The U.S and Japanese Ideas of Policing

Police officers share a set of attitudes, norms and values that are very essential in their extremely tough working environment. It is these set of values and attitudes that constitute what is referred to as the policing culture. The police culture has been dynamic in recent times due to philosophical and organizational changes that have completely eroded the conventional meaning of police culture.Advertising We will write a custom research paper sample on The U.S and Japanese Ideas of Policing specifically for you for only $16.05 $11/page Learn More The policing culture is very difficult to understand because personal characteristics of officers are completely different from their occupational characteristics. Conventional wisdom portrays a completely different notion about the outlook of police officers. The policing culture varies from one country to another because each country has its unique structures and code of conduct of the police. This paper w ill examine the similarities and differences between the policing culture in the U.S and Japan. The policing culture is very broad and it consists of both the organizational and the occupational culture. The modern policing culture in the U.S and Japan has been inherited in order to maintain historical legacies (Dammer, 2010). Routines like parades and saluting are part of the policing culture that has been around for a very long time. Police officers in the U.S and Japan are expected to be physically and mentally strong at all times. This policing norm makes the officers to be reliable and always ready for action when called upon (Gains, 2011). The American and Japanese police officers have a similar mentality when it comes to masculinity. Feminine traits such as gentleness and sensitivity are not part of the policing culture. Police officers encounter criminals in the course of their duty, and they are therefore expected to be very vigilant (Gains, 2011). The masculine culture is slowly fading due to the inclusion of women in both the American and Japanese police forces. Group solidarity is another policing culture common in the U.S and Japan police forces. The police have a tendency of isolating themselves from the general public. Police solidarity motivates the officers while at the time increases efficiency in their line of duty. The culture of solidarity comes naturally within the police force because the officers share similar fates, challenges and histories (Gains, 2011). The culture of group solidarity is sometimes abused by officers because they use it to cover for fellow officers in case of misconduct (Dammer, 2010). The solidarity culture is very common in almost all police forces across the world including Japan and America.Advertising Looking for research paper on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Japan is a politically stable country with the majority of its department s being corrupt free. The police force in Japan is forbidden from corruption and involvement in local politics (Dammer, 2010). It is this sense of integrity that has led to a more efficient police force without having regular police rotation. A good number of departments in the U.S are corrupt and therefore rotation is meant to restrain the police force from being involved in corruption and local politics. Uniforms are part of the police culture that is meant to give them identity and legality when dealing with citizens. The culture of uniforms is very common in both the U.S and the Japanese policing culture (Das, 2003). The number of policemen in Japan is small compared to the number of police officers in the U.S. Despite their small number, the Japanese police force is more effective and efficient because the Japanese police have a culture of maintaining a close relationship with the citizens (Das, 2003). Apart from law enforcement and crime prevention, the Japanese police are als o involved in resolving domestic disputes. The U.S police are only involved in law enforcement and crime prevention. It is this culture of maintaining a close relationship with the public that has considerably reduced the Japanese government’s spending on correction facilities, courts and police (Dammer, 2010). The situation is completely different in the U.S because the U.S Government spends a lot of money on security including massive recruitment of the police every year (Das, 2003). The policing ideas in Japan are very different from the ones used in the U.S because Japan has a homogenous culture that promotes peaceful co-existence. The homogenous culture in Japan gives their police force an easy time in doing their job because the police do not have to deal with racial and cultural conflicts (Dammer, 2010). The Japanese police encounter very few hate and racial violence crimes compared to their U.S counterparts. The fact that the Japanese police force comes from one race makes it easy for the officers to work together because their cultural and occupational norms are very similar (Dammer, 2010). The American police force consists of officers from different races and this may lead to ideological differences within the police force. Maintaining law and order in a multi-racial community is a difficult call for the police officers because they have to come up with special tactics for each culture. The Japanese society is associated with politeness and this is also replicated in their police force. The situation is very different in America where the police are known to be aggressive with politeness and gentleness not being part of their vocabulary (Dammer, 2010). The aggressive nature of the U.S police force is attributed the type of environment that they operate in.Advertising We will write a custom research paper sample on The U.S and Japanese Ideas of Policing specifically for you for only $16.05 $11/page Learn More Crim e is very prevalent in the U.S compared to Japan, and this makes police officers to use some excessive force when bringing some situations under control. The structured nature of the Japanese society enables police officers to develop a good relationship with the public. The Japanese culture lays much emphasis on groups where every person belonging to a particular group is expected to guard the interests of the group (Dammer, 2010). The actions of every group member are supposed to affect the group in a positive way. The group philosophy is strictly followed in Japan right from the family level to places of work. The Japanese police officers are able to solve many problems because of the positive group influence (Dammer, 2010). The U.S police force lacks this form of positive peer pressure that is advantageous to the Japanese police force. According to the Japanese culture, peer pressure that leads people to doing good things is what brings development to the community. There are qu ite a number of factors that make policing ideas and culture in Japan to be different from those in the U.S. To begin with, Japan has strong gun control laws compared to the U.S (Gains, 2011). The size of American population is almost twice the population of Japan. Enforcing law and preventing crime in a very populous country like the U.S needs special police tactics and ideas. Some of the most prevalent crimes in the U.S compared to Japan include drugs and firearm crimes. Bravery and secrecy are essential elements of the police culture. Brotherhood and solidarity build the working personality of the police force in Japan and America (Gains, 2011). Authoritarianism is embedded in the culture of the U.S police force. There are situations where the police feel overwhelmed because they are expected to play many roles with some of the roles being beyond their knowledge. The value system of police officers depends on the kind of training that the officers receive. The training of police officers in the U.S puts much emphasis on crime prevention than maintaining a good relationship with the public. It is a great challenge to harmonize the police culture in the U.S because of the sociological and anthropological differences within the police force (Gains, 2011). In conclusion, the policing culture in Japan and America has a fair share of similarities and differences. The homogenous nature of the Japanese culture is what makes policing in Japan to be much easy compared to the U.S. Solidarity and brotherhood are some of the universal elements of the police culture in many police forces across the world.Advertising Looking for research paper on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More The police are always associated with aggressiveness and brutality especial during violent situations. The Japanese police force has a different approach to policing that involves building good relationships with the public. The aggressive nature of the American police force has been influenced to a large extent by the high number of crimes that take place in the U.S. The American police are completely isolated from the public as a way of maintaining their secrecy. Social, cultural and racial orientation of country has a great influence on the country’s policing culture. Japan has the most effective policing system compared to the U.S because of its homogenous cultural orientation. References Dammer, H., (2010). Comparative criminal justice systems. New York, NY: Cengage Learning. Das, D., (2003). Police mission: Challenges and responses. New York, NY: Scarecrow Press. Gains, L., (2011). Policing in America. New York, NY: Elsevier. This research paper on The U.S and Japanese Ideas of Policing was written and submitted by user Violet D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Business Visits London Oxford U Warsaw Essay

Business Visits London Oxford U Warsaw Essay Business Visits London Oxford U Warsaw Essay London/Warsaw/Oxford University, July 2014 Please answer the following exam questions and submit your write-up through SafeAssign at Blackboard by July 20th. Question One (1): â€Å"Explaining the Decline of the British Economy,† McGraw’s three contrasting views Answer: Document 2 most closely aligns with the views of Yergin and Stanislaw in The Commanding Heights? First step for me was to break down the key tenets of all four documents briefly described in Table 1, which support my analysis written after the table. Table 1: Compares the key point made is each of the four documents cited: â€Å"Explaining the Decline of the British Economy† â€Å"Commanding Heights†, Yergin, Stanislaw Doc 1: Neoclassical, Sandberg, key points: Doc 2: Institutional Perspective, Elbaum, Lazonick, key points: Doc 3: Why has Britain â€Å"Failed†?, Dahrendorf Chapter 4, â€Å"The Mad Monk: Britain’s Market Revolution† Incompetence Decline in industrial competitiveness Homogeneity of Japan, Singapore Inflation from 7% to 24% Poor leadership Laggard Social ethics Tax rates exceedingly high irredentism Decline per capita income Political values Decentralized management Slow tech â€Å"British disease† â€Å"relegation zone† No national industry strategy Labor costs Neg. entrepreneurship GNP 16 competitor nations Labor unions: conflict, strikes, high wages Labor unions Complex global changes Empire’s sun setting â€Å"Maggie’s back in town†; confidence End of colonialism Too conservative Industry revolution moved on to GE, US Laggard initiative, enterprise, and entrepreneurship Comparative advantage (-) Atomistic – many reasons Still has niche qualifications Slowed demand, slow growth Foreign competition Nepotism, 3d gen aristocracy No EU marriage Torpid socialism, lethargy Resource paucity Poor accounting Talent emigrates Societal complacency Globalization begins No systems approach Brain drain Destructive downward spiral Wealth distribution Organization insufficient Aristocracy v. serfs Crises: war, fiscal, industrial World is changing Regional, vertical specialization Entitlement Controlled inflation with supply v. demand Inefficiency Products narrowly distributed Some mobility OK Oil crisis Mgt errors, mistakes Small staff, untrained family management Solidarity v. individualism Coal miner strikes Buyouts Inevitable global change; momentary confidence post-Falklands Not failure, but relative decline Statism, too conservative Scale, scope (-) Entrenched institutions No â€Å"rat race† Wealth sought for the nation, not individuals Emergent markets Robust invest. Banks in London Emulation v. origination Falklands temporarily restored confidence; incentivized for a few years Loss of entrepreneurship Firms used family  £ or SE Balance of payments skewed; overspent, overtaxed High corporate taxes Hierarchical oligopoly Keynesian full employment All facets centrally controlled â€Å"Nanny state† repudiation Corporate capitalism Free market v. monetarism Unions, labor, strikes Should have assaulted consensus thinking Euro-colonial ends, aging Insufficient long-term planning Complacency v. transformation Techs became second class Poor quality end products Irreversible historical forces Question One (1) (cont.): Britain’s decline can be explained objectively. However, in the aggregate, â€Å"British disease† was inevitable, and an irreversible sign of changing times in international commerce. Many global and domestic factors beyond Britain’s control included decrease in demand at home, unsophisticated capitalization and foreign investments, and inept management. From 1870 forward there was a burgeoning transition of wealth and power facing Britain leading up to both World Wars, when the US emerged as the global power. The decline in Britain can be compared in many ways to the demise of the Phoenicians, Greeks, Tripoli, the Dutch, and Ottomans to cite a few other historically temporal entrepot-trade and seafaring nations and city states. Each in time were eclipsed by

Exploring Professional Ethics in Accounting Dissertation

Exploring Professional Ethics in Accounting - Dissertation Example This paper illustrates that the number and the fiscal enormity of the corporate scandals and collapses of the late 1990s and early 2000s have inspired numerous theories about what went wrong, where the fault lies and with whom. Business points to the accounting profession whose mission is to audit the financial presentations of management and issue an opinion about the relative fairness of that presentation as whole. The accounting profession has pointed to the changing business environments and the conflicting demands that it has placed on the profession. The accountants have evolved from their role as the â€Å"watchdog† employed by ownership in the 19th century British corporate model to their own multinational corporations themselves representing the independent audit and attestation role, the tax advocacy role, a management consultative role, as well as the provider of many primary accounting and reporting services for clients. The pressures of business and market demands on independent public accountants as well as the conflicting roles that they are called upon to perform has led the profession to defend itself with a sorry â€Å"my clients made me do it† defense. The United States government has responded to these corporate scandals with the passage of the Sarbanes-Oxley Act of 2002. This Act contains the most significant reformation of accounting and public reporting standards since the Securities Act of 1933 and the subsequent Securities Exchange Act of 1934. (Thomas, 2004). Intrinsic to the Sarbanes-Oxley Act is the restructuring of public accounting firms that removes the confusion in the role required of the public accountant. In addition, however, the Act has mandated requirements of corporate ownership itself in the form of appropriately trained members of the Audit Committee of the Board of Directors of each public firm restoring much of the responsibility for management’s deeds to owners. However, as Thomas (2004) states, t here are also significant mandates in ethical behaviors of both industry and public practitioners. But critics of and from both sides all seem to agree that the academy ultimately has an important responsibility of its lack of ethics education to those paraprofessionals in its business and accounting programs. Ghoshal (2003) stated that â€Å"faculty members need to own up to their own role in creating Enrons. It is their ideas that have done much to strengthen the practices they are all now so loudly condemning†. It is reiterated by Merritt (2003) who stated â€Å"to clean up ethics in corporations, you have to start at the beginning of a career. Business school, that is.† These quotes are a representative criticism of business and accounting faculty members offered by many in the literature and popular press. It is that criticism of the academic programs and their teaching faculty that has inspired significant activity in business programs to incorporate ethics into the curriculum. 1.1 Background of the Study The demands for improvement in the ethics education of students preparing to enter the fields of both public and corporate practice have become strident as the reality of business and accounting standards are increasingly at odds with each other. The accounting profession is required to legitimize itself in a way that will restore public confidence in its primary mission. The perception of the role of the CPA according to the Securities Exchange Commission as well as the general public is to serve as a trustworthy guardian of the public interest regarding the proper presentation of financial reports of publicly traded companies. In fact, Briloff (2002) referred to the SEC requirement for an independent auditor’s attestation of companies’ financial statements as an exclusive â€Å"franchise† to the profession. However, in turn, that franchise obligates CPAs to fulfill their

How does Learning and Employee Development contribute to Essay

How does Learning and Employee Development contribute to organisational success and performance within social care services - Essay Example The most essential component of a learning and development plan as per the respondents’ view are the skills and second most essential learning component required to enhance service delivery quality according to the respondents is that of knowledge. These findings are very positive and reflect a developmental, growth oriented attitude. Trained staff is more competent and can perform better than untrained staff (Garavan, 1997). To attain training there must be motivation among the members and they must be interested in learning and developing in order to benefit from the training programs offered to them. The research study has revealed that all the respondents realize the importance of learning and development training programs and are willing to learn and grow for the betterment of their selves and organization in turn. Garavan (1997) further suggested that a strategically integrated model of Human Resource Development would ensure that the concepts of training, development, e ducation and learning and backed up and embedded in strategic plans, operational plans, policies and work practice. The findings reveal that the respondents are well informed about the importance of all these components of training and therefore it can be safely said that such a plan as suggested by Garavan (1997) can be very feasible for an organization like Loretto Care where chances of its acceptance at the managerial level appear to be quite high. The Scottish government also realizes the importance and need of learning and development based training. This is reflected in the vary requirements the government has set to be considered before admitting an individual to a degree course in social work. The social work training providers are required to make sure that all the students they induct are registered with SSSC within a month, have the basic language skills to benefit from the training they will be provided with and possess a willingness and potential to learn basic effectiv e communication skills and information technology expertise that is required to work effectively and competently in any field of study in today’s world including social work (The Scottish Government, 2006). The second research question attempted to explore the impact of learning and development programs on individual and organizational performance. The responses of the managers have revealed that they believe there is a great impact of learning development programs on individual as well as organizational performance. To identify how exactly this impact is attained, the respondents were further asked to identify the factors that underlay the individual and organizational benefits achieved from learning and development. The highest scoring factors in this respect, based on the questionnaire results turned out to be: career development, motivation and sense of achievement and success. It means that majority of the respondents believe that learning and development programs lead t o enhanced performance by increasing these three factors among the workers. This finding of the current study is in line with those of Hoque & Bacon (2008); Mathieson (2006) and Jones

Multi-national operation and risk management of Debenhams plc Essay

Multi-national operation and risk management of Debenhams plc - Essay Example It is in light of this that Debenhams has been brought under the spotlight for a through market analysis on how the company presents itself on the international market and seeks to better its financial performance through the engagement of various forms of globalisation strategies. Whiles initiating globalisation strategies, it is also admitted that there are risks that can easily prevent the company from growing to the level it desires. Risks management strategies within the company are therefore scrutinised to balance the discussion. Company Description Not only is Debenhams listed on the London Stock Exchange but it is also a member of the FTSE 250 index (Davidson, 2010). Currently, the company emphasises on UK, Ireland and Denmark as its major market destinations. This notwithstanding, there are number of international franchise that operate under the name of the company. As of 2012, the total number of UK, Denmark and Ireland based locations for the company were 172 and those op erating as international franchise were 68 stores across 25 countries (Alter, McLaughlin & Melniker, 2008). The company is currently engaged in retail chain departmental stores, which means that it is not a manufacturer of the products that it sells out to customers. In effect, the company does not source raw materials but depend on suppliers who deal directly with the manufacturers of the various products that the company displays on its shelves. The operational industry of the company mainly focuses on the sale of electrical and electronic products, clothes, accessories, cosmetics, gifts, toys, shoes and home furniture. The operating income with which the company went into the 2012 annual market was ?158.3 million, out which ?2,229.8 million was produced as revenue and ?125.3 million as net income (Kingdon, 2013). The operations of the company in all its local and international stores are run by a powerful 29,000 employee base that undertake all forms of duties ranging from manage rial positions to cleaning (Kloha, Weissert & Kleine, 2005). Financial Performance and Globalisation Strategies Gross transaction value Since 2008, Debenhams has focused its strength on competitive global marketing on two larger market segments, which are UK and International market segments. Together, these two form the group market for the company. To measure its profitability ratio, there is a lot of emphasis on the gross transaction value that the company creates, as this value represents the unadulterated quantum of revenue accrued by the company over given period of time (Groves, Godsey & Shulman, 2012). From the table below, it would be noted that there has been a steady rise in the physical quantum of gross transaction value for both UK and international markets. However, these increases have not come at an even interval of growth as the figure shows that there are years that the percentage rise goes down even though they do not represent negative growth trends. What is more , the margin of percentage growth has always only been minimal, indicating that the company

The Complexity of Memory: Literature Review

The Complexity of Memory: Literature Review Wynham Guillemot I. The first article that I decided summarize is labeled: The Production Effect: Costs and Benefits in Free Recall. The Research report was written by Angela C. Jones of John Carroll University and Mary A. Pyc of Washington University in St. Louis. It is found in the 2014 edition of the Journal of Experimental Psychology: Learning, Memory, and Cognition. This experiment was aimed at examining the costs and benefits of production, through use of free recall paradigm. Paradigm is defined as a typical example or pattern of doing something. Free recall is defined as the process in which participants study a list of items, and then are prompted to recall the items in any order. The production effect is the memorial benefit of reading aloud compared to reading silently. Some studies have shown the production effect as a simple memory improvement method. â€Å"The production effect is additive to the benefits of generation and semantic processing, extends to a delayed retention interval, and has been demonstrated with nonwords, word pairs, and sentences† (Jones and Pyc 300). As we can see the production effect does have certain advantages, but does it actually augment the ability of our memory? Is the effect due to increased memory for items read aloud, or is it something else? Even though at the advent of this experiment statistical tests had not been reported, Jones and Pyc hypothesized that the benefit of production was possibly instead due to a memory reduction for silent items, and thus the goal of their experiment was to prove this. What causes the production effect to alter memory ability? Jones and Pyc decided it had to do with the way in which information is organized when read silently or aloud. â€Å"The increases in recognition accuracy for items read aloud may be the result of item-specific gains associated with production, and the costs to silent items may be the result of minimal relational encoding afforded by the typical production effect paradigm† (Jones and Pyc 300). The authors addressed this issue by splitting the study into two experiments. The goal of Experiment 1 was to discover the benefits and costs underlying the production effect. Thus, the study included one mixed list (silent and aloud items) and two pure lists (one silent, one aloud). After this the participants completed a free recall final test. The study included 48 undergraduate students from John Carroll University. First they underwent the encoding phase. The students were shown 30 items. Fifteen of the items were in blue font, and the other 15 were in red font. The words were split into two different colors because it allowed for relational processing, which increases recall when added to items that naturally elicited item-specific processing (the random non-associated words that the students were to memorize). They did this because, based on prior experiments, they were led to believe that, â€Å"the increases in recognition accuracy for items read aloud may be the result of the item-specific gains associated with production, and the costs to silent items may be the result of minimal relational encoding afforded by the typical production effect paradigm† (Jones and Pyc 300). 17 of the students were assigned to read words of one color aloud and the words in the other color silently. This group was labeled the mixed group. 16 of the students read every word silently, while the remaining 15 read all words aloud. These two groups were the pure groups. Thus, there were four variables in the experiment: silent pure, silent mixed, aloud pure, and aloud mixed. The pure list was used to allow the experimenters to assess the costs and benefits of production. After the encoding phase the students were directed to type every word that they remembered from the phase. The results showed that there was no effect of list type, or basically that recall data was not influenced by mixed or pure list reading. Production showed greater recall from students who read aloud than those who read silently. The most notable and interesting result of the experiment was the interaction of list type and production. Production only played a benefit on the mixed list group. The most significant jump in data was between the mixed silent group (around 8% recall), and the mixed aloud group (around 24% recall). All results considered, the experimenters concluded that the production effect for the mixed list group was most likely driven predominantly by the costs to silent items. Basically, the significant variation between silent-mixed and aloud-mixed groups was less due to the benefit of reading the mixed group aloud, and more so due to the negative cost of reading the mixed group silently. The second experiment replicated the first experiment mostly, however there was one change. Now 30 five letter words were represented, half of which were high frequency words (words that are more common in the english language), and the other half were low frequency words (words that are less common). They decided to do this because almost all previous experiments on the production effect used high frequency words, and therefore they wanted to see if the production effect extended to low-frequency words. 23 students read words from the mixed list, 23 of the students read from the pure silent list, and 23 read from the pure loud list. The recall percent for the high frequency words correlated very closely with the results from experiment 1, as predicted. The low frequency words had higher recall percents across the board for each category, and the rise in word recall for each category was proportional to the trends in the higher frequency words. In other words, the relationship between the categories was the same, with the difference being that each category was higher in word recall in low frequency than its high frequency counterpart. The general results of this experiment gives us good insight on the ability of memory. â€Å"We demonstrated that the production effect is not simply the result of enhanced memory for items read aloud but instead results from a cost to memory for items read silently† (Jones and Pyc 300). Both experiments reflected that the benefits of production were less than the costs of silent items. Thus, this experiment discredits the belief that the production effect is a memory tool, as memory is rather decreased by reading silent items, not increased by reading aloud. II. The second article I selected is titled: Parametric Effects of Word Frequency in Memory for Mixed Frequency Lists. This research report was written by Lynn J. Lohnas and Michael J. Kahana of the University of Pennsylvania. It was published on July 8, 2013, in the Journal of Experimental Psychology: Learning, Memory, and Cognition. An important concept to consider, as the article is built around this concept, is word frequency paradox. As defined in the abstract of the article, word frequency paradox is the finding that low frequency words are better recognized than high frequency words yet high frequency words are better recalled than low frequency words. However, based on prior experiments, this view is partially challenged, as the types of word that are recalled better can vary between high and low frequency. Thus an important question in the article is brought up. Why is item recognition consistently favorable towards low frequency words in mixed lists, but during superior recall of mixed lists there can be variations in which word frequency type is superior? Previous experiments showed instability in recall results. The authors believe that the instability is due to the substantial difference in the range of word frequencies between the high and low frequency groups. The main goal of this experiment was â €Å"to quantify the functional relation between word frequency and memory performance across the broad range of frequencies typically used in episodic memory experiments.† (Lohnas and Kahana 1). The authors address their questions concerning relations between high and low frequencies by conducting an experiment aimed at collecting data on both recognition memory and free recall. For the free recall portion of the experiment, instead of just collecting data on results from high frequency words and low frequency words, the authors decided to use mixed frequency lists that included all the frequencies in between the high and low as well. 132 participants were used in the overall experiment. For each session of the experiment there were 16 lists of 16 words. One list containing sixteen words would be presented on a computer screen, one at a time. Each word would be accompanied by between 0 and 2 encoding tasks (these tasks included a size judgment and an animacy judgment. The number of encoding tasks changes not by each photo, but by each list. Following each list was an immediate free recall test. The results showed that participants recalled higher proportions of both low and high frequency words than words of intermediate frequency, forming a sort of U shape. This U shape held true for both items without an encoding task, and those with an encoding task. However, when no task was presented, the recall probability for each frequency was higher by about .05 to .08. At the end of the 16 lists presented in the session, participants would be presented with a recognition test. For half of the sessions (randomly selected) students would be given a final cumulative free recall test, in between the recall test from the 16th list and the recognition test. During this free recall test participants were asked to recall all possible items from all the lists in the section. For the recognition test, 320 words were presented one at a time on a computer screen, and participants had to select which words had showed up in the lists, and which one’s hadn’t. The results from the recognition tests show us that with increasing word frequency, participants were more likely to incorrectly accept lures and less likely to correctly recognize targets. Thus the lower the frequency, the more likely participants were to select them in recognition tests. When no encoding tasks were presented, participants were just a little more likely to have a higher hit rate in the recognition test. III. The final article that I decided to summarize is: Learning to Remember by Learning to Speak. The article was written by Marc Ettlinger of the Veterans Affairs Northern California Health Care System, Jennifer Lanter of the University of Wisconsin–Green Bay, and Craig K. Van Pay of the University of Houston. This article is found the 2014 edition of Developmental Psychology. The goal of this experiment was to test if a child’s memory can be impacted by language. Many psychological studies regarding language had been conducted before, however none had ever had directly connected memory and language, and thus these authors were interested in digging into this topic. The authors predicted that the children’s ability to recall the plurality of different items depended on the phonology of the word, which is the sounds associated with a certain word. The authors saw it best to use three different categories of plural words. â€Å"We also considered the correlation between children’s ability to recall the plurality of sibilant-final words and their ability to articulate the plural for sibilant-final words, their recall and articulation of plosive-final words, and their recall and articulation of vowel-final words† (Ettlinger 432). For the experiment the authors selected monolingual children that were ages 3–5 years old. In total there were 50 participants. Once they started to undergo the tests, children were show pictures of 36 objects, either shown as a singular object, or the same object four times. The child is later tested on 18 of the photos seen earlier by moving the picture he or she saw into the middle, lower box in the center of a board. If it was one of the photos with four objects, and the child selected, it means that he or she most likely understands the phonology of the name of the object selected. A certain production task, called the wug test was used to test their ability to produce the plural. In this test, the experimenter took a photo of a novel item that the child had not yet seen yet, and told him the name of the object, which was a nonce word. He then shows the child a photo of multiple units of the same object, and asks the child to tell him what it he or she is seeing in the ph oto, in a complete sentence. In the data collected, the researchers found an interesting correlation between plosive final words and sibilant final words. There was no connection with vowel-final words. As stated in the article, â€Å"This suggests that memory mirrors the development of plural production, where children first develop mastery of the pluralization of vowel-final words but still struggle with sibilant final words, with plosives somewhere in the middle† (Ettlinger 436). As a result of their studies, these psychologists were able to accurately prove a connection between language and memory.

Enders Game :: essays research papers

Ender’s Game: A Brief Depiction I.  Ã‚  Ã‚  Ã‚  Ã‚  Setting:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Staged in mainly four places. Ender Wiggins childhood town, where he is monitored as a prospective third. He is sent to Battle School, which is a satellite of the earth. Then he ends up on Eros where he attends command school and eventually defeats the buggers. He spends the rest of his days with Valentine on the first human colonization, approximately 50 light-years away from Earth.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The book takes place in 2190-2200 approx. The advancement of information transportation is significant, in that the ansible is able to transmit information faster than the speed of light, in fact, exactly instantaneous. The starships and fleets they have been able to advance are full on equipped for space and space tugs are similar to barges we have on rivers, and they are used to hull large amounts of materials about space. The fear of buggers is installed within the readers first glance at the book, and maintains constant until the very end when we learn that the buggers are in fact peaceful and loving creatures, unable to communicate that. II.  Ã‚  Ã‚  Ã‚  Ã‚  Protagonist:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The main character, Andrew (Ender) Wiggin is a young child who endures some of the hardest turmoil any human could undergo. He is very brilliant, cunning, paranoid, determined, and above all loving child who becomes mature and eventually saves the world. We see his brilliance from the start and through his days he has become the god-child, and messiah to all who know his name. His paranoia grows steadily throughout the book, due to his lack of trust in any figure he encounters. Any time they show any hint of compassion or any true emotion, ender assumes its all part of the game and plan to make him the best commander alive. His determination comes at us through many different wavelengths. He is at first solely determined to survive against playground bullies. It evolves into winning the battle games and soon after takes a curve and becomes determination to never play the game again. His most admirable trait though, is without fail the love he rarely but deeply shows for Valentine, his sister and partly companion through and through. He often says in the text that he is not a killer and has never meant to hurt anyone, simply to win the fight and never fight it again. He realizes his true love for the queen-bugger when he hosts her into eventually multiple buggers to start a new world of them.

Annotated Timeline: 1763-1783 Essay

1763: The Proclamation of 1763 was a royal directive issued after the end of the French and Indian War that prohibited settlement, surveys, and land grants west of the Appalachian Mountains. It was an attempt to organize western lands gained as a result of the 1763 Treaty of Paris and it appease Native American tribes who lived in the areas. British North American colonists resented being denied access to lands they felt they had fought for and won in the French and Indian War. 1764-Sugar Act: A law passed by British Parliament which raised taxes on foreign refined sugar, leading to a monopoly in the West Indies that was controlled by British sugar farmers. 1765-Stamp Act: An act proposed by the British Parliament to require the use of stamps for all official documents, or articles. The act met large amounts of opposition and was repealed in 1766. 1765: Stamp Act Congress: A meeting held in New York, after the Stamp Act. It was attended by some of the colonies’ representatives to devise unified protest against Britain. It is considered the first attempt of such ideas. 1766-Declaratory Act: Following the repeal of the Stamp Act, British Parliament reasserted its authority to pass laws on the colonies, even though they did not have representation. 1767-Townshend Duties: Charles Townshend taxed imported good from England such as, paper, lead, and glass. The taxes went straight to the British officials to make them better able to enforce British law. 1770-Boston Massacre: A riot that broke out in Boston due to the colonists disliking for the British troops. The troops fired on the crowd, killing several people. (Boston Massacre 1770) 1773-The Tea Act: An act from British Parliament that gave them a monopoly unfair to American tea merchants, which would lead to more tension. 1773-The Boston Tea Party: In response to the Tea Act, a group of angry colonists boarded a British boat and tossed barrels of tea into the harbor in protest during the night. (Boston Tea Party-1773) 1774-Intolerable Acts: A series of laws passed by England in attempt to punish Massachusetts for the Boston Tea Party. 1774-1st Continental Congress: A meeting of all colonies (excluding Georgia) that was held in Philadelphia after the Intolerable Acts to discuss ways to rebel against Britain, such as boycotting their trade. 1775-Lexington & Concord: The first military engagement between England soldiers and American colonists. American’s were on a mission to capture and destroy military supplies, but the British had learned of their plans, and moved the supplies elsewhere. 1775-2nd Continental Congress: A meeting of all colonies (excluding Georgia) that succeeded the 1st continental congress by having ideas of independence. By forming armies, appointing diplomats, and making formal treaties, the congress acted as the national government. (Continental Congress) 1775-Battle of Bunker Hill: After learning of British intentions of occupying the hills around Boston, 1,700 colonists attempted to fight off British troops, but had to retread due to lack of ammunition. 1775-Olive Branch Petition: An attempt to end bloodshed by sending a pact to King George, from the 2nd continental congress, stating that they will be loyal to him, if he repeals the Intolerable Acts. 1776-Common Sense: Written by Thomas Paine, Common Sense challenged the authority of the British government and the royal monarchy. The plain language that Paine used spoke to the common people of America and was the first work to openly ask for independence from Great Britain. (Common Sense-1776) 1776-Virginia Declaration of Rights: A document written to proclaim the inherent rights of man, including the right to rebel against an inadequate government. 1776-Declaration of Independence: A statement adopted by the continental congress that announced the 13 colonies regarded themselves as independent states, and no longer a part of the British Empire. 1777-Battle of Saratoga: A battle fought 9 miles south of Saratoga, New York. The American forces under Benedict Arnold and fellow commanders defeated the British General Burgoyne and laid the groundwork for the entry of France into the war on the American side. 1777-Articles of Confederation: The first constitution of the 13 American colonies. It would eventually be replaced by the Constitution of the United States. 1778-Treat of Amity and Commerce/Treat of Alliance: A commercial alliance signed in Paris between the United States and the French. The treaty was signed during the Revolutionary war. 1779-Virginia Statue of Religious Freedom: A document written by Thomas Jefferson stating that all people are entitled to practice any religion and worship any god of their choosing. 1781-Battle of Yorktown: Led by Washington and the French commander Rochambeau, British troops were defeated in Yorktown, Virginia, as it proved to be a decisive victory for America. (Battle of Yorktown-1781) 1783-Treaty of Paris: The treaty that ended the war between America and England. Spain, France, and the Dutch were awarded land as a result.

Jack and Jill essays

Jack and Jill essays The field of study known as Human Development is the committed scientific evaluation of the changes involved in a human lifespan from birth to death. There are several differing behavioral perspectives advanced by leaders in the field, but they are all united in one goal. All perspectives strive to recognize and describe the factors and events that transform and impact an individual during their lifetime. The following paragraphs have taken a simple nursery rhyme and addressed the human behaviors displayed in the context of some of the more prominent behavioral perspectives. Let us begin with the first line of the nursery rhyme. Jack and Jill went up the hill to fetch a pail of water. Jack and Jill are two adolescents living in a small rural English village sometime in the 1600s. Jill is a buxom young lady of considerable physical attraction who has been up the hill on several other occasions to fetch water. Actually, the well is a very secluded, often used place for amorous trysts. Jack has never fetched water before, and he is very nervous, although very excited at the prospect. He is sure Jill will instruct him in the correct water fetching technique. Lets apply the psychoanalytic perspective to this scenario. According to this theory, people move through a series of conflicts between biological drives and socially acceptable behavior. In Freuds theory, the personality has three parts-the id, ego, and superego. The id is the most basic of human desires and demands satisfaction above all else. The ego is middle management and is responsible for managing the ids desires into the appropriate time and place. The superego is the CEO, better known as the conscience of the human consciousness. He strives to make sure everything is done by the book and is always politically correct. Now id and superego are always at odds with each other, and poor ...

MENDOZA Surname Meaning and Origin

MENDOZA Surname Meaning and Origin The Mendoza surname was given to one who came from Mendoza (cold or high mountains); from the Basque root mendi suggesting son of the mountain dweller and otz, meaning cold. It may also have been used as a topographical surname for someone who lived on or came from a cold mountain. Mendoza is an ancient surname in Vizcaya, Navarre, Aragà ³n, and Castile, Spain. Mendoza is the 32nd most common Hispanic surname. Surname Origin:  Spanish Alternate Surname Spellings:  MENDOSA   Famous People With the Surname MENDOZA Antonio de Mendoza - first viceroy of New Spain, 1535-1550 and third viceroy of Peru, 1551-1552Cristà ³bal Mendoza - first president of Venezuela, 1811-1812Pedro de  Mendoza - famous explorer and founder of Buenos Aires Where Do People With the MENDOZA Surname Live? Mendoza is the 279th most common surname in the world, according to surname distribution data from  Forebears, found in greatest numbers  in Mexico, where it is the 21st most common surname, and with the highest density in Nicaragua where it ranks as the 13th most common surname. The Mendoza surname is also very common in Peru (16th), Venezuela (17th) and Bolivia (19th). Within Europe, Mendoza is most frequently found in Spain, according to  WorldNames PublicProfiler, especially in the Canary Islands. The surname is also very common throughout Argentina, and in the U.S. states of Texas, New Mexico and California.   Genealogy Resources for the Surname MENDOZA 100 Common Hispanic Surnames Their MeaningsGarcia, Martinez, Rodriguez, Lopez, Hernandez... Are you one of the millions of people sporting one of these top 100 common Hispanic last names? How to Research Hispanic HeritageLearn how to get started researching  your Hispanic ancestors, including the basics of family tree research and country-specific organizations, genealogical records, and resources for Spain, Latin America, Mexico, Brazil, the Caribbean, and other Spanish speaking countries. Mendoza Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Mendoza family crest or coat of arms for the Mendoza surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.   MENDOZA Family Genealogy ForumSearch this popular genealogy forum for the Mendoza surname to find others who might be researching your ancestors, or post your own Mendoza query. FamilySearch - MENDOZA GenealogyAccess over 2.5 million free historical records and lineage-linked family trees posted for the Mendoza surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. GeneaNet - Mendoza RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Mendoza surname, with a concentration on records and families from France, Spain, and other European countries. MENDOZA Surname Family Mailing ListThis free mailing list for researchers of the Mendoza surname and its variations includes subscription details and a searchable archive of past messages. DistantCousin.com - MENDOZA Genealogy Family HistoryExplore free databases and genealogy links for the last name Mendoza. The Mendoza Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Mendoza from the website of Genealogy Today. Sources: Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Innovation in History Impact and Change How Gunpowder Revolutionized Essay

Innovation in History Impact and Change How Gunpowder Revolutionized Warfare - Essay Example Although being a low explosive, gunpowder burns rapidly without outside air. In a confined space like the barrel of a gun, the gases build up enough pressure to push the bullet or shell out of the muzzle with high velocity. The gunpowder does not explode like high explosives such as TNT and dynamite. Gunpowder has played its main part in revolutionizing warfare and military thinking. Cannons, muskets, rockets and bombs powered by the black gunpowder removed all weapons and forces that were before them. Apart from playing its role as a weapon, it brought a tremendous boon in civil engineering. It made the development of Quarrying, cathedral foundations and roadways easier. And changed the way the engineers thought about major earth moving constructions. Gunpowder has been used in various fields including mining, military, naval warfare's and as a smokeless powder in propellants which provide higher energy density and lack of smoke. It was used as an igniter to charge the propellant in large guns. In comparison with World War 1 when less sensitive explosions were used; World War 2 saw a drastic change when flash emitted from gunpowder was used to temporary blind the ship crews. Various flash suppressors were created and mixed with the powder, which was formed into grains for small guns and into pellets for the larger guns. Before the invention of gunpowder peop... In between A.D 850-1000 Chinese first invented and used the gunpowder. "The sort of universal belief has been given to China or India, the credit of being the birthplace of this destructive compound" (Anderson, 1862). Gunpowder was bought to Europe after 1200; its formula was found in a letter from Francis Bacon to Pope Clement IV in 1267 A.D. Then by 1275 chemist Albertus Magnus described its formula. Bacon with amazing accuracy predicted and described the formula. He was considered the alchemist of his time; he did series of experiments with saltpeter, charcoal and other elements from nature until he arrived at the right composition of all the 3 ingredients; charcoal, saltpeter and sulfur to give gunpowder. His formula included 75% saltpeter, 10% sulfur and 15% carbon. It was after a century when German Friar Berthold Schwartz found out that Bacons experiment could be used as a weapon. Gunpowder's impact on medieval warfare The impact of gunpowder for the medieval army changes the warfare for all times. It brought the beginning of cannon and firearms which revolutionized the way people fought battles. The commander had to reform the ideas on how the war had to be fought and the military leaders that that properly recognized the use of firearms were successful. The archaic stones of the old age could not stand against iron and brass artillery cannons; lowly peasants could gun down well trained and disciplined knights of noble blood and as a result the mighty medieval horsemen's role was changed forever. Gunpowder became a mighty asset in the battlefield and its psychological impact was that the judgment criteria for hiring soldiers had to be changed. "One thing is for certain though: the impact of gunpowder on medieval warfare was profound, and its introduction

Damage awards should be capped for product liability suits Research Paper

Damage awards should be capped for product liability suits - Research Paper Example This implies that if consumers are injured or suffer because of a product they purchase and use, they should possess a defective products claims. One of the key aspects of a product liability claim is determining the amount and the type of damages that a consumer suffers after using a product. Due to the complexity of determining the compensation, it is imperative for consumers to estimate their damages up front. For instance, if the consumer suffers minor injuries and the financial losses incurred are insignificant, then it implies that it is unnecessary to initiate a claim. In the same way, consumers who suffer fewer damages have a less chance of finding a lawyer as compared to those who incur significant damages. Customers who suffer significant damages are advised to catalog and list the damages at the beginning of their lawsuit (Kinzie and Mark 21). The responsibility for a defective product lies with a manufacturer or anyone who supplied the product. On the part of the manufacturer, he is responsible for producing the product that causes damage to the consumer. In the same way, the initial design of the product may be of poor quality, thus resulting to the defects during the production process. Additionally, poor marketing by the manufacturer, making of misleading claims and lack of providing the correct information regarding the product makes the manufacturer to be responsible for a defective product. Once the products are distributed from the manufacturer to the retailers, the retailer can also be held responsible. It is important to note that if a manufacturer is no longer operating his or her business or it becomes difficult to identify the source of a defective product held by a retailer, consumers can seek for compensation from the retailers. This implies that all the members of the distribution channel have an obligatio n of ensuring that products they handle are safe (Moore and Michael 26). Despite that consumers are the major