` ` Agree Strongly Agree ` Disagree ` Strongly disagree 10. Influence of Peer group on Purchase Decision ` ` Agree Strongly Agree ` Disagree ` Strongly disagree 11. Influence of Advertisement on Purchase Decision ` Agree Strongly Agree ` Disagree ` Strongly disagree 12. Will you like to switch your brand preference if you get some promotional scheme with another brand? ` Yes ` No 13. Do you think branded products are better than unbranded products? ` Yes ` No NAME OF THE RESPONDENT: ADDRESS: EDUCATIONAL QUALITICATION: OCCUPATION: AGE: MONTHLY INCOME: 1. 100% Financial Inclusion: A Challenging Task Ahead 2. Afforestation of ARID Was telands Through Energy Plantations: A Case Study from India 3. Agribusiness Sector in Rural India and Increasing Opportunities of E -Commerce 4. Asset prices and inflation is there a predictive link 5. Back Water Tourism in Kerala: Challenges and Opportunities 6. Banking Channel Perceptions An Indian Youth perspective 7. Banking on Themselves 8. Behavioral Skills Trainings in Travel Agencies 9. Brand awareness and preference in rural markets 10. Branding for 21st Century Teenagers 11. Branding India for Health and Spiritual Tourism 12. Branding India: Strategic Challenges and Possible Approaches 2. subliminal messages in advertising and how they affect consumers. How to cite Product and Brand Management, Papers

Alma Mater free essay sample

In an interview with Car Mueller, a 2013 senior attending the University of Illinois took great pride in her Alma Mater. To me the Alma Mater is a cool piece of history. Love being a part of something so much egger than my time here at the University of Illinois. When asked if she had any prior knowledge to the Alma Matter she shared, That my older brother went to the University of Illinois. So every time we came to see him we would always walk past the Alma Mater. Its a University landmark that cannot be missed while either touring or walking around campus. Continuing on with Cars interview she also stated that she often took pictures in front of it, especially when it was dressed up for special events, like when the Illinois basketball team made it to the March Madness tournament, they dressed her n an oversized basketball outfit. We will write a custom essay sample on Alma Mater or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But from Cars interview it also turned her upside down with the leaving of her Alma Mater. Even the pride that students have shown to the Alma Mater goes way beyond a statue.In late August of 201 2, the Alma Mater packed her bags for the year to get primed and prospered for the fallowing spring. Many students do not understand how someone could take the schools pride and joy away. However, it makes visitors of the university question why there is only a platform with nothing On top Of it! With the Alma Mater gone it doesnt mean its the end. To Car Mueller, she thinks its upsetting to see that she is gone. Its like a part of the University of Illinois has been missing all year. From this Car reflected on her being a senior, As a senior I felt like got the shafted. Every year, like previously stated, many seniors wait in lines to take a final picture of them with the Alma Mater. As the year dwindles down to a close, Car anxiously awaits the arrival of the Alma Mater; It would be nice to get the traditional graduation pictures with my family next to the Alma Mater like many graduates do each year. Throughout the years of students coming and going, the Alma Mater is always going to be one steady symbol of school pride.Even to this day students are always being welcomed by this well-know figure. From one motto, a statue can shape the ideas of how a university shapes its values. Imagine if the Alma Mater was never created? What would have taken her place, a dog or maybe a different statue? As the years go on, however, it could be possible that a bigger and better figure might emerge, but even when we may leave her sight we will always be reminded that she will always be waiting for us to return.

30 Idioms About Common Shapes

30 Idioms About Common Shapes 30 Idioms About Common Shapes 30 Idioms About Common Shapes By Mark Nichol Figurative references to circles, squares, and triangles turn up in a variety of familiar expressions. Here’s a list of many of those idioms and their meanings. 1. To be a square peg in a round hole is to be someone who doesn’t fit in a particular environment, or in certain circumstances. 2. To go back to square one is to start over again because of a setback or an impasse. 3. The expression â€Å"Be there, or be square† alludes to often-lighthearted pressure to attend an event or suffer the consequences of being considered conventional and uninteresting. 4–6. To call something square, square something with someone, or square accounts is to agree with another party that neither party owes anything to the other one. 7. To circle around is to move in a circular motion to engage in reconnaissance or to figuratively evaluate a situation. 8. A circular argument is one in which the proposition is assumed to be true. 9. To come (or go) full circle is to figuratively return to one’s starting point. 10. Someone who could fight a circle saw is so tough that the thought of sparring with a deadly power tool does not faze him or her. 11. To say that something doesn’t cut any squares with one means that one refuses to be influenced. 12. To be fair and square is to treat everyone impartially. 13. To look someone square in the eye is to do so directly, indicating honesty. 14. A love, or eternal, triangle is a circumstance in which two people are in love with the same person. 15. To move in the same circles with someone is to have similar tastes and frequent the same locations. 16. Something on the square is done fairly, honestly, and openly. 17. To be out of square is to not be in agreement. 18. To run circles around (or run rings around) someone is to figuratively outcompete him or her to the extent that the other person seems to be standing still. 19. To run around in circles is to figuratively expend much effort with little result because of poor organization or planning. 20. A square answer is an honest one. 21. To square away is to rectify or put in order. 22. A square deal is a fair deal. 23. A square meal is a complete, nutritious set of food servings. â€Å"Three square meals† (often abbreviated to â€Å"three squares†) refers to the traditional daily schedule of breakfast, lunch, and dinner (or supper). 24. To square off is to prepare to fight or compete. 25. To square up is to settle or reconcile. It also means to confront someone or something courageously. 26. To square one’s shoulders is to literally straighten one’s shoulders before undertaking a difficult task or to figuratively prepare oneself for an effort. 27. To attempt to square the circle is to try to do the impossible. 28. To square something with someone means to obtain approval or permission 29. To speak or talk in circles is to discuss an issue or problem repetitively with no progress. 30. A vicious circle (or vicious cycle) is one in which solutions create new problems. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:English Grammar 101: Verb MoodPersonification vs. Anthropomorphism

Peer Pressure Essays

Peer Pressure Essays Peer Pressure Essay Peer Pressure Essay HOW CAN PEER PRESSURE IMPACT NEGATIVELY ON TEENAGERS? Candidates Name: Kadian Chambers Candidates Form: 11:3 Candidates School: Excelsior High Teacher’s Name: Mrs. Smith TABLE OF CONTENTS INTRODUCTION STATEMENT OF PROBLEM REASONS FOR SELECTING TOPIC METHOD OF INVESTIGATION INSTRUMENT USED TO COLLECT DATA PROCEDURES FOR DATA COLLECTION PRESENTATION OF DATA ANALYSIS AND INTERPRETATION OF DATA FINDINGS RECOMMENDATIONS BIB LIOGRAPHY INTRODUCTION I have been a student of the Excelsior High School for four (4) to five (5) years now and I have noticed that teachers and parents are complaining about there child(ren) academic performances are being decreased due to peer pressure. This School Based Assignment consists of one of the many issues that is occurring within the Excelsior High School. Along with how its affecting students and a few suggestions on how this matter can be solved. STATEMENT OF PROBLEM How does peer pressure affects teenager’s academic performance? REASONS FOR SELECTING TOPIC The reason I selected this topic was because I have noticed that adolescence nowadays are under the influence of their peers. Not only that but there have been numerous occasions where parents and teachers are complaining that some adolescence academic performance level has decreased due to the high impact of their peer groups. METHOD OF INVESTIGATION In order to collect data from the survey, I have decided to use printed questionnaires. Questionnaires, as a tool of collecting data have a number of advantages: 1. It requires time to be completed. 2. It can be done at the confidence of the persons required to have it completed. 3. It guarantees total confidentiality since respondents are not allowed to attach their names. INSTRUMENTS USED TO COLLECT DATA Dear Students, This is a survey being carried out at the Excelsior High School to determine the amount of students that peer pressure affected negatively. Your advised to answer to the following questions truthfully. Since you do not write your name anywhere, no one would ever know that you were the one that had answered the questions. Please be reminded that this is not a test so there are no wrong or right answers . All persons who are answering the questions are required to tick the answer to their choice. Thank you, Yours truly, QUESTIONNAIRE 1. Sex Male ( ) Female ( ) 2. Age 11-13 ( ) 14-16 ( ) 17-19 ( ) 20-22 ( ) 3. Family Background Single Parent ( ) Nuclear ( ) Extended ( ) Sibling ( ) 4. Are you apart of a peer group? Yes ( ) No ( ) 5. Do you consider your peer group to be of good or bad influence? Good ( ) Bad ( ) 6. Is your participation in a peer group affecting your academic performance? Yes ( ) No ( ) 7. What are some of the causes of peer pressure? Family ( ) Friends ( ) Financial Needs ( ) Others 8. Are your teachers or parents complaining about the peers you socialize with? Yes ( ) No ( ) 9. Does your peers, pressure you to do negative? Stealing ( ) Fighting ( ) Lying ( ) Fornicate ( ) 0. Was it your decision to become apart of a peer group? Why? 11. When you meet with your peers, what are some of the major discussions? 12. What are some of the influences being faced because of peer pressure? Smoking ( ) Alcohol ( ) Sex ( ) All of the above ( ) 13. Would you suggest that teenagers are to be apart of a peer group? Yes ( ) No ( ) 14. If the answer to question 13 is ‘yes’, why did you suggest this? It’s good for them to socialize ( ) It will have a positive impact on them ( ) Other 15. How does peer pressure affects your self esteem? Does it let you feel unwanted ( ) Do you feel unattractive ( ) Are you doubtful ( ) Other PROCEDURES FOR DATA COLLECTION A total of 20 questionnaires were prepared and was distributed to the students of the Excelsior High School. It was expected that at least 16 of these would return. In order to investigate how students academic performances are being decreased due to peer pressure, I have chosen random sampling. I have chosen random sampling because these samples were available at the time when the questionnaires were distributed. PRESENTATION OF DATA A total number of 20 questionnaires were distributed to the students of the Excelsior High School. Out of the 20, 20 were returned. Of these 20, 10 were males and 10 were females. RECOMMENDATIONS After carefully analyzing the findings of the research, my recommendations are as follows: * The school board could host a program that educates the students about the negative and positive impacts of peer groups. * Students could visit the guidance counselor on a regular base to be more informed and aware about the different types of peer groups. Parents could monitor their children by getting to know the type of friends they keep and checking their books more regularly to see how they are performing at school. BIBLIOGRAPHY * CXC: New Edition: Social Studies Essentials * kentcrockett. blogspot. com * www. notesmaster. com ANALYSIS AND INTERPRETATION OF DATA CHART 1: LINE GRAPH SHOWING THE PERCENTAGES OF INFLUENCES FACED BY STUDENTS BECAUSE OF PEER PRESSURE In chart 1, 50% of the respondents indicate that they are being pressured to have sex, 5% said smoking, 35% said alcohol, while the remaining 10% admit o doing all of the above. CHART 2: BAR GRAPH SHOWING THE PERCENTAGES OF RESPONDENTS INDICATING THAT THEIR PARENTS OR TEACHERS ARE COMPLAINING ABOUT THE PEER GROUPS THEY SOCIALIZE WITH In chart 2, 75% of the respondents stated that their parents or teachers complained about the group they socialize with and the remaining 25% stated no. TABLE 1: SHOWING THE PERCENTAGES OF RESPONDENTS THAT STATED THAT THEY ARE BEING PRESSURED BY THEIR PEERS TO DO NEGATIVE Negative | No. of students| Percentages | Stealing| 4| 20%| Fighting| 4| 20%| Lying| 5| 25%| Fornicate| 7| 35%| Total | 20| 100%| Within the school, 20% or 4 of the respondents stated that they are being pressured by their peers to steal, 20% or 4 stated for fighting, 25% or 5 for lying and the remaining 35% or 7 stated they fornicated. INTERPRETATION OF DATA Within Excelsior High School, the male to female ratio stands at 10:10, with 10 males and 10 females answering the questionnaires. These persons fell between the ages of 14-16 years, which accounted for 40% of the respondents. 25% of the respondents within the school stated that their parents or teachers did complain about the peer groups they socialized with. This was evident in 10% that admit to doing all of the above faced because of the influences per pressure. The 20% of respondents that stated that they are pressured to do negative (such as fighting) by their peer groups coincides with the 5% that stated they are smoking. FINDINGS The research revealed that: * That students within the Excelsior High School are being affected because of the peer groups they are in. * That teachers or parents are complaining about the type of peer group they are socializing with. * That being in peer groups has a high impact on teenagers.

What Is Meant By Market Failure And How Can Government Attempt To Essay

What Is Meant By Market Failure And How Can Government Attempt To Correct It - Essay Example In economics, a market failure takes place when â€Å"the production or use of goods and services by the market is not efficient†. In other words, market failure occurs when free market fail to provide optimum allotment of resources, either over-allocating, or under-allocating their resources, which results in economic inefficiency In other words, market failure occurs when free market fail to provide optimum allotment of resources, either over-allocating, or under-allocating their resources, which results in economic inefficiency (Francis, n.d). In such a case, there exists another possible outcome where the market participants’ gains would compensate their losses. Market failure is a serious issue as in consequence it disrupts social and economic region of a particular region or even the whole country. Thus, it is a challenge for governments to interfere and ensure that there is no risk of market failure. There are several ways in which governments can correct the sta te of markets: by public section production, regulations and antitrust legislation, taxation and subsidies (Francis, n.d). This paper discusses different kinds of market failure and the ways in which government can attempt to correct them. There are several general categories of market failure: market power, externalities, public goods, and equity. Market power is the ability of a company to influence the market price of a good or service, raising prices above competitive levels (Francis, n.d, ICT regulation toolkit, n.d). A company with market power can raise prices without losing a significant portion of its business to other companies. The rise in the prices above competitive levels may affect negatively the market as it results in diminished customer demand, efficiency loses, and harm on the public interest. Furthermore, companies with significant market power may abuse their power, using their leading position to reduce competition. Some common forms of anticompetitive conduct involve abuse of dominance, cross-subsidization, and misuse of information (Market Power, n.d). There are several ways in which governments can deal with abuse of significant market power. To start with, all national regulatory authorities (NRA) have to make an assessment of the state of completion in specific markets and consider whether such competitive behavior harms another companies and customers (European Regulators Group, 2007). In such a case, the dominant company may be required to stop its abusive behavior or make specific changes to its policy so that it would not be damaging to competition anymore (Remedies for Abuse of Dominance, n.d). This remedy requires the authorities to monitor the company continuously to guarantee that the behavioral change is maintained. Another possible solution is fining the company or its employers with direct responsibility for anticompetitive behavior. The firm can also be ordered to pay compensation to its customers and competitors who have been harmed by their policies. The European Regulators Group (2007) proposes functional separation in markets where non-discrimination procedures were ineffective in dealing with problems of abusive market power. Functional separation may involve breaking the company into two different firms with separate market shares, or separating competitive and monopoly products and services of the company. This solution may also include such elements as separation of operational support systems, brands, employees, and information management systems among new, individual business units. When deciding on the degree of the separation proposed, the NRA’s have to take into account the cost and benefits of this solution and base their decision on completed market reviews (The European Regulators Group, 2007). Cross-subsidization occurs when companies with market power charge a high price for their non-competitive products services and use different proceeds to subsidize low prices for compet itive goods. In such a case, governments can implement and enforce a price floor for the low-cost products in order to ensure that the revenue that is generated by the product

The Doctrine Of Insurable Interest Essay Example | Topics and Well Written Essays - 4000 words

The Doctrine Of Insurable Interest - Essay Example The earliest references to insurable interest simply emphasised this characteristic of insurance. Since the insurer's contractual undertaking was to indemnify the insured for patrimonial loss, the latter had to prove that he had a financial interest upon the happening of the insured event because there could be no loss without an interest. In this very respect insurance was considered to differ from a wager because wagers did not contain an indemnity clause. The English common law was much to the same effect until 1774 when the Life Assurance Act3 was adopted. This Act introduced some important changes. South Africa inherited the English doctrine of insurable interest. This was brought about by certain colonial legislation4 which adopted English insurance law in the then Cape Colony and the Orange Free State. For this reason English law must be considered. In the recent case of Feasey v Sun Life Insurance Corp of Canada the Court confirmed that the interest necessary for life assurance must sound in money. At the same time it acknowledged the differences between indemnity and non-indemnity insurance. Special emphasis is put on the question of precisely what interest the parties intended to insure. It is clear that English law has not made much progre... It has even been suggested that insurable interest in life assurance in many respects is clearly out of touch with reality and that reform is necessary. Some important aspects of the English rules on insurable interest have indeed become firmly entrenched by trade usage and no turn-around seems possible, e.g. the rule that a person may insure his or her own life and that of his or her spouse for any amount he or she deems appropriate. On the other hand, some important matters must after the repeal of the provincial ordinances be considered as being open. Thus the question may be asked whether the existence of an actual insurable interest at the time of contracting is a separate requirement in law for the validity of a true contract of insurance. May a future interest for instance be insured on condition that the interest materialises before occurrence of the insured event (http://www.ombud.co.za/res/pdf/INSURABLE%20INTEREST%20IN%20THE%20CONTEXT%20OF%20LONG.pdf) Here there are in effect two questions. The issue raised most commonly is whether the definition of insurable interest is too narrow. Should unmarried cohabitants not be able to insure each other's life even in the absence of financial dependency Should the requirement of a proprietary interest be retained The more fundamental issue is whether it is obligatory to keep hold of the doctrine of insurable interest at all. In United Kingdom it seems to have been eliminated for definite types of business.1 The problem will have to be measured in the light of apprehensions about moral risks and, at a lawful level, the probable result of the Gambling Act 2005, which makes gambling contracts enforceable. Although the 2005 Act has not

Young Gangs And Criminal Behaviour In Malaysia

Young Gangs And Criminal Behaviour In Malaysia According to the National Youth Development Policy in Malaysia (as cited in United Nations, 2002), people between the ages of 15 and 40 are considered youth. However, the United Nations defines youth, as those persons between the ages of 15 and 24 years. The Merriam-Webster (2010) defined youth as the time of life when one is young, the period between childhood and maturity. Statistically, youth aged 15 to 24 contribute to the largest proportion of the total population (Economic Planning Malaysia, 2010). The youths are the future leaders of tomorrow. Therefore, the government of value and stressed on the development of youth. Recently, the government had allocated RM20 million to the 1Malaysia fund for youth development under the Budget 2011 (Bernama, 2011). As youth constituted to the biggest section of Malaysias population, their involvement in youth gang and criminal behaviours has received great attention from everyone. According to the Oxford Advanced Learners dictionary (1997), the term gang can be described as a group of young people, who are typically troublesome; regularly associate together. Kennedy and Baron (as cieted in Ngail, Cheung, Steven, 2007) defined gang as a group oriented and committed to anti social, deviant, and criminal activities. Howard (1997) stated that youth gang is a self-formed association of peers having identifiable leadership and collective actions to carry out illegal activities. Background of Study The risk behaviour among youth is an ever growing problem in Malaysia. A study revealed the risk behaviour among adolescents revealed that truancy (34.4%) was the major risk behaviour and followed by loitering in public places (21.5%); bullying friends (14.4%), stealing (12.9%) and smoking (12%) (Hidayah, Hanafiah, Idris, Rosnah, Ibrahim, Nonnah, 2009). An academic analysis on the rise of crime in Malaysia showed that there is an increase of crime from 70,823 in year 1980 to 156,455 in 2004 (Sidhu, 2005) . This amount to an increase of 120 percent which indicated that crime rate has increased dramatically. The crime index continue to grow from 156,315 cases in 2003 to 224,298 cases in 2007 which indicated the increased of 45% over the past four years (Crime and Safety, 2008). The three major races of Malaysian are Malay, Chinese and Indian. The Economic Planning Unit of Malaysia calculated the population of Malaysia in 2010 stated that Malays (21%) constituted to the largest group; Chinese (22.6%); and Indian (6.8%). Although Indian represents a small minority group, they have contributed to the criminal and gang related problem. Mr. Ramli Yusuff, deputy national chief of detectives, disclosed that there were 38 Indian crime gangs in the Peninsular of Malaysia with a total membership of around 1,500 in 2000. Indians are a minority in the country but criminals from the ethnic group are committing the most number of serious crimes compared with other races, he said (Concern in Malaysia, 2000). Aliran (as cited in Suryanarayan, 2008) provided statistical details that 40 percent of serious crimes in Malaysia are committed by the Indians; furthermore, Indians recorded the highest number of those detained in prison. Chapter II Literature review Most gang members begin their involvement in gangs as youth. Snyder and Sickmund (as cited in Sharkey, Shekhtmeyster, Chavez-Lopez, Norris, Sass, 2011) reported that most gang members join between the ages of 12 and 15 years. Three former gangsters has been interviewed and reported to joined gang during their secondary school life (Alagappar, Len, George, Lee, Wong, 2005). These studies indicated the crucial developmental period of youth is during the high school period. The Social Activities of Youth Gang Youth gang engaged in various gang activities. Futrell (as cited in Yahaya, Boon, Buang) stated that activities carried out by the gangsters in school consist of being harsh to teachers, threatening acts, stealing, and bullying or beating students. Another study indicated that youth gang especially high school students reported to have high prevalence of alcohol use, engaged in physical fighting, drug use and drug selling (Swahn, Bossarte, West, Topalli, 2010). Gang members have found to have greater involvement in delinquent behaviors and the gang affiliation increases adolescents involvement in violence (Madan, Mrug, Windle, 2010). The youth gang issues in Malaysia have been frequently reported by the media. In 2006, news published in Daily Express regarding gang fights and police rounded up eleven boys, among them were four secondary school students. At the same year, a group school girls engaged in gang fight by bullying another student was reported (The Star, 2006). This year, cases have been reported over newspapers. Guang Ming Daily (2011) reported that a gang of youth has been engaging in theft behavior and three teenagers has robbed and injured a sergeant. Recently, five men, aged 18 to 30 were arrested in connection with a clash involving 40 members of two rival gangs. In the ensuing fight, at least five members were injured and two vehicles burnt (Tahir, 2011). Sin Chew Daily (2011) has revealed teenagers vandalized the public property; a group of Mak Rempit refused to listen to advice and stabbed innocent person. The news being reported has indicated the significance of youth gang problems and the sev erity of the problems can range from vandalism to killing people. Risk Factors for Gang Membership Strain theory The traditional strain theories stated that some individuals are drawn to crime when they are prevented from achieving cultural goals such as monetary success or higher social status (Froggio, 2007). A more conventional approach of strain theory suggested that if young people are treated badly, they become upset and respond with aggression, crime and other deviant behaviors (Agnew, as cited in Froggio, 2007). Agnew stated that strain refers to relationships in which others are not treating the individual as he or she would like to be treated. Poverty. Sharkey et al. (2011) stated that people living in poverty experience strain due to the inability to achieve the ideal economic success; consequently, people may grow to feel despair and turn into criminal activities in order to achieve sense of gratification. There were 41 percent vagrants and beggars in Malaysia has been reported by Aliran (as cited in Suryanarayan, 2008) to be Indians. This may indicate the higher poverty rate is among the Indian community; hence, they have higher risks to engage in crime. A recent research in Malaysia reviewed majority of bullies were from rural schools and families with low income (Uba, Yaacob, Juhari, 2010).Young people living in poverty may find it difficult to meet basic physical and psychological needs; one way to earn cash is to join a gang involved in the drug trade (Gang, 2008). Gangs provide the perfect structure and leadership necessary to maximal criminal success (Sharkey et al., 2011). Inequality. Malaysias social workers and politicians said that Indians turn to crime because they feel marginalized from government development plans and lack equal education, business and job opportunities (Concern in Malaysia, 2000). When groups of people are denied access to power, privileges, and resources, they will often form their own anti-establishment group (Gang, 2008). Regan (as cited in Sharpe, 2003) explained that individuals joined gang as the gang provides sense of acceptance to them. Social control theory The control theory suggested that entry into deviant peer groups is a function of a lack of social control experienced by youth (Hirschi, as cited in Hill, Howell, Hawkins, Pearson, 1999). Youth are less likely to join a gang if they are committed and able to adapt to the community expectations (Sharkey et al., 2011). School. School as a social control system contributed to a childs adaptability to community expectation. High academic expectation and teachers expectation tend to play the role. The risk factors identified in joining a gang included academic failure; negative labeling from teachers; low commitment to school; high delinquent in school (Hill et al., 1999). Social learning theory Social learning theory believed that people learn through modeling. The role models of family members and peers tend to be the most influential in youngsters. Family. Family members are important models from whom youth learn from. Howell (1997) indicated that family members in a gang will contribute to the risk factor of youth for gang membership. Other studies related to family revealed that students with no parents, students from broken family and poor family management had greater odds of joining gang (Hill et al., 1997). Consistently, the findings obtained from Alagappar et al. (2005) interviews indentified former gang members in Malaysia were from troubled and lack understanding family (refer to Appendix A; Appendix B). Peers. In self-report studies, association with deviant or delinquent peers is consistently one of the strongest predictors of an adolescents own delinquency (Esbensen, Peterson, Taylor, Freng, 2009). Affective ties to delinquent peers are also strongly and consistently linked with youth gang involvement (Sharkey, et al., 2011). Consistently, a study of gangsterism in Malaysia secondary school showed that friends were the most influences referred to by the students as compared to their family (Yahaya et al., 2001). Other peer-related factors included limited or lack of association with pro-social peers or low commitment to positive peers (Howell, 1997). Cognitive developmental theory Cognitive developmental theory regards inadequate cognitive development as a cause of delinquent behaviours and gang involvement (Ngai, Cheung, Steven, 2007). Cognitive development manifests itself in ones ability to process and analyze information in order to formulate solutions to problems (Husband Platt, as cited in Ngai, Cheung, Steven, 2007). Raine (as cited in Ngai et al., 2007) explained that the ability involves empathy, perspective thinking, and ethical reasoning which are cognitive guides of ones behaviour. Ngai et al. further discussed that delinquency arises out of ignorance of others. As a result, anger, quarrel, and even violence against others may happen due to inability to understand and tolerate others. Maslows hierarchy of needs According to Maslows model of hierarchy, people have basic hierarchal needs, which include physiological (hunger, thirst, shelter), safety (security and protection), belongingness (love, affection, family, acceptance, friendship), esteem (self-esteem, achievement, recognition, respect), and self-actualization (self-fulfilment; Maslow, 1970). Findings from several youth gang research have been found to support Maslows theory. Physiological needs. A focus group of youngsters who associated with gang, aged 17-21 were interviewed by Alagappar and her group in 2005. When the researchers asked the participants what makes them more likely to join gangsterism, majority of the participants answered in need of material goods and money. Safety. A recent study reviewed by Taylor, Freng, Esbensen Peterson (2011) demonstrated that most youth reported joining a gang for protection. Research in Malaysia has found that some students were victims of bully before they join into a gang (Alagappar et al., 2005; refer to Appendix C). Belongingness. In a qualitative analysis, an ex-gangster was asked why he joined gangsterism, he replied: 9 out of 10 of my friends are gangsters; I would be left out and alienated if I do not join them (Alagappar et al., 2005). This result further supported the social learning theory as youth obtain the sense of belonging and identity through peers (refer to Appendix A). Esteem. Alagappar et al. (2005) indicated that one of the reasons youngsters involve in gang is to gain popularity and recognition from other students in school (refer to Appendix A). Additionally, joining gang will provide higher privileged for youngsters to vent out their anger. Once in a gang, self-esteem is increased through power, wealth, and status (Sharkey et al., 2011). Sharkey and his group further described that gang provide members with self-esteem and respect that they do not receive from others. Gang can function as adaptive social mechanisms for satisfying needs of some youths that are not met through traditional and socially acceptable means. Gangs offer many benefits that are unmet in their homes, schools, and neighborhoods (Sharkey et al., 2011). Regan (as cited in Sharpe, 2003) explained that gangs serve a valuable role in the development and socialization of an individual as they seek the approval of their peers and their identities; acceptance and identity is provided by the gang and thus makes membership an attractive possibility. Studies postulated that failure in academic or social areas motivates youth to antisocial behavior and involve in gang provide self-esteem, peer acceptance, increased pride, feelings of empowerment, and a sense of family, where other institutions have failed to provide (Kee, Sim, Teoh, Tian, Ng, 2003). Youth Gang and Suicide Madan, Mrug, and Windle (2010) worked on a sample of 589 ethnically diverse adolescents indicated that gang membership was associated with suicidal behavior. As gang members reported higher level of delinquency and witnessing community violence, this will mediate the effects of gang membership on suicidal behavior. Thus, higher involvement in criminal activities and witnessing violence may be responsible for increased suicidal behavior in adolescent gang members. Adolescent gang members not only are at risk form harming others but also themselves. Additionally, violence exposure is associated with an increased symptom of post-traumatic stress disorder (Suglia, Staudenmayer, Cohen, Wright, 2009). As the gang members exposed to violence frequently, the risks for them to develop post-traumatic stress disorder is high which will in turn contribute to the suicidal behavior among youth gang members. CHAPTER III DISCUSSION CONCLUSION There was several risk factors found associated with youth gang membership. Although each risk factor has been reviewed independently, the exposure to multiple risk factors may increase the risk for gang membership. Analyses of the effect of exposure to multiple risk factors done by Hill et al. (1997) indicated that exposure to greater number of risk factors in childhood greatly increased the risk of joining a gang in adolescence. In other words, youths may be resilient to the disadvantage posed by several individual risk factors, but as these accumulate, this resiliency may deteriorate and delinquency may result (Esbensen, Peterson, Taylor, Freng, 2009). Thus, exposure to multiple risks factors will increase the probability of problem behavior such as violence or gang membership. The case studies in Malaysia indicated several factors that students joined gang (refer to Appendix A; Appendix B; Appendix C). The factors include family problem, academic failure, peer pressure, being bu llied, to gain protection, to earn recognition, being recognized and have privilege in expressing anger. From the developmental perspective, youth are experiencing physical and psychological changes. The period of youth has been recognized as transient, characterized by typical trials and tribulations (Idris, Yee, Tamam, Hamzah, Wong, 2008). In some circumstances, due to difficulties experienced, youth may manifest behavior that is deviant, abnormal and distressing. During this period, the socio-cultural milieu plays an important role in molding youths value and culture. Parenting, peers, school and society thus are vital in shaping youth. Western countries have contributed to the major part of intervention toward youth gang. A school-based gang prevention programme, Gang Resistance Education and Training (G. R. E. A.T.) in United States has shown positive preliminary results in reducing gang affiliation and delinquency (Howell, 1997). This programme provides students with age-appropriate skills to deal with life stressors. At the same time, the programme offers training for parents, schools and police officers to prepare them to deal with youth gang problem. Malaysia as a multi-cultural and multi-ethnic country, the use of intervention with youth should be wise and well considered. The major problem that needs to be addressed is the lack of awareness on Malaysian on the youth gang issues. The insufficient of youth gang research done locally has lead to the lack of prevention and treatment programme to deal with youth gang issue in Malaysia. This is the major limitation for the implication of intervention toward Malaysian. More studies involving the cultural diversity of Malaysians need to be conducted in order to get a better understanding of the profile of youth gang and the risk factors for gang membership, in turn enable better treatment and prevention protocol. PART B: INTERVENTION PROGRAMME Program Title: Esprit de Corps Aim: To prevent and reduce students from involving in gang As most researchers indicated that the risky age of youth to be involved in gang is during the secondary school years (Alagappar, Len, George, Lee, Wong, 2005), this intervention programme is designed to target secondary school students. This is a school-based programme that will be carried out during classes, in order to involve full participation of students in the school. Instead of naming the programme of anti-gangsterism, an attractive and unique name has been designed. The word Esprit de Corps means unity; to strengthen the bond among students, and teacher. Various programmes will be carried out during the month of April and May (refer to Appendix D, overview of programme). Programme 1 Educational programme According to Thraser and Lal (as cited in Yahaya, Boon, Buang, 2001), the occurrence of youth gang is often out of the sight of the teacher. Therefore, the first step to evaluate the occurrence of youth gang is to identify its existence. The programme will begin with an educational programme targeted on teachers. Training will be provided to teachers, in order for them to run activities during the month of Esprit de Corps. Purpose: to increase teachers awareness and understanding of the phenomena of youth gang and to equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Duration: 1 month (once per week) Week Duration Person In Charge Objective Description 1 9am-12pm Speaker: Social Worker Raising awareness The professionals served to provide information to the teachers Brief introduction on youth gang in Malaysia Prevalence Where, when, how, and why youth gang cases happen in school Risk factors QA session 2 9am-12pm Registered counsellor To equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Counsellors share their experience and skill while handling with the youth gang cases Role play session 3 9am-12pm Counsellor and Social Worker Help the teacher to be well prepared and be confident when handling the real situation Focus on case study to sharpen teachers counseling skill Information exchange with the professional to have a better understanding on handling the youth gang issues. 4 9am-12pm Social Worker and Teachers To prepare teachers to run activities To modify better activities before implementation Run activities (drama, debates, poster design, teambuilding games) that will be carried out with the students. share information and idea on how to strengthen the activities to match with the purpose. Month: April (every Saturday) Various activities that attempt to reduce students impulsive and risk-seeking tendencies are carried out by teachers after undergo the training. Programme 2: Ex-gang member testimonial Purpose: Create awareness about youth gang and consequences of joining youth gang through talks and sharing by ex-gang member. Target: Students Duration: 1 hour Venue: School hall Description: A former gang member will be invite to share his experience. There will be a brief introduction on the ex-gang member background. He will share about the reasons that he joined gang and his experiences as a gang member, as well as what makes him feel regrets and what had changed him. Due to his real life experience, his words may have greater impact toward students. Programme 3: Drama Purpose: Provide student a chance to involve with different character and understand the different roles of youth in different situation. Duration: 30 minutes Venue: Classroom (during moral class) Description: A class of students will divide into four groups. Each group will get a different title (bystander, cultural differences, vandalism and fighting). The students will be given a week of time to prepare for the drama. Each group will be presenting on each week. Other students will be the audience. Through this, the performer can get into the role and able to think as if they were in the shoes of others. In the end of the drama, pupils are invited to share their ideas and feedback will be collected. For example, the group with bystander will be assign to a scenario and it is accompany by the roles card which include Bully, Bullied, Bystander, Collude, and Challenger. The students will have to play different roles in order to enhance their emphatic feelings. Programme 4: Poster Design Purpose: Enable student to express their own view on youth gang and Esprit de Crops in drawing form. Duration: 1hour Venue: Classroom (During art class) Description: A3 drawing paper will be provided and students need to prepare their own drawing material. The best drawing will be voted by students in the same class and the best poster will be printed on T-shirts and sell to the public. The fund collected will be used in the next community caring program. Programme 4: Community Caring Program Purpose: increase youths moral convictions, social conscience/responsibility, and altruistic values through helping others; visiting underprivileged people may help students to be grateful. Duration: 5 hours Day: Saturday Venue: Orphanage, old folks home, center for disabled, rehabilitation centers, shelter home and other related places. Description: The teachers will discuss with their class to decide a place for them to visit. Students can buy some daily utensil through the collected fund or donate the money to the center. Besides that, they may prepare some activities to interact with the people at the center. Also, students may work together in cleaning the place and provide comfortable setting for the underprivileged one. Programme 6: Debates Purpose: Provide a setting to let student to freely speak out their mind at the same time enhance their critical thinking skill. Duration: 30 minutes Venue: Classroom (During moral class) Description: The title for debate is: youth gang, voluntary or involuntary? The title will be given two days prior the debates. Each of the panel has to prepare their own information. During the day of debate, each team is given three minutes to arrange their information. The first debater of each group is given 3 minutes to make his introduction. The second debaters will have 4 minutes to voice out their point. The third debaters will be given 5 minutes to argue the opponents point and affirm their stands. For the last debaters, 2 minutes will be given to restate their stands and conclude. An open discussion on the debate title will be held in class after the debate. Programme 7: Teambuilding games Purpose: To enhance teamwork among students; let them feel being involved, and accepted; strengthen the bond among peers. Duration: 30 minutes Venue: School field or basketball court (During physical education class) Description: All the students will be divided into small groups (8-10 people per group). Game instruction will be given. This game required team work where all members will have to get into the hula hoop which will be placed on the ground. The members in the circle can only stand with one leg. Group members need to help each other to ensure everyone is able to get inside the circle; the group needs to keep their position for at least 10 seconds. The game ends with an explanation on the purpose of game. Standing with only a leg is to illustrate that everyone has limitation and they need to tolerate and help each other in order to accomplish the given task.

Night World : The Chosen Chapter 1

It happened at Rashel's birthday party, the day she turned five years old. â€Å"Can we go in the tubes?† She was having her birthday at a carnival and it had the biggest climbing structure of tubes and slides she had ever seen. Her mother smiled. â€Å"Okay, kitten, but take care of Timmy. He's not as fast as you are.† They were the last words her mother ever said to her. Rashel didn't have to be told, though. She always took care of Timmy: he was a whole month younger than she was, and he wasn't even going to kindergarten next year. He had silky black hair, blue eyes, and a very sweet smile. Rashel had dark hair, too, but her eyes were green-green as emeralds, Mommy always said. Green as a cat's. As they climbed through the tubes she kept glancing back at him, and when they got to a long row of vinyl-padded stairs-slippery and easy to slide off of-she held out a hand to help him up. Timmy beamed at her, his tilted blue eyes shining with adoration. When they had both crawled to the top of the stairs, Rashel let go of his hand. She was heading toward the spider web, a big room made entirely of rope and net. Every so often she glanced through a fish-bowl window in one of the tubes and saw her mother waving at her from below. But then another mother came to talk to hers and Rashel stopped looking out. Parents never seemed to be able to talk and wave at the same time. She concentrated on getting through the tubes, which smelled like plastic with a hint of old socks. She pretended she was a rabbit in a tunnel. And she kept an eye on Timmy-until they got to the base of the spider web. It was far in the back of the climbing structure. There were no other kids around, big or little, and almost no noise. A white rope with knots at regular intervals stretched above Rashel, higher and higher, leading to the web itself. â€Å"Okay, you stay here, and I'll go up and see how you do it,† she said to Timmy. This was a sort of fib. The truth was that she didn't think Timmy could make it, and if she waited for him, neither of them would get up. â€Å"No, I don't want you to go without me,† Timmy said. There was a touch of anxiety in his voice. â€Å"It's oilly going to take a second,† Rashel said. She knew what he was afraid of, and she added, â€Å"No big kids are going to come and push you.† Timmy still looked doubtful. Rashel said thoughtfully, â€Å"Don't you want ice cream cake when we get back to my house?† It wasn't even a veiled threat. Timmy looked confused, then sighed heavily and nodded. â€Å"Okay. I'll wait.† And those were the last words Rashel heard him say. She climbed the rope. It was even harder than she'd thought it would be, but when she got to the top it was wonderful. The whole world was a squiggly moving mass of netting. She had to hang on with both hands to keep her balance and try to curl her feet around the rough quivering lengths of cable. She could feel the air and sunlight. She laughed with exhilaration and bounced, looking at the colored plastic tubes all around her. When she looked back down for Timmy, he was gone. Rashel's stomach tensed. He had to be there. He'd promised to wait. But he wasn't. She could see the entire padded room below the spider web from here, and it was empty. Okay, he must have gone back through the tubes. Rashel made her way, staggering and swaying, from one handhold to another until she got to the rope. Then she climbed down quickly and stuck her head in a tube, blinking in the dimness. â€Å"Timmy?† Her voice was a muffled echo. There was no answer and what she could see of the tube was empty. â€Å"Timmy!† Rashel was getting a very bad feeling in her stomach. In her head, she kept hearing her mother say, Take care of Timmy. But she hadn't taken care of him. And he could be anywhere by now, lost in the giant structure, maybe crying, maybe getting shoved around by big kids. Maybe even going to tell her mother. That was when she saw the gap in the padded room. It was just big enough for a four-year-old or a very slim five-year-old to get through. A space between two cushiony walls that led to the outside. And Rashel knew immediately that it was where Timmy had gone. It was like him to take the quickest way out. He was probably on his way to her mother right now. Rashel was a very slim five-year-old. She wiggled through the gap, only sticking once. Then she was outside, breathless in the dusty shade. She was about to head toward the front of the climbing structure when she noticed the tent flap fluttering. The tent was made of shiny vinyl and its red and yellow stripes were much brighter than the plastic tubes. The loose flap moved in the breeze and Rashel saw that anyone could just lift it and walk inside. Timmy wouldn't have gone in there, she thought. It wouldn't be like him at all. But somehow Rashel had an odd feeling. She stared at the flap, hesitating, smelling dust and popcorn in the air. I'm brave, she told herself, and sidled forward. She pushed on the tent beside the flap to widen the gap, and she stretched her neck and peered inside. It was too dark to see anything, but the smell of popcorn was stronger. Rashel moved farther and farther until she was actually in the tent. And then her eyes adjusted and she realized that she wasn't alone. There was a tall man in the tent. He was wearing a long light-colored trench coat, even though it was warm outside. He didn't seem to notice Rashel because he had something in his arms, and his head was bent down to it, and he was doing something to it. And then Rashel saw what he was doing and she knew that the grown-ups had lied when they said ogres and monsters and the things in fairy-tale books weren't real. Because the tall man had Timmy, and he was eating him.

Great Expectations by a famous Charles Dickens Essay

Great Expectations written by a famous man called Charles dickens. â€Å"Great expectations† is a famous and tense novel which was first published in the year 1860 to 1861 every fortnight in a magazine called all year round. The plot is based on a young boy called â€Å"Pip†, who in the first chapter meets and odd fellow in a gloomy, dark cemetery, pip walks on and soon finds himself turned upside down bye an ex-convict who threatens pip at the throat that he would cut out his heart and his liver if pip dose not do as he says. This dark gloomy fellow scares pip which makes you sympathize for pip. In chapter 8, pip is at a house with his mean sister and her kind and caring blacksmith husband Joe. As pip is a working class orphan he has no parents just is evil sister. Then a rich old, creepy women called Miss havishem asks pip to come round and to play, as he doesn’t want to, his sister forced him. When he arrives he ends up in a room with no external light only candles and a dead like figure who demands him to play is Miss Havishem, she demands him to play with her beautiful older then pip daughter, Estella, whom pip falls in love with, you feel sorry for pip now because he cant get her because she is upper class and he is garbage to her. In chapter one, Dickens sets the scene by describing the marshes, saying it is an open dark place and that’s were pip lives, so it make you sympathise for pip. When Magwitch comes, the mood changes to scary. When pip meets magwitch at the old gibbet, he says â€Å"a gibbet with some chains hanging to it which had one held a pirate. The man was limping on towards him, as if he were the pirate come to life†, he was using his imagination as if magwitch was the pirates ghost which has come to life, which gives the reader the effect of an old, white, dusty, see-through pirate has returned. When Dickens describes Miss Havisham room, he says it was a large room, well lighted with candles; no glimpse of daylight was to be seen. It seems pitch black but only candles laying around, pip sees everything is faded and old, her white wedding dress which she is still wearing, is white no more, but torn and ripped and grey. All clocks have stopped at the same time in this room. As if time has come to a stand still, except for the old wrinkles lady in the chair. Reading this makes you feel scared because if you were pip, then you would not want to stay in the room. In chapter 1 in the eerie settings of the marshes, we meet the sinister character called Magwitch. As he just pops out of the bushes and bellows â€Å"hold yer noise or ill cut your throat†, we get an image of a ruffled up man, a man with no hat but only rag on his head and broken shoes, and he is soaked in water and mud. When we see that he has a shackle on his leg we know he is an escaped convict. When he threatens pip to cut out his heart and liver and lies about having someone else who will get him when he is asleep in his cosy bed, then you see how much he wants the food and file. It is ironic that magwitch will be his benefactor after all his threats and bullying. When pip walks into Miss Havishem room and sees its all dark, we get a feeling of eerie. All the things the rooms are grey and aged, just like her, dickens writes:- Her shoes were white, a long white vale, I saw everything in my view which ought to be white†. He repeats the word â€Å"white†, which gives an effect of how old everything is. He describes she is like a corpse â€Å"I sometimes have sick fancies† miss havishem says and then she says she wants pip to play and clicks her fingers at pip and makes pip fell uncomfortable, which is weird for an old lady to demand a young boy to play. Pip who is the main character of Great Expectations is an orphan that lives in a boggy environment which makes you feel sorry for pip. He then meets magwitch and even tho he scares pip, as dickens describes him as â€Å"a bundle of shivers† pip still remembers his manners and he has respect for elders even magwitch. Half way through dickens changes 1st, 3rd person which show how small he is in retrospective view. When pip enters the room with Miss Havishem in it, he feels scared but he is still polite towards her. When she I talking to pop he tries to avoid eye contact wit her when Miss Havishem asks if he is scared of a women who has not daylight since before he was born, he lies and says â€Å"no†. when she calls Estella in the room, pip immediately fall in love with her, but when she says no because he is a working class boy, he turn his back on Joe and hates him because he did teach him how to be a gentle man and cries then kicks the wall. In Great Expectations, Dickens writes in the first person about Pip life. Chapters one and eight are the two key chapters that are enough to hook the reader. Dickens includes strange characters, like Magwitch in the cemetery. The story is a journey of pips life from child hood to man hood and it shows all his emotions and fears through out. Dickens uses his imagination which appeals to the audience and his vocabulary to his advantage, writing out all pips emotions, making you feel as if you were Pip, which makes this a very good and famous story. All of the characters are different and each has their own dramatic events. Great expectation is a well known novel because it hooks you from the 1st chapter all the way to the end.

“In 1961, Stanley Milgram, A Psychologist At Yale University,

â€Å"In 1961, Stanley Milgram, a psychologist at Yale University, conducted an experiment on the conflict between obedience to authority and personal conscience. He examined the justifications for acts of genocide given by those accused at the World War II Nuremberg War Criminal trials. Their defense often was based on obedience,† and that they were just following orders from their superiors. The procedure was that the participant was paired with another person and they drew straws to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was part of the experiment, pretending to be a real participant. Volunteers were recruited for a false†¦show more content†¦Nervous laughter is defined as â€Å"laughter evoked from an audience s expression of embarrassment, alarm, discomfort, or confusion; rather than amusement.† â€Å"Nervous Laughter.† Wikipedia, Wikimedia Foundation, 16 Apr. 2017, en.wikipedia.org/wiki/Nervous_laughter. Accessed 26 Apr. 2017. When the teacher refused to administer a shock the experimenter was to give a series of orders to prod them to continue. There were four prods given to the â€Å"teachers.† If one was not obeyed then the experimenter, Mr. Williams, read out the next prod, and so on. The experimenter starts with, â€Å"Please continue,† â€Å"The experiment requires you to continue,† and continues with, â€Å"It is absolutely essential that you continue,† and, â€Å"You have no other choice but to continue.† The â€Å"teacher s† response determines how many times the prods were stated, but nothing else was said in response except these four statements. Results As a result, 65% of participants, the â€Å"teachers,† continued to the 450 volts level. All the participants continued to at least 300 volts. Milgram conducted more than one experiment. He carried out 18 variations of this study, altering the situation to see how this affected obedience. Conclusion In conclusion, ordinary people are more likely to follow orders given by an authoritative person, even to extreme extents. Obedience to authority isShow MoreRelatedStanley Milgram s Influence On The Human Mind872 Words   |  4 Pageshave been many highly influential psychologists across the globe. Through extensive experimentation and research, these psychologists have revealed many surprising truths about human nature and the thought process behind our actions. Although these experiments have given us a great deal of insight into the human mind, many of them have been surrounded by a lot of controversy. An American man named Stanley Milgram conducted one of such experiments. Stanley Milgram was born in New York City on AugustRead MoreEssay on The Milgram Experiment1572 Words   |  7 PagesThe Milgram Experiment (Hart) Stanley Milgram’s experiment in the way people respond to obedience is one of the most important experiments ever administered. The goal of Milgram’s experiment was to find the desire of the participants to shock a learner in a controlled situation. When the volunteer would be ordered to shock the wrong answers of the victims, Milgram was truly judging and studying how people respond to authority. Milgram discovered something both troubling and awe inspiring about theRead MoreWas the Milgram Experiment Ethical or Valid?890 Words   |  4 Pages Was the Milgram Experiment Ethical or Valid? In 1961, Stanley Milgram, a psychologist at Yale University, conducted an experiment on a group’s obedience to authority. This experiment has encountered intense scrutiny ever since its findings were first published in 1963; many people question the ethics and validity of the experiment. Multitudes of researchers have taken it upon themselves to determine the answers to the questions (McLeod). Based on new guidelines for ethics, Stanley Milgram’sRead MoreBehavioral Study Of Obedience By Stanley Milgram1313 Words   |  6 Pagesterms. Psychologists at the time went back to the mechanistic ideas of Julian Offay LaMettrie in order to find a new way to understand behavior. Animal psychology, a new understanding of physiology, and a search for new methods away from Wundt’s introspection led to the development of behaviorism. Ideas from this branch of psychology can be seen in the experiment performed by Stanley Milgram titled â€Å"Behavioral Study of Obedience †. Stanley Milgram conducted his study in June of 1961 at Yale UniversityRead MoreThe Perils Of Obedience By Stanley Milgram918 Words   |  4 Pages Stanley Milgram, an American social psychologist, aggrandized many minds as he delved into a very common habit that humans exhibit every day. One could infer that it was his curiosity which prompted him to write on this topic provided that he was born into a Jewish family. This topic is the human behavior of obedience. â€Å"The Perils of Obedience† was written by Stanley Milgram in 1974. This essay is based upon the findings of his experiment he conducted at Yale University in 1961. The objectiveRead MorePunishment in the Milgram Obedience Experiment Essay example796 Words   |  4 PagesThe Milgram obedience experiment began in July of 1961. The experiment was conducted by Stanley Milgram, a psychologist at Yale University. The experiment was met to measure the willingness of participants to obey an authority figure who i nstructed them to perform an experiment that was against their moral views. Milgrams participants for his experiments were from all backgrounds. The subjects ranged from college graduates to people that had not finished grade school. (Milgram’s Experiment on ObedienceRead MoreMilgrim1434 Words   |  6 Pageselectro-shock generator, which played pre-recorded sounds for each shock level.[1] The Milgram experiment on obedience to authority figures was a series of social psychology experiments conducted by Yale University psychologist Stanley Milgram, which measured the willingness of study participants to obey an authority figure who instructed them to perform acts that conflicted with their personal conscience. Milgram first described his research in 1963 in an article published in the Journal of AbnormalRead More Oskar Schindlers Actions During the Holocaust Essay examples1534 Words   |  7 Pagestheir belongings, and killed. Two famous psychological experiments illustrate why no one else did what Oskar Schindler did. Stanley Milgram, a psychologist at Yale University, conducted a study focusing on the conflict between obedience to authority and personal conscience. The experiment began in July 1961, a year after the trial of Adolf Eichmann in Jerusalem. Milgram devised the experiment to answer the question Could it be that Eichmann, and his million accomplices in the Holocaust were justRead MoreMilgram Experiment : Milgram s Experiment2402 Words   |  10 PagesDevin Huennerkopf Mrs. Gumina English III 3 March 2015 Milgram Experiment What would you do if your boss asked you to do something that inflicts pain on another human? Would you still do it? Keep in mind, if you did not comply you would be fired. This concept was studied by Stanley Milgram, a psychologist at Yale University. He composed an experiment focusing on the conflict between obedience to authority and personal conscience. Stanley Milgram conducted this experiment because of his curiosity withRead MoreThe Ethical Standards Of Modern Psychology1320 Words   |  6 Pagesresearch methods, whilst taking into account the ethical standards of modern psychology. The focus of this essay will be; ‘Landis’ Facial Expressions Experiment 1924’ carried out by Carney Landis and ‘’Milgram’s Obedience Experiment’ carried out by Stanley Milgram. Both experiments were carried out under immoral circumstances and perhaps should never have been allowed to take place. Nowadays, neither would be considered acceptable. In 1924, Carney Landis set up an experiment to determine whether there