Innate Knowledge Locke Essay

The idea that people are brought into the world with a natural thoughts has been a much discussed theme for a long time. It is difficult to state on the off chance that it is valid or not, yet it is accepted valid by numerous individuals, including a few religions. John Locke has a few contentions against natural information; among these, the contention that expresses that on the off chance that we did in actuality have inborn thoughts, at that point everyone would concede to in any event one thought. There are no rules that everyone aggress on. Along these lines, natural thoughts can't in any way, shape or form exist. Locke utilizes the rationale of this contention for a few distinct circumstances, for example, the contention for moral inborn information. Locke begins this contention by saying â€Å"No moral standards so clear thus commonly got as the front referenced theoretical adages. On the off chance that those theoretical adages whereof we talked in the previous part, have not a really all inclusive consent from all humankind, as we there demonstrated it is significantly more obvious concerning down to earth standards, that they miss the mark regarding a widespread gathering; and I figure it will be difficult to example any one good guideline which can claim to so broad and prepared a consent as, ‘What is, is’, or to be so show a fact as this, ‘That it is outlandish for something very similar to be and not to be. ’† (pg 26 An Essay Concerning Human Understanding) Some individuals accept that each individual has a lot of ethics presented in them during childbirth, however Locke contends this by saying that only one out of every odd individual on the planet concurs on a lot of ethics so there is no conceivable way this could be valid. He says that there is certifiably not a solitary good thought that we can say that everyone on the planet consents to, which takes out any inquiry of intrinsic information. Descartes would differ with Locke regarding the matter of inborn thoughts. He felt that we possessed these sorts of thoughts and would likely answer to Locke’s contention by saying that albeit all individuals may not concede to one good thought, that doesn’t imply that they don't have any natural thought, they may have various ones. Descartes may likewise react by saying that it’s God’s will for us to have these thoughts and just he knows why everyone doesn't concur on a solitary one. This contention wouldn’t hold up well against Locke’s in light of the fact that it appears that ethical thoughts are created relying upon the religion or part of the world that an individual is brought up in. It appears to be substantially more conceivable that, with people at any rate, a newborn child is a clear record and is trained everything that it should endure. It may be simpler for Descartes to contend against creature natural information since creatures appear to have it considerably more than people do. A few creatures are not raised by a parent, basically conceived and left to fight for themselves, however since Descartes additionally feels creatures need insight, I would envision he would not start to contend to probability of them having any kind of natural information. On this specific subject, I would side more with Locke than Descartes. Locke tends to some major issues that emerge while proposing that intrinsic thoughts exist. He says that in the event that we did in reality have intrinsic thoughts, at that point everyone would concur on at any rate one thought. There are no rules that everyone aggress on. Accordingly, intrinsic thoughts can't in any way, shape or form exist. This is by all accounts an entirely clear articulation on the planet today and since the very beginning. Individuals have consistently differ on anything they could and will consistently oppose this idea. It is totally difficult to demonstrate or invalidate the presence of natural thoughts, yet Locke comes a lot nearer to discrediting them than any other individual does to demonstrating them. It appears that all together for an individual to demonstrate the presence of these thoughts, they would likewise need to demonstrate the presence of an incomparable being. The contention for intrinsic information in creatures would be considerably more reasonable than the contention for inborn information in people. At the point when a newborn child is conceived, it is totally defenseless; it doesn't have the ability to walk or comprehend they things around it and it can’t even observe in excess of 12 crawls before its face. I think that its difficult to accept that anything this defenseless could conceivable have any thoughts regarding ethics or whatever else on the planet. Creatures have a feeling of endurance that people need. From the second they are conceived, a dominant part of them figure out how to stroll in no time or hours, and some are even left by their folks to battle for themselves. This shows the chance of inborn information significantly more than a human kid and in the event that we are totally brought into the world with a concurrence on a set or good standards, for what reason do we have a law we need to uphold? On the off chance that we agreed regarding this matter, we would not need to arraign anyone for breaking any ethical code that our general public sets for us to follow.

Dentify and analyse some of the main ways in which stories are Assignment

Dentify and investigate a portion of the fundamental manners by which stories are chosen by news associations and Outline and break down the case - Assignment Example News about fiascos follows an anticipated example for example early reports and late reports. Early reports are reliant on the uncertain data about the occasion from the observers on the seriousness of the debacle. Later stories offer progressively indisputable and newsworthy subtleties on the occasion and happen following a few days (Schlesinger, 1987). Made news is increasingly visit that unpredicted news. These exudes from the conduct of an individual or an association submitting a specific demonstration in an offer to look for exposure. For example, the advertising authority may take an interest during the time spent news making to look for exposure. Endeavor news is made when the correspondents take part in acting as opposed to responding to fiasco revealing. Undertaking news is normal with analytical announcing. The normal wellsprings of news can be summed up into the news net, institutional sources, for example, news beat, pre-choice of occasions, for example, the instance of news journal and fabricated news, for example, the advertising occasions. A snippet of data ought to be newsworthy for it to be distributed. As per Lester M. (2002) and Galtung and Ruge, (1965), the newsworthiness of a story is controlled by news esteems. The first is sway whereby a story is progressively newsworthy in the event that it requests to a more prominent number of individuals. Agelessness is additionally urgent whereby later stories are increasingly newsworthy contrasted with old snippets of data. Be that as it may, immortality is additionally relative as an occasion could have happened in the past however acknowledged of late. Events dependent on noticeable quality are additionally newsworthy. For example, stories related top unmistakable people, for example, famous people or ground-breaking characters offer to the majority. Vicinity of the news story to the crowd pulls to their advantage. Vicinity can be measured either topographically or relying upon the normal desires and enthusiasm of people in general. The peculiarity of a bit of news story pulls in the consideration of general society. Well known stories among people in general are those identified with strife or contention. News money advances newsworthiness whereby a thought whose opportunity has arrived pulls in the consideration of the crowd. The thought accept its very own existence and catches the open creative mind for quite a while. The last key thought is the human interests whereby the vast majority are keen on those accounts that are have an entertaining topic. Different elements that decide the news value of a news story incorporate rivalry; business or calling rivalry of the media may influence the journalists’ underwriting on the estimation of news given to an article by an adversary. For example, Philo and Berry (2004) forecasts that the media inclusion of the contentions in Israel depended on rivalry among the media channels that acquired their news in any case with som e dependent on bogus hood. Another factor is time imperatives for example, customary news media, for example, radios have exacting cutoff times and short creation periods inferring that they are proficient in the inclusion of news that can be looked into and announced quickly. Coordinations is likewise a deciding component that decides the accessibility of worldwide correspondences and usefulness of specialized or money related assets that decides if a story will be secured or not. The last procedure in the determination procedure is door keeping for example the manner by which data is sifted for dispersal. Entryway keeping gives the

Talking About Sex When Youre Married

Talking About Sex When You're Married Relationships Spouses & Partners Marital Problems Print Talking About Sex When Youre Married By Sheri Stritof Sheri Stritof has written about marriage and relationships for 20 years. Shes the co-author of The Everything Great Marriage Book. Learn about our editorial policy Sheri Stritof Medically reviewed by Medically reviewed by Carly Snyder, MD on January 26, 2020 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD on January 26, 2020 SolStock/E/Getty Images More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse Although many experts believe that a majority of marriages today are in distress because of financial reasons, problems with sex and sexuality rank high, too. In fact, the topic of sex is the number one problem discussed in online relationship forums. It seems easier to talk to a stranger online than to your own partner. These conversations can bring up a log of anxiety in you and cause you to avoid having them altogether. Know that there are some strategies to make these talks easier and you are likely to find it worth the effort.   Being able to talk about sex with your partner is important for sexual satisfaction. Research has found that couples who have strong  sexual communication are actually more satisfied with their sex lives.?? When Is the Right Time to Talk About Sex Problems? Do not talk about sexual problems in your bedroom or at bedtime. Pick a more neutral location. Make sure the kids are not in earshot!Do not talk about sex right after having sex. Again, pick a more neutral time as well.  Do not blindside your spouse. If you want to talk about sexual problems, let your spouse know (without placing blame) that you think the two of you need to have a talk about your sexual intimacy. Set up a time to have the talk. How to Talk About Sex Problems There are some steps you can take to help make conversations about sex easier for both of you: Start Slow Have a soft start to the conversation. Begin with your goal to feel closer and connected with your spouse. Avoid blaming.  Skip criticisms and focus on things you can both do to make your sex life more fulfilling. Focus on Intimacy Remember that affection and intimacy are just as important as the frequency of sex.?? There are ways to build intimacy and feel more connected beyond intercourse, so be sure to talk about your needs for other types of affection as well. Skip the Surprises If you do not want to create more problems in your  sex life, dont purchase any  sex advice books  or sex toys  without discussing the issue with your spouse first. It is important that you are both on the same page, so you should always initiate those conversations first before springing any surprises on your partner. Talk about what you both might enjoy and fantasies you might have. If you do decide to introduce some of these into your relationship, research your options together. Express Yourself Talk with one another about your expectations, your fears, your desires, your concerns, and be honest. It is critical to talk about your innermost  feelings  about this.   Do not be afraid to talk about what you like sexually and what you dont like. Your comfort level is quite important to satisfying sex life.   Talk Often Realize that you may have to have a few conversations and not just one long conversation.  This is not a one-time conversation but should be an ongoing discussion and a normal part of your relationship. Research has found that talking to your partner about sex is linked to greater relationship satisfaction.?? Understand Your Style Explore with one another your sexual styles. All couples have these styles or moods at some point in time during their married lives: Spiritual:  This is a union of mind,  body, and soul that reflects your deep appreciation of being with one another. It can be created by noticing the small moments in your lives.Funny:  This style is when you can laugh and tease one another in bed. It is about having fun together. There  is  a light and playful undertone.  Angry:  This is making love even when youre ticked off at each other. This style can be healing. However, be sure that your problems are eventually talked about and resolved.Lusty:  This style is wicked and flirty. You may be giving each other seductive looks  or doing a quickie.  This is also about the joy of having sex just for the sake of sex.Tender:  This style is the gentle, romantic, healing sex that involves massages, light touches, and ministering to one another. You both are into the sensations of sex and focus on giving each other pleasure.  Fantasy:  The fantasy style is a collaboration between the two of you to be daring and to experiment a bit. Be car eful about sharing your personal  sexual fantasies  with one another. If you do decide to share your fantasies with your spouse, the two of you need to set guidelines and honor each others limits. It has been said that Good lovers are made, not born. If you truly want your sexual relationship to be all that it can be, you should take the time to talk with one another.   Communication  is an important part of great sex.?? This conversation is necessary for all couplesâ€"whether you are  newlyweds  or older, long-married couples.  Having a healthy sex life is a great gift and a gift to be enjoyed and nurtured. It is what makes a marriage specialâ€"more than just a platonic relationship.   Why You Shouldnt Worry About Masturbation in Your Relationship

A Fresh Perspective Of Behavioural Finance Finance Essay - Free Essay Example

Sample details Pages: 10 Words: 3013 Downloads: 9 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? In the present times, investment decision making process is a very complex phenomenon for individuals. Theoretically speaking, investment decisions are guided by various economic models which regard man as Homo economicus who is rational in his economic choices. In reality, the information required for the decision making process is limited and hence the rationality of man is also bounded. Don’t waste time! Our writers will create an original "A Fresh Perspective Of Behavioural Finance Finance Essay" essay for you Create order Thus, in some part of investment decision making process, man may even be emotional or irrational. So in order to guide individuals to make correct choices, economic models should integrate and incorporate psychological theory as well. This is the basic premise of a new paradigm in the field of investment decision making called Behavioural Finance. This subject focuses on how investors interpret and act on information to take investment decision. It uses knowledge from both psychological field and financial theory. Behavioural finance asserts that behavioural biases and heuristics play an important part in influencing the investment decision making processes. A bias is a departure from normative, optimal or rational behaviour.In the investment decision making process, biases can either arise when the decision maker forms beliefs about probabilities of events and values of outcomes or when he sets preferences among the available options. Heuristics are rules of thumbs that help indivi duals to take the most optimum decisions in situations which are cognitively complex. In either case, heuristics and biases if consistently practiced lead to various abnormalities and anomalies. This is a conceptual paper which aims to study various psychological biases which arise from a variety of cognitive mechanisms. An attempt is made to extract from literature of various authors different frameworks in which most known heuristics and biases can be organized. An endeavour to understand their impact will be of great help to investors to acquire the best outcomes by suggesting remedial action. Introduction In the present world, investment decision makingis a complex process. It is dynamic activity which is influenced by many variables and subject to many constraints. These limitations arise due to various environmental and cognitive reasons. Investments are made for earning a return.Investors make investment decisions for maximising their returns but sometimes they are not aware which variables are effecting their decisions due to which they may not be able to maximise their returns. Many times investors want to know which these variables are and what are the implications on their decision making process especially when they are they spending time and money to learn about investment by reading books, attending lectures, listening to all the expert advice on the television and internet chat sites. If investors reflect back, they will realise that some of the common mistakes which they make are buying stocks which are highly priced, booking profits too soon and not liquidating share son which there could be losses if they hold them, and most commonly buying when others are buying and selling because others are selling. These are examples of investor behaviour.The term behaviour literally means the aggregate of all the responses made by an organism in any situation and a specific response of a certain organism to a specific stimulus or a group of stimuli (American Heritage Dictionary, 2003). There is a dire need to understand the behaviour of investors in order to assist them to develop their own trading strategy and investment philosophy. A solution and understanding of many of these issues are the main pedagogical goals of Behavioural finance. Behavioural finance closely combines individual behaviour and market phenomena and uses knowledge taken from both the psychological field and financial theory. In his inaugural address at Interdisciplinary Seminar on Psychonomics on February 6, 2012, Harun R. Khan, Deputy Governor, Reserve Bank of India emphasises on the resurgence of psychology in economics for linking cognitive models of decision making with economic models of rational behaviour to understand and avoid recent market distortions driven by human traits.Behavioural Finance is a new paradigm of finance theory, which seeks to understand and predict systematic financial market implications of psychological decision-making. Background: During the classical period, economics had a recognized association with psychology. Adam Smith had described psychological principles of individual behaviour in his work, The theory of Moral Sentiments. Jeremy Bentham wrote on psychological aspects of utility while propounding his utilitarism ideas. However, overtime economists in the race of shaping the discipline as a natural science started to distance themselves from psychology. In economics, man or Homo economicus appears perfectly rational and has a complete knowledge and his economic choices are guided by rationality. This means that his choices are consistent, self-contained and he is perfectly rational without being affected by his emotions or his environment. Thus economic theory of Investment decision treats investment decision of an individual as a macroeconomic aggregate and the microeconomic foundations of it are drawn from intertemporal utility theory. This means that individuals maximise their utility based on clas sic wealth criteria making a choice between consumption and investment through time. However, as per studies conducted by Herbert Simon, rationality of individuals is limited by the information they have, the cognitive limitations of their minds and the finite amount of time they have to make decisions. He has coined the term bounded rationality in his book. He argues that most people are only partly rational while are emotional/irrational in the remaining part of their actions. He says that perfect or global rationality is practically and not logically impossible. He claims that classical theories of Rational Choice fail to include some of the central problem of conflict and dynamics which economics are more and more concerned with. Accordingly, concept of rationality has some limits such as risk and uncertainty, incomplete information about alternatives and complexity. (Models of Man, 1972).There was a resurgence of psychology in economics in the 1960s when Ward Edwards, Amos Tver sky and Daniel Kahnemann began to compare cognitive models decision making under risk and uncertainty to economic models of rational behaviour. Decision making is a process involving making an optimal choice between various alternatives. Since individuals lack the ability and resources to arrive at the optimal solution, they instead apply their rationality only after having greatly simplified the choices available. As a result, Simon claims that individuals have only bounded rationality and are forced to make decisions not by maximization but by satisficing. Satisficing is the hypothesis which allows to the conception of diverse decision procedures and which permits rationality to operate in an open not pre-determined space (Barros, 2010). This is where psychological theory comes into play.In the real world, individuals make decisions using heuristics or rules of thumb that satisfice rather than maximize utility over the long run. Thus individuals employ the use of heuristics to make decisions rather than a strict rule of optimization. These heuristics are useful as they make cognitively difficult tasks easier. However they can lead to systematic biases. When a behavioural bias is consistently practiced, it gives a foundation for prediction of behaviour. The study of this field will be particularly useful where it can influence returns from investment. There is little doubt that an understanding of how such biases and heuristics influence investment decision or impact investment returns will generate insights that greatly benefit the investors. Such behavioural biases and heuristics form the subject matter of Behavioural Finance. Behavioural Finance focuses on how investors interpret and act on information to make investment decisions. It also places an emphasis on investors behaviour leading to various market anomalies. Behavioural Finance closely combines individual behaviour and market phenomena and uses knowledge taken from both the psychological fie ld and financial theory. (Fromlet, 2001).Behavioural Finance seeks to understand and predict systematic financial market implications of psychological decision processes. In addition it focuses on the application of psychological and economic principles for improvement of financial decision making. (Olsen, 1998) Cornerstones of Behavioural Finance Behavioural Finance takes into account the effect of human psychology in investment decision making. It overcomes the shortcomings of traditional finance and finds better explanations of investor behaviour by disregarding the assumptions that investors are rational and markets are efficient. The first foundation stone of Behavioural finance is Mental Accounting. It is a process which helps the investors in using cognitive skills to organise, evaluate and keep track of their financial activities. Mental accounting has three components. First, the outcomes are perceived and experienced and then decisions are taken and evaluated. Second, investing activities are grouped into categories, including the sources and use of funds. Third, the activities are balanced either daily, monthly or yearly, depending on the preferences of a person. (Thaler,1999) Mental Accounting violates economics assumptions because money placed in one mental account is not a perfect substitute of money placed in another account. The second foundation stone of Behavioural finance is Loss Aversion. Since investors engage in mental accounting, investors group the financial transactions either one at a time or in portfolios and myopically evaluate the transactions i.e make short term rather than long term decisions and evaluate gains and losses frequently. According to Kahneman, Tversky and Schwarz and Thaler (1997), individual investors are more sensitive to decrease in their wealth rather than increases and value losses more heavily than gains. The third foundation stone of Behavioural finance is Framing. According to Kahneman and Tversky (1981), when investors face a decision problem, they try to associate each alternative choice with a decision frame. This frame depends on the personal characteristics of the investor and how the problem is formulated. They have found that choices that involve gains are risk averse and choices that involve losses are risk taking. The fourth found ation stone of Behavioural finance is Prospect Theory. This is the seminal work of Kahnemann and Tversky developed in 1979. Prospect Theory is an alternative theory to analyse decision making in situations that involve risk. In Prospect Theory, an outcome is called a prospect and involves a decision with some risk. Instead of wealth, focus is on gains and losses; decision weights replace probabilities and loss aversion is used in place of risk aversion. Decision making process is made up of two stages, the editing phase and the evaluation phase. In the first phase, possible outcomes are arranged on the basis of some heuristic. When investors look at outcomes, they make a mental note of an approximate and possible average outcome. This average is used as a reference point for ordering the lower outcomes as losses and higher ones as gains. Hence, according to Prospect theory, value is a function of the reference point and the distance of the value from the reference point. Many experi ments have been carried out to validate the theory in order to show that investors focus on gains and losses rather than final wealth. Thus from various studies it is clear that investors rely on heuristics which reduce the complex tasks of assessing probabilities and predicting values to simpler judgemental operations. Individual Investors who use heuristics are prone to biases which may lead to anomalies in the market. An empirical result qualifies as an anomaly if it is difficult to rationalize, or if implausible results are necessary to explain it within the paradigm. (Thaler, 1987). The understanding of heuristics and biases with the help of research in Behavioural finance will help to develop an awareness of what, why and how of investing and finance. Investors and advisors may be able to improve economic outcomes and attain stated financial objectives. This could save clients from financial misadventures. Categories and Causes of Biases Knowledge of biases and modification of or adaptation to irrational behaviour will lead to superior results. This paper also aims to develop an awareness of biases, their implications and ways of moderating their impact and adapting to them. This may even serve as a fundamental tenet of a successful investment strategy. Although it is very difficult task to present heuristics and biases because they arise from a variety of cognitive mechanisms, an attempt is made here to extract from the literature of various authors different frameworks in which most known heuristics and biases can be organized. After review of literature available on heuristics and behavioural biases, it is found that the common mistakes caused by cognitive limitations can be classified into two categories; how investors think and how investors feel. These two categories are used to classify various biases to which individual investors are susceptible to in the investment decision making process. Under the first category of how investors think, the most commonly existing bias is Representativeness. Investors tend to judge the probability of an event by finding a comparable known event and assuming that the probabilities are similar. As a part of drawing meaning from what we experience, we need to classify things. If something does not fit exactly into a known category, we will approximate with the nearest class available. For e.g., Ifstocks of Tata Steel perform extraordinarily, investors will rush to buy stocks of Essar Steel. This representative thinking makes them believe that Essar steel will perform similarly. (Parikh, 2009)Also because of Representativeness bias, investors may make mistakes while examining past stock returns. For example, stocks with strong performance during the past three to five years are considered as winners. As a result, considering past return to be representative of what to expect in future, investors chase the winners and buy such stocks. They tend to b e overly optimistic about past winners and overly pessimistic about losers. Secondly, investors tend to place more faith in familiar stocks leading to familiarity bias. For example, Investors buy stocks of companies which have local of regional business presence ( Huberman, 2011). Investors disproportionately include in their portfolio, stocks belonging to their country despite knowing the benefits of international diversification. This is known as home bias (French and Poterba, 1991) Third very commonly existing bias is over confidence. Belsky and Gilovich (1999) note that overconfidence is pervasive. It is like an ego trap under the influence of which the investor thinks while picking up winning stocks that their knowledge is more accurate than it really is. This bias may exist because of illusion of knowledge or illusion of control of uncontrollable events. According to Barber and Odean (2002), online investors routinely experience these attributes. Overconfidence causes in vestors to trade too much and take too much risk. Fourthly, investors experience anchoring bias. They become fixated with reference points. According to Benartzi and Thaler (1995), investors start comparing the stock price with the reference point. This reference point may be the purchase price. The brains choice of reference point is important because it will determine whether the investor will feel the pleasure of obtaining a profit or the pain of making a loss. As justified by Prospect Theory of Kahnemann and Tversky, investor will assign separate value premiums to the profits and losses. This bias also causes investors to periodically update the reference point to reflect unrealized profit. The next list of biases can be placed in the category of how investors feel. It is commonly said that stock markets are motivated by greed and fear. Other emotions which can hamper good investment decisions are hope, pride and regret. Firstly, due to emotions like pride and regret, i nvestors are predisposed to selling winners too early and holding losers too long. Shefrin and Statman (1985) have shown in their studies that investors tend to avoid regret and seek pride leading to disposition bias which may lead to poor results. Shefrin (2000) further attributes this bias to stem from conservatism. The second psychological bias which can be placed in this category is attachment bias which is the reason behind why investors become emotionally attached to a security. As a result, the investors fail to recognize bad news about the company and consequently hold the stock too long. Another bias which many investors fall prey to is Gamblers fallacy. After large gains and losses, emotions are particularly strong according to Thaler and Johnson (1990). Large gains cause the investors to become greedy and they feel that they are betting with someone elses money. This causes them to accept too much risk. On the other hand, large losses cause investors to either becom e loss averse completely to the investment activity as defined by Kahneman and Tversky (1979) as loss aversion or they may cause the investors to take more risk in an attempt to recoup their loss. This event is defined by Shefrin (2000) as get eventitis. In either case these biases clouds judgement and investment decision making process. Another bias which causes faulty decisions in invest decision process is herd behaviour. Investors show a tendency to mimic the actions of a larger group though individually, they would have not made the same choice. The cause behind this may be the social pressure of conformity and another may be a common rationale that a large group is unlikely to be wrong. Although it is very difficult task to present heuristics and biases because they arise from a variety of cognitive mechanisms, an attempt is made here to present those psychological biases which arise out of individual investors cognitive and emotional limitations. If the individual inves tors overcome these biases and take appropriate steps to check themselves at the right time, such mistakes will have less influence on investment decisions and potentially lead to improved investment results. Conclusion: Behavioural finance presents a paradigm shift in explaining investment decision making process of individual investors by throwing light on various psychological biases.No easy solutions exist for overcoming the affects of these biases according to Belsky and Gilovich (1999). Merely learning about them will also not eliminate them but at least it will be the first step towards appreciating the importance of this field of study and the limitation of traditional finance in explaining complex phenomena in the financial markets. Baker and Nofsinger (2002) suggest that investors should understand and recognize biases and develop quantitative investment criteria to achieve their investment goals. This paper is an attempt to understand individual investment decision making from a behavioural perspective. The awareness and knowledge of this field of study is at a very nascent stage in India. An emotionally restrained approach to investing based on behavioural finance will go a long way in helping them attain their desired objectives.

Video Games And Its Effects - 2558 Words

Introduction In early 1970s, the mass production of computer and video games became a common theme in most developed countries. However, their popularity was accompanied by as much contention. Fuelled by the ever increasing popularity of the industry and the economic significance of the information technology industry, negative findings such as gaming addiction, epilepsy, and violent crime, has been the subject of debate. On the other hand, many scholars, video game developers and other scholars have cited numerous studies to support possible benefits of video games. Video games have been hypothesized to promote ICT skills, to be critical motivational factors for sports training and formal education. In today’s IT age, video games and sophisticated computer simulations are being used in training to simulate real life situations such as in driving, combat and flight. In addition, it has been incorporated in formal education, and educators are using IT to promote learning. It is clear that it and video games forms an integral part of everyday activity of millions of kids in the United States and other countries. Understanding their impact on gamers, especially young gamers are critical in ensuring children are not victims of advancing technology. Although frequent video gaming is associated to some extent with improved learning and cognitive processes, the overall effects tend to be negative. First, video gaming impacts the academic performance of a learner negativelyShow MoreRelatedThe Effects Of Video Games On The Video Game Industry Essay1238 Words   |  5 Pagesthe network effects in the video game industry? The network effects in the video game industry are derived from the console system that is sold to consumers. If a company is able to increase penetration in this arena, though at-cost/ below-cost pricing or pull created through the development of desirable content, it can potentially lock in the added value of the video games sold for the system. Which is to say, the console locks-in the network effects in the industry and the games serve to reapRead MoreVideo Games and Violent Video Games Effect1225 Words   |  5 Pages A video game is â€Å"an electronic game in which players control images on a television or computer screen† (Merriam-Webster). Video games have been entertaining and challenging gamers since the Game Boy to modern console games. Despite the simplicity of the definition of video games, a video game, especially ones containing violence can have a large effect on the gamer. Because of the realism and advancements in the video game industry, video games can influence the player, and can make the gamerRead MoreVideo Games And Its Effects872 Words   |  4 PagesVideo Games 2 Everyone has their outlet, whether it’s reading, working out, or just hanging out with a friend for a bit; life is crazy and having a way to let out stress is a healthy way of living. Although this is true, one outlet of stress that is becoming larger and larger throughout the years is video games. It was an obvious theme throughout Ready Player One that the world they were living in was so corrupt, that an alternate world was a better option to live in than reality. The world weRead MoreThe Effect Of Video Games992 Words   |  4 PagesThe Effect of Video Games â€Å"In 1972, the Surgeon General issued the following warning on violent TV programs: â€Å"It is clear to me that the causal relationship between televised violence and antisocial behavior is sufficient to warrant appropriate and immediate remedial action. †¦ There comes a time when the data are sufficient to justify action. That time has come.†Ã¢â‚¬  (Steinfeld, 1972). In the decades since hundreds of studies have been done on the effects of violent media exposure and violence. Read MoreVideo Games And Its Effects947 Words   |  4 Pagesplaying video games! I started noticing that he was acting different. And many times he wanted to be playing these video games while we were eating or visiting relatives. This situation was very uncomfortable for me. After a few months he was spending more time playing the same games over and over. Eventually, it was normal for him to get back from school and go directly to his room to play video games. My son was putting aside the illusion of having a new bike and have gone to the video games. Read MoreVideo Games And Its Effects1489 Words   |  6 PagesVideo games have drastically altered since the 1980s, they are now more visual, alongside technological advancements, they have become more immersive, so immersive that video games have become an obsession—in fact a deadly obsession. On a Wednesday night in early February 2012, Chen Rong- Yu †a binge gamer,† was found dead â€Å"in the chair from which he’d been engaged in a marathon gaming session.† What makes this case extreme is that he was slumped in his chair with both arms stiffened in a postureRead MoreVideo Games And Its Effects1074 Words   |  5 PagesVideo games have some adverse effects, but they are also valuable learning tools. Research about the role of video games as instruments of higher education is inadequate. The data is also limited by the lack of long-term studies and inconsistent findings. Anyone that has not participated in the activity of playing video games may look down on those that do, because it is not seen generally as a productive use of one’s own time. If playing video games were to be compared to other activities that areRead MoreVideo Game : The Positive Effects Of Video Games716 Words   |  3 Pageschildhood, I have always enjoyed video games, though I am not proud of this statement. During elementary school I would finish my homework straight when I get home, then continue to play video games. It’s not that I was addicted to gaming, but I really felt that there was nothing else I would want to do. One might argue that I could have gone outside or made art, but I had nobody to go outside with, or make art with, so the easy activity to do was to sit and play video games. I was still active in soccerRead MoreVideo Games And Its Effects1790 Words   |  8 PagesVideo games are a basis of entertainment for numerous people worldwide, and its users have been growing continuously over the years. It is a source of digit al entertainment which does not generate violent crimes and behaviour. Today, in the United States 91% of adolescents between the years of 2 and 17 are video game users(NPD Group,2011). A national illustrative study of U.S. adolescents established that about 99% of boys and 94% of girls are video game users (Lenhart et al., 2008). Vast majorityRead MoreVideo Games And Its Effects2390 Words   |  10 Pages Are video games actually as evil as many make them out to be? Some recent studies show that this may not be the case. Video games are a somewhat recently developed technology that was created sometime around the 1950s and over time, games have become more and more sophisticated, leading to new genres and purposes. In recent years, there have been major advances in not only how video games are played, but also how popular they have come in our culture, becoming a part of almost every young adult

Night World Spellbinder Chapter 1 Free Essays

Expelled. It was one of the scariest words a high school senior could think of, and it kept ringing in Thea Harman’s mind as her grandmother’s car approached the school building. â€Å"This,† Grandma Harman said from the front passenger seat, â€Å"is your last chance. We will write a custom essay sample on Night World : Spellbinder Chapter 1 or any similar topic only for you Order Now You do realize that, don’t you?† As the driver pulled the car to the curb, she went on. â€Å"I don’t know why you got thrown out of the last school, and I don’t want to know. But if there’s one whiff of trouble at this school, I’m going to give up and send both of you to your Aunt Ursula’s. And you don’t want that, now, do you?† Thea shook her head vigorously. Aunt Ursula’s house was nicknamed the Convent, a gray fortress on a deserted mountaintop. Stone walls everywhere, an atmosphere of gloom-and Aunt Ursula watching every move with thin lips. Thea would rather die than go there. In the backseat next to her, Thea’s cousin Blaise was shaking her head, too-but Thea knew better than to hope she was listening. Thea herself could hardly concentrate. She felt dizzy and very untogether, as if half of her were still back in New Hampshire, in the last principal’s office. She kept seeing the look on his face that meant she and Blaise were about to be expelled-again. But this time had been the worst. She’d never forget the way the police car outside kept flashing red and blue through the windows, or the way the smoke kept rising from the charred remains of the music wing, or the way Randy Marik cried as the police led him off to jail. Or the way Blaise kept smiling. Triumphantly, as if it had all been a game. Thea glanced sideways at her cousin. Blaise looked beautiful and deadly, which wasn’t her fault. She always looked that way; it was part of having smoldering gray eyes and hair like stopped smoke. She was as different from Thea’s soft blondness as night from day and it was her beauty which kept getting them in trouble, but Thea couldn’t help loving her. After all, they’d been raised as sisters. And the sister bond was the strongest bond there was†¦ to a witch. But we can’t get expelled again. We can’t. And I know you’re thinking right now that you can do it all over again and good old Thea will stick with you-but this time you ‘re wrong. This time I’ve got to stop you. â€Å"That’s all,† Gran said abruptly, finishing with her instructions. â€Å"Keep your noses clean until the end of October or you’ll be sorry. Now, get out.† She whacked the headrest of the driver’s seat with her stick. â€Å"Home, Tobias.† The driver, a college-age boy with curly hair who had the dazed and beaten expression all Grandma’s apprentices got after a few days, muttered, â€Å"Yes, High Lady,† and reached for the gearshift. Thea grabbed for the door handle and slid out of the car fast. Blaise was right behind her. The ancient Lincoln Continental sped off. Thea was left standing with Blaise under the warm Nevada sun, in front of the two-story adobe building complex. Lake Mead High School. Thea blinked once or twice, trying to kick-start her brain. Then she turned to her cousin. â€Å"Tell me,† she said grimly, â€Å"that you’re not going to do the same thing here.† Blaise laughed. â€Å"I never do the same thing twice.† â€Å"You know what I mean.† Blaise pursed her lips and reached down to adjust the top of her boot. â€Å"I think Gran overdid it a little with the lecture, don’t you? I think there’s something she’s not telling us about. I mean, what was that bit about the end of the month?† She straightened, tossed back her mane of dark hair and smiled sweetly. â€Å"And shouldn’t we be going to the office to get our schedules?† â€Å"Are you going to answer my question?† â€Å"Did you ask a question?† Thea shut her eyes. â€Å"Blaise, we are running out of relatives. If it happens again-well, do you want to go to the Convent?† For the first time, Blaise’s expression darkened. Then she shrugged, sending liquid ripples down her loose ruby-colored shirt. â€Å"Better hurry. We don’t want to be tardy.† â€Å"You go ahead,† Thea said tiredly. She watched as her cousin walked away, hips swaying in the trademark Blaise lilt. Thea took another breath, examining the buildings with their arched doorways and pink plaster walls. She knew the drill. Another year of living with them, of walking quietly through halls knowing that she was different from everybody around her, even while she was carefully, expertly pretending to be the same. It wasn’t hard. Humans weren’t very smart. But it took a certain amount of concentration. She had just started toward the office herself when she heard raised voices. A little knot of students had gathered at the edge of the parking lot. â€Å"Stay away from it.† â€Å"Kill it!† Thea joined the periphery of the group, being inconspicuous. But then she saw what was on the ground beyond the curb and she took three startled steps until she was looking right down at it. Oh†¦ how beautiful. Long, strong body†¦ broad head†¦ and a string of rapidly vibrating horny rings on the tail. They were making a noise like steam escaping, or melon seeds being shaken. The snake was olive green, with wide diamonds down its back. The scales on the face looked shiny, almost wet. And its black tongue flickered so fast†¦. A rock whizzed past her and hit the ground beside the snake. Dust puffed. Thea glanced up. A kid in cutoffs was backing away, looking scared and triumphant. â€Å"Don’t do that,† somebody said. â€Å"Get a stick,† somebody else said. â€Å"Keep away from it.† â€Å"Kill it.† Another rock flew. The faces around Thea weren’t vicious. Some were curious, some were alarmed, some were filled with a sort of fascinated disgust. But it was all going to end up the same for the snake. A boy with red hair came running up with a forked branch. People were reaching for rocks. I can’t let them, Thea thought. Rattlers were actually pretty fragile-their backbones were vulnerable. These kids might kill the snake without even meaning to. Not to mention that a couple of the kids might get bitten in the process. But she didn’t have anything†¦ no jasper against venom, no St. John root to soothe the mind. It didn’t matter. She had to do something. The redheaded boy was circling with the stick like a fighter looking for an opening. The kids around him were alternately warning him and cheering him on. The snake was swelling its body, tongue-tips flickering up and down faster than Thea’s eye could follow. It was mad. Dropping her backpack, she slipped in front of the red-haired boy. She could see his shock and she heard several people yell, but she tried to block it all out. She needed to focus. I hope I can do this†¦. She knelt a foot away from the rattler. The snake fell into a striking coil. Front body raised in an S-shaped spiral, head and neck held like a poised javelin. Nothing looked so ready to lunge as a snake in this position. Easy†¦ easy, Thea thought, staring into the narrow catlike pupils of the yellow eyes. She slowly lifted her hands, palms facing the snake. Worried noises from the crowd behind her. The snake was inhaling and exhaling with a violent hiss. Thea breathed carefully, trying to radiate peace. Now, who could help her? Of course, her own personal protector, the goddess closest to her heart. Eileithyia of ancient Crete, the mother of the animals. Eileithyia, Mistress of the Beasts, please tell this critter to calm down. Help me see into its little snaky heart so I’ll know what to do. And then it happened, the wonderful transformation that even Thea didn’t understand. Part of her became the snake. There was a strange blurring of Thea’s boundaries-she was herself, but she was also coiled on the warm ground, angry and excitable and desperate to get back to the safety of a creosote bush. She’d had eleven babies some time ago and had never quite recovered from the experience. Now she was surrounded by large, hot, fast-moving creatures. Big-living-things†¦ way too close. Not responding to my threat noises. Better bite them. The snake had only two rules for dealing with animals that weren’t food. 1) Shake your tail until they go away without stepping on you. 2) If they don’t go away, strike. Thea the person kept her hands steady and tried to pound a new thought into the small reptile brain. Smell me. Taste me. I don’t smell like a human. I’m a daughter of Hellewise. The snake’s tongue brushed her palm. Its tips were so thin and delicate that Thea could hardly feel them flicker against her skin. But she could feel the snake drop down from maximum alert. It was relaxing, ready to retreat. In another minute it would listen when she told it to slither away. Behind her, she heard a new disturbance in the crowd. ‘There’s Eric!† â€Å"Hey, Eric-rattlesnake!† Block it out, Thea thought. A new voice, distant but coming closer. â€Å"Leave it alone, guys. It’s probably just a bull snake.† There was a swell of excited denial. Thea could feel her connection slipping. Stay focused†¦. But nobody could have stayed focused during what happened next. She heard a quick footstep. A shadow fell from the east. Then she heard a gasp. â€Å"Mojave rattler!† And then something hit her, sending her flying sideways. It happened so fast that she didn’t have time to twist. She landed painfully on her arm. She lost control of the snake. All she could see as she looked east was a scaly olive-green head driving forward so fast it was a blur. Its jaws were wide open-amazingly wide-and its fangs sank into the blue-jeaned leg of the boy who had knocked Thea out of the way. How to cite Night World : Spellbinder Chapter 1, Essay examples

Chemistry Experiment free essay sample

In chemical kinetics, it is stated that a forward reaction’s rate is dependent on the given concentration of the reactants. In other words, the relationship of the rate of a reaction is directly proportional to the concentration. While the reaction is taking place, the concentration of the reactants are decreased, as these reactants are formed into products. During the decrease of the reactants’ concentration, the rate of the forward reaction also decreases. As more and more products are being formed, they start to reform to their constituent reactants again. This causes the reverse reaction rate to increase this time. This process continues to happen until the rate of the forward reaction and the backward reaction becomes equal. When this happens, chemical equilibrium is achieved by the reaction system. Whenever equilibrium is achieved, at any given time, both reactants and products will be present at any given point in time since their concentrations remain constant. We will write a custom essay sample on Chemistry Experiment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Given a reaction, aA + bB ? cC + dD kf[A]a[B]b = kr[C]c[D]d kfkr = Keq = [C]c[D]d (1) [A]a[B]b A factor in determining whether to which direction a reaction will go to that has not yet reached equilibrium, is the reaction quotient Q. Q is just the same as the Keq expression, but the main difference is that the concentrations of the reactants and the products used in the equation are still not yet at equilibrium. Whenever Qlt;Keq, the reaction will favor the forward reaction, but when Qgt;Keq, the reaction will favor the reverse reaction. Go or Gibb’s Free Energy that indicates a spontaneity of a reaction, and Keq are related through the general thermodynamic equation where both gaseous and solution forms appear in the chemical equation: Go = -RTlnK (2) Whenever K is greater than 1, the forward reaction is spontaneous, meaning, the amount of products is greater than the amount of reactants at equilibrium. For this, Golt;0. On the other hand, whenever Keq is less than 1, the reverse reaction is spontaneous, and the amount of reactants is great than the products at equilibrium. For this, Gogt;0. While the relationship of Go and Keq tells us about the spontaneity of a system and to which direction it will go to, Le Chatelier’s Principle tells us what would happen to a system at equilibrium whenever a stress is applied onto it. The kinds of stresses that could be applied are: change in temperature, change in volume or pressure (applicable in gases only), and change in concentration of either the reactants or products. As said above, one of the stresses that could be applied to a system is changing the concentration of the reactants or the products. From the equilibrium expression, whenever concentration of the product is increased, it will favor the reverse reaction. The converse holds when the concentrations of the reactants are increased.

A busy person Essays

A busy person Essays A busy person Essay A busy person Essay Priestley places his hope in the characters of Sheila and Eric, the next and younger generation, in his play. Sheila accepted her share of responsibility for contributing to the death of Eva Smith. At Milwards, a posh clothes store, Sheila had met Eva when she was trying a dress and it didnt suit her. Eva laughed at her and Sheila didnt like her laughing. And said to the manager of Milwards, if you will not get rid of that girl, Id never go near the place again and Id persuade mother to close our account with Milwards. When she was shown the photo of Eva Smith and told by Goole of the consequences of her actions she reacted by little, cry, a half shifted sob and ran out. She felt ashamed, emotional and responsible for Evas death. We sympathize with Sheila because she learned something, in Act three, page 71 that:- It was anything but a joke. You knew it then. You begun to learn something. And now you are stopped. By the end of the play she has clearly learned her lesson, and shown that unlike her parents, she cared for others and represented a socialist outlook on life. The character of Eric changes as the play progresses. In act one we initially find him to be shy, unconfident and squiffy. He then appears to grow in confidence especially when he stood instead of his father on a number of occasions. Gooles questioning provokes and encourages Eric to confront Mr. Birling. For example in Act one, page 15 Eric accuses his father of throwing out Eva Smith of the job. He could kept her instead of throwing her out, I call it tough luck. He also complains about Evas death because of his father. The part of the play highlights the fact that despite all of the money and wealth with in the Birling family household, they are not happy together and cannot understand or respect each others point of view. This is mainly because Erics view is that of a socialist and Mr. Birlings is that of a staunch capitalist. Eric, like Sheila, accepts their share of the blame A for their behavior that contributed to the death of Eva Smith. Gerald is an interesting character in the play. In the early stages of the play we learn that he is a busy person. He was very suspicious Eric was up to. Evidence to support this opinion is found in Act one, page 9, when Gerald Croft says:- Sounds a bit fishy to me. He is in a difficult position at this engagement party and is under pressure to marry Sheila of Mr. Birling because if he do something wrong it might affect to his marriage with Sheila. It might be fair to say that Gerald had socialist tendencies because when he met Eva Smith in the stalls bar at the palace. She was half drunk and goggle eyed and had wedged herself into a corner. He helped her by giving her money and place to live. But he didnt tell the truth to Sheila and he betrayed her trust. Gerald was very nai ve because after the discovery that Goole was hoax he still believed that he and Sheila would not break their engagement. Gerald thought it easy, just like Mr and Mrs Birling, to pretend that nothing had happened and that he could simply marry Sheila after all. He had not learnt his lesson, he was thinking that nothing had happened and he could still marry Sheila. It is clear that an inspector calls is an effective piece of social criticism because it makes us question how we should try to lead our own lives. Through the character role of Goole, Priestley encourages us to behave properly and respect and care for others unlike Arthur and Sybil Birling. In the bigger picture he is really saying that society can only live together in peace and harmony if people cooperate together and work and support each other. I feel that the play was a very enjoyable theatrical experience. A play is memorable if it keeps you thinking, exciting and to learn a new message. The play had a number of cliff hangings, exciting moments, for example, in Act one, page 10 when the door bell rings and Eric says:- Somebody at the front door. Then Edna says to Mr. Birling. Please, sir, an inspectors called. Also in act three, page 53. I was riveted by Eric when he told that he was going to be a father! And the next time or the time after that she told me she thought she was going to have a baby. She wasnt quite sure. And then she was. Every Act ended with suspense. This made the audience to continue seeing the play. An Inspector Calls also had many examples of dramatic irony. This is when the full meaning of a situation or a speech is understood by the audience but not by the characters on stage. There was also considerable dramatic irony the fact that each of the Birlings and Gerald all seemingly had a part to play in Evas death without even being aware of it, until Gooles arrival. Perhaps most dramatic of all was the ending of the play when the telephone rings and after answering the telephone Mr. Birling says:- That was the police. A girl has just died on her was to the infirmary after swallowing some disinfectant. And a police Inspector is on his way here to ask some questions. This leaves the audience feeling what will happen afterwards. In conclusion, reading and understanding the play made me reflect and think carefully about my own life. The play, the characters and Priestleys message has made me think that all of our lives are connected with one another. If we do something with others it will affect us as well because in reaction they can harm us as well. On the other hand if we do good to others their will be happiness all over the world.

Common Punctuation Pitfalls

Common Punctuation Pitfalls This article should help to clarify when and how to use various marks of punctuation. Each section contains explanations and examples of common punctuation mistakes.Comma splices (commas between independent or main clauses)When the comma is used to separate independent clauses, there must be a conjunction connecting them. If the conjunction is not there, we have a comma splice. You can fix this mistake by using a period instead of the comma or by adding a coordinating conjunction such as but, and, or, yet, and so on.Right: The purse costs $75.00. I am going to buy it.Right: The purse costs $75.00, and I am going to buy it.Wrong: The purse costs $75.00, I am going to buy it.Missing commas after set-off/introductory words or phrasesWhen you want to give an introduction or provide a background to a certain sentence, use a comma to signal a pause between the introductory element of a sentence and the main part of the sentence. Notice that an introductory element can be a sentence (like i n the example below) or a single word (e.g., however, moreover, and so on).Right: Before going to the work, Michael stopped at the coffee shop.Wrong: Before going to the work Michael stopped at the coffee shop.Missing nonrestrictive commas (commas setting off nonessential elements)Use a comma to signal the presence of a nonrestrictive element, that is, a word, phrase, or clause that gives additional information about the preceding part of the sentence, but which can be deleted without changing the basic meaning of the sentence. If the element is in the middle of the sentence, use a comma before and after the element.Steve, who was the CEO of the company, was the first to speak.Puerto Rico was a Spanish colony until 1898, when it was ceded to the U.S.Unnecessary commas between subjects and verbs (often after restrictive elements)Do not use a comma with a restrictive element, that is, a word, phrase, or clause that restricts the meaning of the word or phrase it modifies. A restrictive element cannot be deleted without changing the sentences basic meaning.Right: Ill return the necklace that I borrowed after I wear it tonight.Wrong: Ill return the necklace, that I borrowed, after I wear it tonight.Right: The people who set the house on fire were never caught.Wrong: The people, who set the house on fire, were never caught.Unnecessary commas between compound elements that are not independent clausesCommas in the wrong places can break a sentence into illogical segments or confuse readers with unnecessary and unexpected pauses. Do not put a comma after the main clause when a dependent (subordinate) clause follows it. Reminder: A dependent clause is a group of words that contains a subject and verb but does not express a complete thought.Wrong: Bob was late for work, because his alarm clock was broken.Wrong: The cat scratched at the door, while I was sleeping.Mistaking its or its for itsThe word its, spelled without an apostrophe, is the possessive form of it, meaning of it or belonging to it. The word its, spelled with an apostrophe, is a contraction of it is or it has. Even though an apostrophe usually indicates the possessive form, the possessive in this case is the one without the apostrophe.The car is lying on its side in the ditch. Its a white 1986 Buick.Missing apostrophes in possessivesApostrophes are often omitted in possessives referring to time, as in a good days work and two weeks vacation. To see if you need to make a possessive, turn the phrase around and make it an of the†¦ phrase.three days journey = journey of three daysHowever, if the noun after of is a building, an object, or a piece of furniture, then no apostrophe is needed!room of the hotel = hotel roomdoor of the car = car doorMissing hyphens in unit modifiersUse a hyphen to join two or more words serving as a single adjective/unit before a noun:a one-way streetchocolate-covered peanutswell-known authorHowever, when compound modifiers come after a noun, they are not h yphenated:The peanuts were chocolate covered.The author was well known.Semicolons for colonsUse a colon at the end of a business letter greeting.Wrong: Dear John;Use a colon after an independent clause when it is followed by a list, a quotation, appositive, or other idea directly related to the independent clause.Wrong: We have three concerns;Capitalization errors when quoting materialCapitalize the first letter of a direct quote when the quoted material is a complete sentence.Jessica said, I cant believe that Chicken of the Sea is really tuna.However, do not use a capital letter when the quoted material is a fragment or only a piece of the original materials complete sentence.Although Jessica really wanted to buy the new shirt, she stated that her credit card had hit the limit.Finally, if a direct quotation is interrupted mid-sentence, do not capitalize the second part of the quotation.I didnt buy the shirt, Jessica said, but I sure wish I had.Bonus tip: The serial comma–the comma before the conjunction in a series of three or more items–may be used or omitted. Both practices are correct as long as one or the other is followed consistently.

Deviant Globalization in the Movie Syriana Essay

Deviant Globalization in the Movie Syriana - Essay Example Deviant globalization in this context can be seen as not only an economic concept but also a legal and moral one. Mainly since, it progresses at the regulatory and ethical intersections and majorly also exhibited in the inefficiencies of the law enforcements. In this understanding, the arbitrage occurs wherever there is any disagreement on what is considered right in relation to the global markets, it is in such cases that the unscrupulous deviant entrepreneurs fill the gap or meet the demands. It has been proved the processes for deviant globalization often occur in direct contrast to the current global legitimate governing systems. Organ trading, Smuggling, transnational crimes, and drug trafficking have always been existent, but in tandem with the economies and integration markets they have become more globalized in nature. The structure of the global economy is not equi-growth distribution designed. Where there are arbitrages and market failures options, of opportunistic behavior s will affect the incredibly fast growing deviant economies by driving them off balance (Ali, Awdini & Adan, 2009). The people most affected by the deviant behaviors are the governments that have not yet realized that the deviance exhibited in their economies are features that are permanent in globalized nations. ; in that, they are neither to be eliminated or irritant but instead be properly managed through enforced laws and framework regulations. The effects of deviance in globalization can be seen by the way it affects traditional national structures by tearing down and allowing mostly illegal actors to come in and control the created void. Once it has professionalized a deviant industry crack down would only add to promoting unchecked rule and innovation of heir underground enterprises that if unchecked would eventually overwhelm the legitimate countries economy (Pires, 2012). Ignoring the indulgence of locally specified moral codes by policymakers is one way that they can addre ss the deviant globalization issue, since the current policies provide ways for bad actors to take advantage of arbitrages. Having a critical look at their real options policy makers can make better choices. They cannot globalize/universalize both the enforcement capacity/regulations and the underlying moral principle. They will have to either accept that the uneven efforts of imposing them are more likely to lead to profit the illegal traders who through the moral arbitration can take undue advantage or consider putting aside moral principles. Another solution would be on the analysts who view and treat the deviant globalization as a problem that involves the system, in this way they can create varied options for managing its effects, for example through making deviant globalization less harmful and practically speaking about it. They can also encourage the deviant actors or entrepreneurs to exist, as a line of business example requires understanding the local political and legal c onditions. Syriana as seen in the above explanation of deviant globalization helps outline these facts by relating its narrative to current global events while maintaining a position that is non-political. This is done through adopting a multi-perspective approach like intersecting ensemble structure to highlight valid yet competing points on politics on oil, and deliberately impartial tone adoption by the film shown through plot devices and techniques in styles the issue is well addressed. The narrative of the character Bennet Holiday is an example of how the U.S views the oil issue in that it shows the Connex-Killen members argument on why

Marketing Management Strategies Analysis Essay Example | Topics and Well Written Essays - 4750 words

Marketing Management Strategies Analysis - Essay Example Multi-domestic strategy is often pursued by food, beverage, clothing and fashion industries where a country by countryapproach is undertaken to satisfy the tastes and needs, laws and regulations of particular markets. The concept of multi-domestic strategy is mainly of ‘we were successful in the home market, lets export the management talent and processes, not necessarily the product, to accommodate another market’ (Cavusgil, Knight, & Riesenberger 2007, Chapter 11)FeaturesMulti-domestic strategy is most suited for franchises, subsidiaries and joint venture type businesses. The multi-domestic strategy has decentralized authority with substantialautonomy at each business. Using a multi-domestic strategy means that the organization is accommodating the local needs and tastes of each individual country, hence producing a customized product for each of its different markets. Control and authority is de-centralized to each of the different locations in order to facilitate dec ision making based on the local needs and requirements.This strategy is most useful when large differences are evident between countries such as cultural, language, religious and major ethnic differences. A multi-domestic strategy value chain means that each of the functions of Research and Development, Marketing and Distribution will be done at a local level in each country. Each of the country managers is highly independent entrepreneurswho enjoy their room for autonomy and responsibility and do not have much incentive. to share their knowledge and tactics with managers elsewhere. The managers recognize and emphasize the market differences that vary from country to country and are often allowed subsidies by the internationalizing company to vary products, services and business functions to meet the needs of the individual markets specifically. Competition varies on a country to country basis and each subsidiary country has its own set of competitor firms. Industries that havecompetition on a country

Treatment and Outcomes of Paediatric Asthma in New Zealand

Treatment and Outcomes of Paediatric Asthma in New Zealand Inequities are present in the prevalence, treatment and outcomes of paediatric asthma in New Zealand (NZ). A sound body of literature and research confirms these inequities, and associates them with various axes, including socioeconomic status (SES) and ethnicity. A conceptual framework, Williams model, is proposed to explain how basic and surface causal factors have resulted in such inequities in paediatric asthma in NZ. Finally, this essay articulates two evidence-based interventions which have been devised with one potent aim: to reduce the unfair disparities in the health status for different population groups. Asthma can affect people of any age, yet is much more common in children than adults. On one hand, studies have suggested that the prevalence of paediatric asthma is similar between Maori and non-Maori (Holt Beasley, 2002). Conversely, there is evidence that Maori boys and girls are 1.5 times as likely to be taking medication for asthma than non-Maori boys and girls (Ministry of Health, 2008). Yet, medicated asthma as a proxy for paediatric asthma prevalence may not be desirable as it fails to include those who should be medicated but are not currently due to barriers such as cost, access and education. This may have the effect of underestimating the true ethnic disparities. However, using asthma symptoms as a better indicator of asthma prevalence, evidence from the ISAAC study (2004) conclude that there are, in fact, significant ethnic variations; that the prevalence of recent wheeze is higher in Maori than in non-Maori children, and is lower for Pacific children than for other eth nic groups. These finding are consistent with an earlier study on paediatric asthma prevalence in New Zealand, suggesting that the pattern of interethnic differences have persisted over time (Pattermore et al., 2004). Perhaps the greatest difference in the prevalence of paediatric asthma between ethnic groups is the presence of more severe symptoms among Maori and Pacific children when compared with Europen children. Both Maori and Pacific children had symptoms suggesting more severe asthma; findings from the ISAAC study (2004) indicated that they reported a higher frequency of wheeze disturbing sleep reported than Europeans. Moreover, Maori and Pacific children are hospitalised more frequently and require more days off school as a result of their asthma than their European counterparts (Pattermore et al., 2004). Although asthma admissions among all children in NZ have remained relatively stable over the last decade, this not the case for all ethnicities (Craig, Jackson Han, 2007). NZ European children have experienced a steady decline for hospital admission rates due to asthma, but this decreasing trend is not the case for Maori and Pacific children, of whom Metcalf (2004) found asthma hospitali sation rates for children under 5 to be four times more likely than that of NZ Europeans. Similar ethnic disparities in hospital admission rates for asthma have also been recognised in the United Kingdom, where children of African and South Asian origins have an increased risk of hospitalisation when compared with the majority European population (Netuveli et al., 2005). Furthermore, it seems worth noting that hospital admissions for Maori compared to non-Maori are not distributed equally: a geographical analysis found the difference in asthma hospitalisation rates between Maori and non-Maori to be more significant in rural areas than in urban areas, despite the fact there was no consistent association between rurality and the prevalence of paediatric asthma (Netuveli). As asthma is a chronic disease with no cure, the goal of asthma treatment is, instead, to control its symptoms. There are two key areas in asthma management: self-management (by the caregivers of children) through asthma education and knowledge; and management via medication. In a trial of a community-based asthma education clinic, Kolbe, Garrett, Vamos and Rea (1994) reported greater improvements in asthma knowledge among European than Maori or Pacific participants. A more recent study found that, compared to children of the European ethnic group, Maori and Pacific children with asthma received less asthma education and medication, had lower levels of parental asthma knowledge, had more problems with accessing appropriate asthma care, and were less likely to have an action plan (Crengle, Robinson, Grant Arroll, 2005). Thus, it can be inferred that ethnic inequities in asthma education and self-management have been maintained throughout the years. Despite medication being a critical component of effective asthma management, studies have shown that Maori and Pacific children with severe morbidity may be less likely to receive preventative medications than NZ European children (Crengle et al.). Where reliever medications bring immediate, short-term relief for acute asthma attacks (an indicator of poor asthma control), preventers (or inhaled corticosteroids) prevent symptoms from occurring and is used in the long-term management of asthma (Asher Byrnes, 2006). The ratio of reliever to preventer use is higher in Maori and Pacific than European children, implying a disproportionate burden; that despite a higher prevalence of asthma symptoms, Maori and Pacific children are more likely to have sub-optimal asthma control. (â€Å"Asthma and chronic cough†, 2008). Death from asthma remains a relatively uncommon event, and most are largely preventable. Yet, ethnic inequities are also present: Maori are four times more likely to die from asthma than non-Maori. Asthma deaths in Maori are higher than non-Maori for every age-group, including children from 0 to 14 years old (Asher Byrnes, 2006). There have been many studies attempting to evaluate the relationship between SES and paediatric asthma in NZ; yet, evidence is conflicting on such an association. In terms of prevalence, the Dunedin Multidisciplinary Health and Development Study (1990) argue that the SES of families has no impact on the prevalence of childhood asthma. There are many studies, however, that demonstrate that socioeconomic disadvantage adversely affects asthma severity and management. Damp, cold and mouldy environments are probably more frequent in houses of families with lower SES, and there is some evidence of a dose-response relationship with more severe asthma occurring with increasing dampness level (Butler, Williams, Tukuitonga Paterson, 2003). Moreover, due to such barriers as cost and location, children of lower SES families have less frequent use of asthma medication and less regular contact with medical practitioners, which, in turn, results in higher rates of asthma-related hospital admission s (Mitchell, et al. , 1989). It is important to note that evidence exists to show higher proportions of Maori and Pacific ethnic groups living in more deprived socioeconomic decile areas with poorer housing, having household incomes of less than $40,000, and having caregivers with no high school qualification (Butler et al., 2003). If the gradient of increasing severity in asthma morbidity is steeper for Maori and Pacific children than Europeans, it seems likely that this could also be a manifestation of the influence of socioeconomic deprivation on childhood asthma. Socioeconomic deprivation is therefore is not only more common, but has a stronger effect on health for Maori and Pacific Islanders. Why, then, should such inequities be identified and addressed? Health inequities are, by definition, differences which are unfair, avoidable, and amenable to intervention. The basic human right to health guaranteed under the international human rights law affirms health – the highest attainable state of physical and mental health – as a fundamental human right; as a resource which allows everyone, including children, to achieve their fullest potential (United Nations, 2009). Ought such potential to be hindered by less than favourabe health outcomes due to familial socioeconomic status or the ethnic group to which a child belongs to is a breach of human rights and is simply unjust. Thus, dealing with childhood asthma inequities is, for Maori and Pacific children in particular, reflective of their high need due to an unacceptable contravention of rights. Morever, it is important to address Maori and non-Maori inequities because, as tangata whenua, Maori are indigenous to NZ. Kingis (2007) report states that the Treaty of Waitaingi has a role in protecting the interests of Maori, and it is, undoubtedly, not in their interests to be disadvantaged in health. There is therefore a strong ethical imperative, on the basis of both human and indigenous rights, for addressing inequities in the prevalence, treatment and outcomes of paediatric asthma in NZ. Williams (1997, adapted) model conceptualises the determinants of inequities as being of two kinds: basic causes and surface causes. It makes explicit the key drivers of inequities in the prevalence, treatment and outcomes of paediatric asthma in NZ; as in, what has created, and maintains, the inequities between ethnic and socioeconomic groups. These are referred to as the basic causes, or those factors which necessitate alteration to fundamentally create changes in population health outcomes and therefore address inequities (Williams). Surface causes are also related to the outcome but, where basic causes remain, modifying surface factors alone will not result in subsequent changes in the outcome; that is, health inequities persist (Williams). As can be seen with paediatric asthma, ethnicity is strongly associated with SES in NZ. Yet, both ethnicity and SES are not independent factors; they have themselves been shaped by underlying basic causal forces. Inequities in the distribution of prevalence, morbidity and mortality of paediatric asthma seems to resonate with an undervaluing of Maori and Pacific lives and health in NZ. Using Williams model, this undervaluing of Maori and Pacific people, and subsequent inequity, is deeply rooted in our colonial history (for Maori) and economic recession (for Pacific Islanders), as well as the scourge of institutional racism. Churchill (1996) argues that colonisation is based on the dehumanisation of indigenous people. Central to colonisation is the belief among colonisers of their superiority and the creation of a new history, with indigenous Maori knowledge relabelled as myths, the traditional landscape renamed, and land alienation. On the other hand, the economic downturn from the 19 70s to early 1980s, which coincided with the significant arrival of Pacific peoples to NZ, resulted in a shortage of jobs and a tightening of immigration policy (Dunsford et al., 2011). Pacific paoples were now labelled as overstayers, which culminated in the infamous dawn raids (Dunsford et al.). Both indigenous Maori and Pacific migrants became ethnic groups defined by exclusion and marginalisation, which has been embedded in NZ society (thus, institutionalied racism). In other words, they have been removed from a sense of place and belonging which is an entitlement of all New Zealanders. The effects of the basic causal forces introduced unnecessary challenges and has led to disparities in the social status of Maori and Pacific peoples when compared with Europeans. This is manifested in the distribution of socioeconomic deprivation, where Maori and Pacific peoples are overrpresented in the most deprived areas (Mare, Mawson Timmins, 2001). This is largely the result of the inequitable distribution of socioeconomic factors stemming from the basic causes; that is, below average educational attainment, high rates of unemployment and reduction of income among Maori and Pacific Islanders. Ethnicity, deprivation and social status all give rise to what Williams model labels as the surface causes. The amalgamation of low socioeconomic status alongside less than favourable desterminants of health and being marginalised has exacerbated to produce a quagmire in which inequities in health are a given for many Maori and Pacfic peoples. This provides part of the explanation of the inequities in the prevalence, treatment and outcomes in paediatric asthma, as Maori and Pacific peoples are less likely to have routine visits to their GP, access to regular preventive medication, and to live in sufficient housing (therefore more susceptible to house dust mites and damp envrionments) – all of which seem to be due to cost constraints (Pattermore et al., 2004). However, this is unlikely to explain the full picture, as poor outcomes are also evident for children aged under six, in whom the provision of care is free of charge. Thus, other surface causes could be a lack of cultural ly appropriate services as well as differences in the quality of care received (Rumball-Smith, 2009). Next in the causal pathway of Williams model is biological processes, where the cumulative impacts of the basic and surface causal factors together with social status manifest themselves as diseases, such as asthma, via the notion of embodiment (Williams, 1997, adapted). In the case of paediatric asthma, the immune responses of Maori and Pacific childrens may be compromised, making them more susceptible to complications in their already vulnerable health (as Maori and Pacific children with asthma are more likely to suffer more severe symptoms). These biological processes, in turn, determine health status (health, morbidity and mortality) and where we all sit on the spectrum. The issue with paediatric asthma is that many children are on the wrong end of the spectrum, and too many of these children are of Maori and Pacific ethnic groups. One way in which inequities in the prevalence, treatment and outcome of paediatric asthma has been addressed is through housing improvement intervention programmes in NZ, such as the randomised controlled trial examining the effects of improvements in housing on the symptoms of asthma. Parents of children in the intervention group allocated a non-polluting, more effective replacement heater in their homes reported fewer days of school, and fewer visits to the doctor and pharmacist for asthma (Howden-Chapman et al., 2008). Through increasing warmth, and reducing dampness and mould in households, housing intervention programmes directly improve the health status of all children with asthma. Moreover, fuel poverty is common in NZ; as in, unaffordable fuel and unsafe heating are a significant issue for many families, especially for Maori and Pacific peoples in whom higher rates of paediatric asthma prevalence, severity, hospitalisation and mortality occur (Asher Byrnes, 2006). Thus, int erventions of this kind, which prioritise socioeconomically disadvantaged communities and poorer quality housing (where there are a higher proportion of Maori and Pacific families), have the potential to reduce not only inequities in health status among ethnic groups, but also the inequitable distribution of adequate housing, a key social determinant of health. After the Maori asthma review (1991), which contended that improving outcomes from asthma among Maori required promotion techniques that incorporated Maori visions and values, a trial of an asthma action plan was devised and undertaken by Maori from Wairarapa with the aim of increasing interactions between Maori community groups and the health sector, reducing inequities between Maori and non-Maori, and improving asthma in the Maori community. Over a period of six months, Maori with asthma were educated in asthma control, seen at marae-based asthma clinics, and were provided with credit card sized asthma action plans (Beasley et al., 1993). In addition to improvements in asthma morbidity (via improvements in asthma control), the programme was found to have benefits extending beyond the effects of asthma, including greater cultural affirmation and increased access to other healthcare services among the Maori community. These successes were largely due to the involvement of the Maori c ommunity in the programme. For Maori, by Maori interventions target the surface causes of Williams model, which identified a lack of culturally appropriate care as a driver of inequities in paediatric asthma. Moreover, there is international evidence to show that similar interventions for other minority ethnic groups have also had beneficial effects (La Roche, Koinis-Mitchell Gualdron, 2006). By taking into account the needs of groups which have historically been margnalised in NZ society, these interventions allow for a more culturally meaningful engagement with regard to the experience of asthma, and serves to reduce inequities in the differential access and receipt of quality care among Maori and Pacific peoples. There is a myriad of evidence to suggest that ethnicity and SES are intrinsically linked to the inequities in the prevalance, severity, hospitalisation rates and mortality with regards to childhood asthma in NZ. Williams model may explain this relationship: the negative effects of colonisation, the economic recession and institutional racism, especially on the key determinants of health, impact differentially on population groups, resulting in the disparities in outcomes of asthma among Maori and Pacific children when compared to their European counterparts. Based on this discussion, it can be seen that approaches to develop strategies need to both prioritise those with the greatest need as well as proceed in partnership with Maori and Pacific peoples in order to address the inequities in childhood asthma in NZ.

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Library Collections Reference Collection - The collection contains on-line and print materials on all subjects, but focuses on those subjects that support the research needs of our students and faculty. Some of these sources are encyclopedias, dictionaries, handbooks, glossaries, directories, and atlases. Public computer terminals are located on both the first and second floors. Reference Desk personnel will provide instruction on accessing these materials. Contact the 1st floor Reference Service Desk at Ext. 4410 or (773) 442-4410 for further information. Periodicals - The periodicals collection includes academic journals, magazines, indexes and newspapers across all subject areas and in multiple formats. Materials in paper or microfilm are located on the second floor of the Library. Full text electronic journals may be accessed from any computer on or off-campus (off-campus access is limited to NEIU students, faculty and staff). Contact the 2nd floor Reference Service Desk at Ext. 4572 or (773) 442-4572 for further information. Government Information - The Library is a depository for both Federal and State government publications. The print collection dates from 1963 (federal) and 1968 (state) with some retrospective holdings. In addition, computers are available for accessing information on CD-ROMs or the Internet. This includes Census data, current economic statistics, and a variety of other electronic resources. The Government Information Center is located on the 2nd floor of the Ronald Williams Library. For information call 773-442-4572 (Government Information Reference) or 773-442-4474 (Government Information Librarian). MLRC - Multimedia Learning Resource Center - The MLRC provides access to a variety of media formats to support all subject areas in the NEIU curricula. It brings together materials from the Library's audiovisual materials collection, the Curriculum Materials collection, the University Media Services collection, the Music Listening Room collection, and the Library's special collections in music. For further information or assistance call Ext. 4560 or (773) 442-4560. Curriculum Materials Collection (CMC) - The CMC includes ERIC documents on microfiche, elementary and secondary level textbooks, teacher resource materials, childrens books and magazines, and AV materials. The CMC is located on the 3rd floor of the Library. University Archives - The University Archives collection includes minutes of University meetings, policies and reports, the Internal Budget, Northeastern's student newspaper and yearbooks from 1964 to 1982. University Archives are located in the Lower Level of the Library. For further information call Ext. 4402 or (773) 442-4402. Illinois Regional Archives Depository (IRAD) - A repository of primary source documents on Chicago municipal government as well as genealogical information for Cook County.

“Trifles”

Angel Parrett Professor Muller English 106/ Drama Essay 15 May 2006 Drama Essay Trifles Trifles, Susan Glaspell’s play written in 1916, reveal concerns of women living in a male dominated society. Glaspell communicates the role that women were expected to play in late 19th century society and the harm that can come of it to women, as well as men. The feminist agenda of Trifles was made obvious, in order to portray the lives of all women who live oppressed under male domination. John and Minnie Wright are two main characters who are never seen; however provide the incident for the play.In this play women are against men, Minnie against her husband, Mrs. Hale and Mrs. Peters against their husband’s, as well as men in general. The men are arrogant and insensitive, while the women are sympathetic, as well as understanding and forgive Minnie for the murder of her husband. Trifles clearly addresses gender issues, emphasizing the oppression of women who lose their identity aft er marriage. This is depicted in the interactions between Mrs. Hale, the male characters, and Mrs. Peters. The play takes place in Mr. and Mrs. Wright’s abandon farm house, which is located down a hollow out of view from the road (1006).The setting is lonely and cold, which signifies Minnie Wright’s feelings (lonely) and describes John Wright’s character (cold). Mrs. Hale, the Wright’s neighbor states, â€Å"I’ve never liked this place. Maybe because it’s down in a hollow and you don’t see the road† (1006). This leads the reader to believe that Minnie was lonely and isolated. Mrs. Hale also states, â€Å"†¦. he was a hard man, just to pass the time of day with him (shivers). Like a raw wind that gets to the bone. † This statement was describing a character trait of Mr. Wright; he was thought of as cold.Again Mrs. Hale makes another statement in regards to Mrs. Wright’s surroundings saying, â€Å"It never see med a very cheerful place† (1003). All of these statements speak of how unpleasant Minnie’s surroundings were and signify oppression. Mrs. Hale goes on throughout the play remembering Mrs. Wright as Minnie Foster, who she was before her marriage to John Wright. For example she states â€Å"I heard she used to wear pretty clothes and be lively, when she was Minnie Foster, one of the town girls singing in the choir. † (1004). Glaspell uses past tense when describing Minnie’s character prior to marriage. Glaspell also compares Minnie to a bird, something that is carefree.This is stated by Mrs. Hale, â€Å"†¦. she was kind of like a bird herself – real sweet and pretty, but kind of timid and –fluttery. How she did change. † (1006). This statement signifies Minnie’s character prior to her marriage and states that she did change after marriage. The description of Minnie’s character prior to her marriage is positive; the ch ange after marriage has a negative connotation. Again Glaspell uses past tense when describing Minnie in a positive light.Toward the end of the play Mrs. Hale is still remembering how happy Mrs. Wright was as Minnie Foster, prior to marriage. She states to Mrs. Peters, â€Å"I wish you’d seen Minnie Foster when she wore a white dress with blue ribbons and stood up there in the choir and sang. † (1008). Glaspell uses vivid description such as the white dress and blue ribbons to paint a picture of how happy Mrs. Wright was before marriage. The color white signifies purity and brightness, it is a happy color. Both colors white and blue are used in our countries flag, which symbolizes freedom. The change in Minnie did not occur until she was married. She was no longer seen as bright and happy. Her happiness changed to loneliness. She lived in isolation on a farm down in a hollow out of site.It is obvious that Mrs. Hale was sensitive to Mrs. Wright’s character. Mrs. Hale knew Mrs. Wright as Minnie Foster. Knowing Minnie before marriage made her transformation from Minnie Foster to Mrs. Wright very noticeable to Mrs. Hale. However the male characters in the play had no recognition of any change in Mrs. Wright’s character. The male’s arrogance and insensitive attitudes toward women hinder their ability to gather evidence that ties Mrs. Wright to the murder of her husband. At the beginning of the play Mr. Hale acknowledges the males attitudes toward women without knowing. For example he states, â€Å"†¦.I didn’t know as what his wife wanted made much difference to John. † (1001). This clearly signifies the male’s insensitivity to women. This statement that Mr. Hale made referring to John and how he does not care what his wife wanted or did not want does not even trigger the question, how was Mrs. Wright treated by her husband? Women were clearly not has important as the men. The men disregard women’s opinions and don’t give a thought to women’s needs or wants. Mr. Hale was speaking of John, Mrs. Wright’s dead husband in the above example; however Mr. Hale also expresses his insensitivity and arrogant attitude toward women.Mr. Hale states, â€Å"Well women are used to worrying over trifles. † (1003). Trifles something that is small, of no consequence, this is how Mr. Hale thinks of women. The things women are concerned with are of no importance, they are petty. This is an obvious illustration of the men’s arrogant and insensitive attitudes toward women. Mr. Hale was not the only male character who demonstrated arrogance and insensitivity toward women. The Sheriff who was investigating Mr. Wright’s murder also demonstrated arrogance and insensitivity, hindering his ability to tie Mrs. Wright to the murder.The sheriff states, â€Å"Held for murder and worrying about preserves. † (1003). This signifies how he feels that women worry ov er trifles, as stated by Mr. Hale. He insinuates that even when a woman is put in a very hard situation, she only worries over little insignificant things that are of no importance. It does not occur to the sheriff that Mrs. Wright would be worrying about the outcome of her future. This demonstrates his arrogance as well as his insensitivity. The county attorney who is also investigating the murder of Mrs. Wright’s husband adds to the male’s arrogant and insensitive attitudes.Toward the end of the play the county attorney states, â€Å"For that matter a sheriff’s wife is married to the law. †(1008). This statement contributes to the arrogant, insensitive male attitudes toward women. Again the men feel that they are the only ones of importance. This demonstrates male domination in the relation between husband and wife. Women no longer have their own identity after marriage; they are identified by their husband’s. Glaspell also uses the titles of the characters to portray this. All of the male characters in the play are identified by first and last name or career itle, (John Wright or Sheriff etc. ) which stresses importance. The women are identified by their husband’s last name only, except for Minnie (Minnie Foster) when Mrs. Hale is remembering her before marriage.Mrs. Peters, the sheriff’s wife has accepted her identity loss and taken on her husband’s as her own. Throughout the play she only identifies with her husband, which demonstrates that she no longer has her own identity. During the scene when the men are going through Mrs. Wright’s kitchen cabinets and criticizing her domestic skills, Mrs. Hale defends Mrs. Wright. However Mrs. Peters agrees with the men. Mrs. Peters states, â€Å"Of course it’s no more than their duty. † This is one of the first scenes in which Mrs. Peters demonstrates that she has given up her own identity and taken on her husband’s, the sheriff. Th e men including, the sheriff, Mrs. Peters husband, are suppose to be investigating Mr. Wright’s murder, instead they are concerned with domestics. It is wrong for the men to be criticizing Mrs. Wright over things that don’t pertain to the investigation. The men are not doing their duty, which is to be investigating the murder; they are more concerned with the facts pertaining to Mrs. Wright being a good homemaker.Because of their insensitivity toward women, they do not even give a thought as to why the house was in disarray, which would have given them the evidence they needed to prove Mrs. Wright did murder her husband, because she was oppressed. Mrs. Hale acknowledges that the men are not doing their duty, however Mrs. Peters fails to see this. During the investigation Mrs. Hale and Mrs. Peters find a half finished quilt that Mrs. Wright was making. This was a key piece of evidence due to the way she was piecing it together; she was knotting it, just like the knot in the rope that was used to choke the life out of Mr. Wright.However the sheriff just made a sarcastic comment toward the quilt, which all the men laughed at. Mrs. Hale was upset at the criticism, however Mrs. Peters stated, â€Å"Of course they’ve got awful important things on their minds. † (1005). Again Mrs. Peters defends her husband, the sheriff, not realizing if he were doing his job he would take everything in the home seriously. Due to his arrogant and insensitive attitude he passes up a crucial part of evidence. His doe s not even question that the quilt would link Mrs. Wright to the murder.His mentality when he sees Mrs. Hale and Peters looking at the quilt to see how Mrs. Wright was going to piece it together is that they are women worrying over trifles. Mrs. Peters has become so accepting of being less important than her husband, that she does not take any offense to how he views women. It is as if she views men thinking less of women, their duty. Toward the end of the play Mrs. Peters is brought to the realization that she has accepted her husband’s identity and no longer has her own. She describes Mrs. Wright’s life as stillness, subdued with no future advancement.In conversation with Mrs. Hale, Mrs. Peters states, â€Å"I know what stillness is. † (1008). Here she is recognizing that Mrs. Wright was oppressed, living dominated by Mr. Wright. However she goes on to say â€Å"I know what stillness is. The law has got to punish crime, Mrs. Hale. † (1008). This demonstrates that she does acknowledge the life Mrs. Wright was living, however she still defends her husbands identity, rather than her own as an oppressed women living under male domination. Despite her feelings she still tries to reinforce the identity of her husband the sheriff, which society has cast on women. It does not occur to Mrs. Peters until the end of the play the she is only thought of as the sheriff’s wife, not a person with her o wn identity.The county attorney states â€Å"for that matter a sheriff’s wife is married to the law. Ever think of it that way, Mrs. Peters? † Mrs. Peters replies â€Å"Not – just that way. † (1008). She did not have much of a reply regarding the county attorney’s question. This signifies that the realization was just brought to her attention, she was so accepting of males arrogant and insensitive attitudes toward women, that she did not realize that her own identity had been lost. The title, Trifles reflects how men viewed women in the late 19th century. Women were viewed as something small, unimportant, and of no consequence.This arrogant and insensitive attitude caused the men of the play to be clueless in their investigation of Mr. Wright’s murder. The women discovered the clues of the murder among what the men looked at as insignificant, women’s work. The feminist strategy was not only used to portray women who live under male do mination and oppression, but also as a message from women to men. It is a call for women to use their perceived powerlessness as a tool to manipulate the system, and a warning to men that a system where one segment of the population dominates and oppresses another cannot and will not be tolerated forever (hongik).Glaspell successfully portrayed the message. We have come a long way since the late 19th century in regards to the way men view women. Gender roles have definitely under gone major transformations. Unlike Mrs. Wright women no longer have to lose their own identity after marriage. Women are accepted for their own identity and are expected to have their own identity even after marriage. These gender roles are becoming more and more encouraged with every generation. We are all now free like the bird Glaspell compares Minnie Foster to before her marriage; we can have opportunities that are adventurous and the boundaries are wide. â€Å"Trifles† Angel Parrett Professor Muller English 106/ Drama Essay 15 May 2006 Drama Essay Trifles Trifles, Susan Glaspell’s play written in 1916, reveal concerns of women living in a male dominated society. Glaspell communicates the role that women were expected to play in late 19th century society and the harm that can come of it to women, as well as men. The feminist agenda of Trifles was made obvious, in order to portray the lives of all women who live oppressed under male domination. John and Minnie Wright are two main characters who are never seen; however provide the incident for the play.In this play women are against men, Minnie against her husband, Mrs. Hale and Mrs. Peters against their husband’s, as well as men in general. The men are arrogant and insensitive, while the women are sympathetic, as well as understanding and forgive Minnie for the murder of her husband. Trifles clearly addresses gender issues, emphasizing the oppression of women who lose their identity aft er marriage. This is depicted in the interactions between Mrs. Hale, the male characters, and Mrs. Peters. The play takes place in Mr. and Mrs. Wright’s abandon farm house, which is located down a hollow out of view from the road (1006).The setting is lonely and cold, which signifies Minnie Wright’s feelings (lonely) and describes John Wright’s character (cold). Mrs. Hale, the Wright’s neighbor states, â€Å"I’ve never liked this place. Maybe because it’s down in a hollow and you don’t see the road† (1006). This leads the reader to believe that Minnie was lonely and isolated. Mrs. Hale also states, â€Å"†¦. he was a hard man, just to pass the time of day with him (shivers). Like a raw wind that gets to the bone. † This statement was describing a character trait of Mr. Wright; he was thought of as cold.Again Mrs. Hale makes another statement in regards to Mrs. Wright’s surroundings saying, â€Å"It never see med a very cheerful place† (1003). All of these statements speak of how unpleasant Minnie’s surroundings were and signify oppression. Mrs. Hale goes on throughout the play remembering Mrs. Wright as Minnie Foster, who she was before her marriage to John Wright. For example she states â€Å"I heard she used to wear pretty clothes and be lively, when she was Minnie Foster, one of the town girls singing in the choir. † (1004). Glaspell uses past tense when describing Minnie’s character prior to marriage. Glaspell also compares Minnie to a bird, something that is carefree.This is stated by Mrs. Hale, â€Å"†¦. she was kind of like a bird herself – real sweet and pretty, but kind of timid and –fluttery. How she did change. † (1006). This statement signifies Minnie’s character prior to her marriage and states that she did change after marriage. The description of Minnie’s character prior to her marriage is positive; the ch ange after marriage has a negative connotation. Again Glaspell uses past tense when describing Minnie in a positive light.Toward the end of the play Mrs. Hale is still remembering how happy Mrs. Wright was as Minnie Foster, prior to marriage. She states to Mrs. Peters, â€Å"I wish you’d seen Minnie Foster when she wore a white dress with blue ribbons and stood up there in the choir and sang. † (1008). Glaspell uses vivid description such as the white dress and blue ribbons to paint a picture of how happy Mrs. Wright was before marriage. The color white signifies purity and brightness, it is a happy color. Both colors white and blue are used in our countries flag, which symbolizes freedom. The change in Minnie did not occur until she was married. She was no longer seen as bright and happy. Her happiness changed to loneliness. She lived in isolation on a farm down in a hollow out of site.It is obvious that Mrs. Hale was sensitive to Mrs. Wright’s character. Mrs. Hale knew Mrs. Wright as Minnie Foster. Knowing Minnie before marriage made her transformation from Minnie Foster to Mrs. Wright very noticeable to Mrs. Hale. However the male characters in the play had no recognition of any change in Mrs. Wright’s character. The male’s arrogance and insensitive attitudes toward women hinder their ability to gather evidence that ties Mrs. Wright to the murder of her husband. At the beginning of the play Mr. Hale acknowledges the males attitudes toward women without knowing. For example he states, â€Å"†¦.I didn’t know as what his wife wanted made much difference to John. † (1001). This clearly signifies the male’s insensitivity to women. This statement that Mr. Hale made referring to John and how he does not care what his wife wanted or did not want does not even trigger the question, how was Mrs. Wright treated by her husband? Women were clearly not has important as the men. The men disregard women’s opinions and don’t give a thought to women’s needs or wants. Mr. Hale was speaking of John, Mrs. Wright’s dead husband in the above example; however Mr. Hale also expresses his insensitivity and arrogant attitude toward women.Mr. Hale states, â€Å"Well women are used to worrying over trifles. † (1003). Trifles something that is small, of no consequence, this is how Mr. Hale thinks of women. The things women are concerned with are of no importance, they are petty. This is an obvious illustration of the men’s arrogant and insensitive attitudes toward women. Mr. Hale was not the only male character who demonstrated arrogance and insensitivity toward women. The Sheriff who was investigating Mr. Wright’s murder also demonstrated arrogance and insensitivity, hindering his ability to tie Mrs. Wright to the murder.The sheriff states, â€Å"Held for murder and worrying about preserves. † (1003). This signifies how he feels that women worry ov er trifles, as stated by Mr. Hale. He insinuates that even when a woman is put in a very hard situation, she only worries over little insignificant things that are of no importance. It does not occur to the sheriff that Mrs. Wright would be worrying about the outcome of her future. This demonstrates his arrogance as well as his insensitivity. The county attorney who is also investigating the murder of Mrs. Wright’s husband adds to the male’s arrogant and insensitive attitudes.Toward the end of the play the county attorney states, â€Å"For that matter a sheriff’s wife is married to the law. †(1008). This statement contributes to the arrogant, insensitive male attitudes toward women. Again the men feel that they are the only ones of importance. This demonstrates male domination in the relation between husband and wife. Women no longer have their own identity after marriage; they are identified by their husband’s. Glaspell also uses the titles of the characters to portray this. All of the male characters in the play are identified by first and last name or career itle, (John Wright or Sheriff etc. ) which stresses importance. The women are identified by their husband’s last name only, except for Minnie (Minnie Foster) when Mrs. Hale is remembering her before marriage.Mrs. Peters, the sheriff’s wife has accepted her identity loss and taken on her husband’s as her own. Throughout the play she only identifies with her husband, which demonstrates that she no longer has her own identity. During the scene when the men are going through Mrs. Wright’s kitchen cabinets and criticizing her domestic skills, Mrs. Hale defends Mrs. Wright. However Mrs. Peters agrees with the men. Mrs. Peters states, â€Å"Of course it’s no more than their duty. † This is one of the first scenes in which Mrs. Peters demonstrates that she has given up her own identity and taken on her husband’s, the sheriff. Th e men including, the sheriff, Mrs. Peters husband, are suppose to be investigating Mr. Wright’s murder, instead they are concerned with domestics. It is wrong for the men to be criticizing Mrs. Wright over things that don’t pertain to the investigation. The men are not doing their duty, which is to be investigating the murder; they are more concerned with the facts pertaining to Mrs. Wright being a good homemaker.Because of their insensitivity toward women, they do not even give a thought as to why the house was in disarray, which would have given them the evidence they needed to prove Mrs. Wright did murder her husband, because she was oppressed. Mrs. Hale acknowledges that the men are not doing their duty, however Mrs. Peters fails to see this. During the investigation Mrs. Hale and Mrs. Peters find a half finished quilt that Mrs. Wright was making. This was a key piece of evidence due to the way she was piecing it together; she was knotting it, just like the knot in the rope that was used to choke the life out of Mr. Wright.However the sheriff just made a sarcastic comment toward the quilt, which all the men laughed at. Mrs. Hale was upset at the criticism, however Mrs. Peters stated, â€Å"Of course they’ve got awful important things on their minds. † (1005). Again Mrs. Peters defends her husband, the sheriff, not realizing if he were doing his job he would take everything in the home seriously. Due to his arrogant and insensitive attitude he passes up a crucial part of evidence. His doe s not even question that the quilt would link Mrs. Wright to the murder.His mentality when he sees Mrs. Hale and Peters looking at the quilt to see how Mrs. Wright was going to piece it together is that they are women worrying over trifles. Mrs. Peters has become so accepting of being less important than her husband, that she does not take any offense to how he views women. It is as if she views men thinking less of women, their duty. Toward the end of the play Mrs. Peters is brought to the realization that she has accepted her husband’s identity and no longer has her own. She describes Mrs. Wright’s life as stillness, subdued with no future advancement.In conversation with Mrs. Hale, Mrs. Peters states, â€Å"I know what stillness is. † (1008). Here she is recognizing that Mrs. Wright was oppressed, living dominated by Mr. Wright. However she goes on to say â€Å"I know what stillness is. The law has got to punish crime, Mrs. Hale. † (1008). This demonstrates that she does acknowledge the life Mrs. Wright was living, however she still defends her husbands identity, rather than her own as an oppressed women living under male domination. Despite her feelings she still tries to reinforce the identity of her husband the sheriff, which society has cast on women. It does not occur to Mrs. Peters until the end of the play the she is only thought of as the sheriff’s wife, not a person with her o wn identity.The county attorney states â€Å"for that matter a sheriff’s wife is married to the law. Ever think of it that way, Mrs. Peters? † Mrs. Peters replies â€Å"Not – just that way. † (1008). She did not have much of a reply regarding the county attorney’s question. This signifies that the realization was just brought to her attention, she was so accepting of males arrogant and insensitive attitudes toward women, that she did not realize that her own identity had been lost. The title, Trifles reflects how men viewed women in the late 19th century. Women were viewed as something small, unimportant, and of no consequence.This arrogant and insensitive attitude caused the men of the play to be clueless in their investigation of Mr. Wright’s murder. The women discovered the clues of the murder among what the men looked at as insignificant, women’s work. The feminist strategy was not only used to portray women who live under male do mination and oppression, but also as a message from women to men. It is a call for women to use their perceived powerlessness as a tool to manipulate the system, and a warning to men that a system where one segment of the population dominates and oppresses another cannot and will not be tolerated forever (hongik).Glaspell successfully portrayed the message. We have come a long way since the late 19th century in regards to the way men view women. Gender roles have definitely under gone major transformations. Unlike Mrs. Wright women no longer have to lose their own identity after marriage. Women are accepted for their own identity and are expected to have their own identity even after marriage. These gender roles are becoming more and more encouraged with every generation. We are all now free like the bird Glaspell compares Minnie Foster to before her marriage; we can have opportunities that are adventurous and the boundaries are wide.