Prejudice and Discrimination Essay

Prejudice as defined by John E Farley is â€Å"that prejudice refers to a positive or a negative attitude or belief directed toward certain people based on their membership in a particular group. The root word of prejudice is pre-judge. It is a set of attitudes which causes, supports, or justifies discrimination†. (Farley, 2000, p18). There are three components of prejudice which describe the different elements associated with it. Affectual one’s inner feeling which can be the result of incitement and are in accordance with people’s likes and dislikes. Behavioural the way people action their belief systems causing them to behave in a certain way. Cognitive the preconceived beliefs or expectations and involves stereotyping which usually are negative. Discrimination can be defined as the making of, a for or against action towards a person based on group, class, or a category to which they belong, rather than judge a person on their merit . This is the external representation of internal prejudice. Baron and Byrne (1997) defined discrimination as â€Å"negative behaviours directed towards people who are the object of prejudice†. Allport (1954) suggests that there are five stages of discrimination. Anti-locution would include incitement by speech for example racially motivated or sectarian jokes. Avoidance where failing to include people without considering their capabilities means people in minority groups are continuously avoided by the individuals of the majority group. Although no harm is meant, harm is still done through isolation. Discrimination comprises of a denying opportunities to a minority group or person with the intent of deliberately preventing them from receiving services or goals such as education and employment. Physical Attack involves the deliberate vandalising of or violent attacks on individuals and their property. Extermination is ethnic cleansing in an attempt to annihilate an entire race of peoples. (Allport, 1954, p71) It is difficult to distinguish the differences in the relationship between prejudice and discrimination. Our emotions and evaluations of others essentially reflects our prejudices, whereas rejection and concerns of acceptance describe our discriminations. Therefore someone who shows discrimination may not be prejudice. (Wagstaff, 2005, p1). Prejudice is a person or group attitude which may or may not develop into discrimination. It is an attitude as opposed to an action. Discrimination is not always the result of prejudice. There are cases where prejudice is not needed for discrimination whilst the law prevents prejudice from becoming discrimination now; this was not always the case. In some cases the law makes people discriminate, whether they feel prejudice or not. (Haralambos & Rice, 2002, p272). An example of this was LaPierre’s study which examined willingness to display prejudice and discrimination to a Chinese couple at a time of anti-oriental sentiment. He travelled across America with the couple, in total they visited over 250 establishments and were refused service only once. After returning home LaPierre sent letters to all the establishments visited asking if they would serve members of the Chinese race 91% replied no they would not. Critics have also stated that the letters may have gone to the managers or owners of the establishments who may have been prejudiced themselves while staff were not. Furthermore they may also have thought they were reflecting the wishes of their guests. Another reason they may have been served is because LaPierre accompanied them. The couple spoke excellent English, they were well presented and courteous this could all help towards being accepted as guests. There are many flaws in this study but it does show there are differences between prejudice and discrimination. (Haralambos & Rice, 2002, p272). A school teacher Elliot (1977) conducted an experiment in order to help understand the effects of prejudice and discrimination. The first day the class of nine year olds were told children with blue eyes were superior to the children with brown eyes. The brown eyed children were to be kept in their place by the blue eyed children and restrictions placed upon them such as standing last in line. The brown eyed children’s behaviour changed they did not do as well in school work and became depressed and angry, the blue eyed students became mean made derogatory statements and oppressed the other children. The following day the teacher told them she had made a mistake it was the brown eyed children who were superior. When reversed there were the same outcomes. Elliot (1977) said â€Å"I watched what had been marvellous, cooperative, wonderful, thoughtful children turn into nasty, vicious, discriminating little third-graders in a space of fifteen minutes. † (Positiveschools,n. d. ) Even though follow up of these children suggested they were more tolerant of differences between groups and actively opposed discrimination. (positiveschools, n. d. ). However critics argue the study lacked validity as it was not scientific and she had not put in place adequate protection for the children. Authoritarian personality, realistic group conflict and social identity are three theories that are considered to be the foundations of prejudice and discrimination. According to Adorno et al. (1950) â€Å"Authoritarian personality theory is based primarily on psychoanalytic principles, and proposes that prejudices most likely to arise in families that try to enforce conventional values through harsh discipline† (Wagstaff, 2005, p3). According to this theory, because of guilt and fear of punishment, children reared in such environments cannot register their frustration and aggression towards the legitimate target their parents. Growing up with no freedom of choice builds up frustration that leads to the authoritarian person looking for someone that is weaker who they can take out their frustrations on them in the form of prejudice or discrimination. This is referred to as ‘displaced aggression’. They are unable to say what they feel to the parents. Adorno created the f-scale as a way of measuring the prejudice of the authoritarian person. Various questionnaires which measured a person’s attitudes of the authoritarian personality. The numbers were high but the questions were written in a manner that would have people answer even if it is not what they think ‘yes-people’ an example question was â€Å"Do you think your employers should hire Negros? † (Allport, 1954, p76). The sample Adorno used was biased as there was not a broad enough range of people in it, it was mainly 2000 middle classes no Jewish white Americans. All ages and classes should be represented and in a larger sample. The right wing authoritarianism scale has now replaced the f scale and asks questions such as â€Å"Is it easy to understand the anger of black people in America? † (McConahay, 1986, p125). One person’s personality cannot explain how whole societies become prejudice. This theory does not explain for example how large groups such as Nazi Germany and other countries where mass genocide has taken place all became prejudice. Billing (1976) states that if prejudice it a personality characteristic then some people would be more prejudice than others. Also Altemeyer (1988) produced evidence that authoritarianism stems from adolescence rather than childhood, adolescents who imitated the parents authoritarian personalities got rewarded for it. He also found that social attitudes more than personality attitudes contributed to authoritarian personality. (Haralambos & Rice, 2002, p274). Pettigrew (1959) believes it is conformity to the group norm that is responsible for mass prejudice rather than a type of personality. Altemeyer (1988) found social changes produced more increases in authoritarian scores. Pettigrew (1958) carried out a comparison of four southern state towns, evidence supported white southerners were more prejudiced against African Americans than white northerners. Was this because there are a larger number of authoritarian personalities or a difference in cultural norms? He argued that prejudice can be depicted through cultural norms than on personality. He found that northern conformists were less prejudiced than southern conformist; his findings were based on the personality questionnaire. (Haralambos & Rice, 2002, p275). Levels of authoritarianism were found to be the same in South Africa as America, yet South Africa had a lot more prejudice because of cultural and political factors. (Gross, 2012, p49). Realistic group conflict theory states conflict arises between groups as a result of struggles that occur when two groups are in competition with one another; for limited resources or want to achieve the same goals. Muzafer Sherif et al (1961) devised an experiment to study the relationships between competition and prejudice. There were twenty two middle class eleven to twelve year old boys based at Robber’s Cave State Park summer camp. They were assigned into two groups. Activities were assigned to each group to develop a sense of belonging. At the end of the first week the two groups were introduced. They immediately showed signs of territoriality and fighting in sued. Tournaments with prizes were then engineered between the groups. At the end of the week the boys rated themselves in their own group as superior and even boys in the group who had been previously rated low were elevated. The other group were considered to be cheats and cowards. Attempts were then made to reduce the conflict in which the groups had to work together. A consequence for pursuing these goals was that the groups became friendlier towards one another. Sherrif et.al’s study showed that the boys acted differently towards one another depending on the situation they were in. When in competition they felt dislike, hatred and when placed in a setting with common goals friendships were forged. It would be interesting to see the results of the study had it been all girls, this was not a fair study as it was not a representative of all groups in society therefore it is a bias sample. The surroundings of the study were not consistent with every day. This experiment shows how competition for different resources can generate prejudice and that competition can degenerate into hostility and conflict. Tyerman & Spencer (1983) contradicted Tajfel’s theory; they observed a group of English boy scouts who knew each other before camp. They were divided into four groups and placed into similar competition as in the robbers cave. The boys reactions to this did not change they remained friendly and in group solidarity did not increase. This suggests competition is not sufficient alone for inter group conflict. (Gross, 2012, p391-392). This theory gives a more practical, offering a more social point of view to prejudice. Where this theory does make more sense there are some issues with it. For example not all groups that compete with each other result in prejudice and discrimination. Tajfel et al. (1971) discovered that in a number of experiments it was not necessary for competition to be present between groups for there to be prejudice. They discovered just being a member of the in group as opposed to what they considered to be the out group was enough to produce prejudice. Locksley et al (1980) went further than Tajfel by informing the participants they were being randomly assigned by a coin toss, meaningless names given and even with these conditions there was a strong in group preference. According to Brown (1988) dozens of studies throughout the world with a range of participants from all ages and both sexes, concluded that merely allotting people into groups leads to judgements and behaviours being biased and discriminative. It was this discovery that led to the basis for social identity theory. Fiske (2004) believes this theory describes prejudice and discrimination more palpably. Realistic group conflict theory does help explain increases in prejudice in war torn countries. Social identity theory states that discrimination and prejudice are only possible if people are categorised into groups so that they identify and develop a sense of belonging. Given that our self-image is important to us, we strive for this to be positive. Social image comes from social identity. Therefore people view the groups to which they belong as positive. They make comparisons between their group and others and believe their group to be superior to the others, leading to discrimination in favour of their own group and have a negative view of other groups. The assumption is therefore that Prejudice and discrimination result from group identification and the need for a positive image. Tajfel believed mankind are motivated to make sense of the world around them, he thought this was done through a process of categorisation, assimilation and coherence but these processes do not explain prejudice, he later rose to more points that much of personal identity comes from social groups and that we strive for self-esteem. In Tajfel’s study a group of strangers who had no contact with each other were randomly split into two groups. In one experiment participants were asked to give out money, they favoured their own group even if it meant losing money; participants identified with ‘their group’ and had a clear bias with the other group. Social identity theory states prejudice is inevitable. (Haralambos & Rice, 2002, p277). Another experiment Tajfel performed was to show boys a painting by Klee and Kandinsky and asked which they preferred. The boys were given money to dispense, the boys gave the money to the fans of the picture that they preferred, this showed immense loyalty to their in group, even though they did not know one another. (Fiske, 2008, p15) Social identity theory explains a person’s need for a positive identity does involve stereotyping, discrimination and prejudice, this leads to an in group situation where the in group are seen as positive and is the reverse for the negative and its out groups. Though on a larger scale this theory does not explain extreme forms of prejudice, relationships between groups are not just about being seen positively but they can be for reasons such as a power, money and scarce resources, these can lead to prejudice and discrimination. In Pakistan we are lead to believe the Taliban are representing its people and they are fighting for their freedom. That westerners are there to help the people. Yet when eleven year old Malala Yousafzai spoke out and wrote a blog for the B. B. C. it resulted in her being shot in the head. â€Å"Malala does not want to play to some western-backed or Taliban-loved stereotype. She shows us all there are voices out there that need to be heard, if only to help the country find democracy that is for and from the people, all the people. †(BBCNews,2012,p1). This cannot be put down to social identity theory. This theory is able to explain stereotypes prejudice and discrimination and all are seen as a need in the individual for a positive identity. Preferences lead to the positive in group stereotype and therefore will lead to prejudice and discrimination which will favour the in group but will be the opposite for the out group there by producing negative discrimination towards the out group. Social identity theory does not explain extreme forms of prejudice Brown and Lunt (2002) state how a theory based on attitudes, such as in-group favouritism can, explain the systematic slaughter of millions in Nazi death camps? This theory concentrates on two groups the in group and the out group with two groups it is easy to create a them and us situation but what happens when a third or fourth group is introduced there will not be the same polarisation and therefore the same bias will not be created. Conclusion Some researchers believe prejudice is caused by a fear of strangers or change, while others see it as a type of chauvinism regarding issues such as nationalism or religion. However there is general agreement that prejudice is learned. It is safe to say that no one theory can explain all areas of prejudice and discrimination. However they all contribute to giving us some understanding as to how prejudice and discrimination become part of our society. Fiske (2008) is working on a theory which suggests we are born prejudiced. She has been observing brain activity using M. R. I scanners, studying the amygdala region which is the fear response of the brain. This is triggered when we judge people or events we deem threatening Fiske’s findings suggest are conscious try getting the sub conscious to stop unwanted prejudices. (Fiske, 2008, p16).

Ethical statement Essay

In this end of module assignment I have adhered to the E100 ethical guidance by ensuring that I have changed all names including children, parents and colleagues. I have gained signed permission from parents to say that for the purpose of my study I can observe selected children. I can confirm that I have only used material drawn from the setting identified within the employer permission agreement form. Introduction In my end of module assignment I will be discussing how I as a practitioner have developed throughout the E100 module. I will also be reviewing parts of my learning while studying towards an early year’s degree with The Open University. My assignment will include areas in which I have developed within my role including examples of how I have changed my practice due to things that I have learnt over the past year. In order to structure my assignment I will include the first paragraph which will be an insight into why I chose to study the E100 module then I will be using the chapter titles from study topic 18 as sub headings, they will be as follows – section one ‘Reflective practice’ then section two ‘A community of practice’ then section three ‘enquiry based leadership and development’ and finally section four ‘planning professional leadership and development’. In each of these sections I will discuss how the study top ics and course materials have helped me develop my own practice. Also as an appendix to my assignment I will include a Professional Development Plan and will discuss links between my development over the last year and the E100 course materials. I currently work in a setting that has children between the age of three months and five years. At the moment I am working with the pre –school age range, there are currently 35 children registered into the pre-school, but we only have a maximum of 24 children per day and a team of three practitioners one of which is a qualified teacher. E100 The Early Years: Developing practice The E100 module was a good choice for me to begin my study with the Open University. I decided to undertake the Honours degree in Early Years Care to develop my understanding of the way in which children learn and develop and also to develop my own practice and gain new insights into the everyday care  of children and young people. Reflective practice The term reflective practice is commonly used with in Early Years settings and involves critically analyzing actions in the aim to improve professional practice. When reflecting on practice it is important to identify good and bad practice that can then be used to develop strengths and weaknesses and areas in need of development. In study topic one regarding ‘roles and responsibilities and reflecting on practice’ it says â€Å"We live and work in a time of rapid change in terms of how childhood is thought of and experienced† (Miller L., Devereux J and Callan S pg 18) When working within the early year’s sector it is important that you are able to deal with change in a positive way. During this past year while studying the E100 module I have had to change the ways in I work on many occasions partly due to my position in the setting and partly because of what I have learnt and how I have developed. A good example of this is when studying for and completing TM A 02 about attachment theory I discovered that while children develop they succeed at things more when they feel the support from their key person. After completing this TMA I decided to do some research into the work of Mary Ainsworth and John Bowlby, following my research I thought of a way in which I could improve the way in which my settings key person scheme works. I suggested that when working as three members of staff with the maximum capacity of 24 children, we should try as close as we can to have our key children with us for example when completing a craft activity myself and my group of key children could complete the activity then leave it set up for the next practitioner and their key children to complete it and so on. This works well now in my setting as the children feel secure with their key person and have a good understanding of what they will be doing that day and when. It has had a positive reaction on the children’s behaviour as the day flows more smoothly and they have a routine in place, the children also know that if they are unsure of anything they can ask their key person as they will be the one running the activities for them. Peter Moss in reader two chapter eighteen says â€Å"The education and continuous professional development of this reflective and democratic professional involves deepening understanding of t hese values and learning how to give expression to them in every day practice† (Moss P 2008) This is very important and is a  skill that I think I have gained throughout the E100 module. I now feel that I can reflect on my practice good or bad and develop ways in which I can improve myself and the setting I work in. A community of practice A community of practice is a term used to describe a group/sector of people that work together at one profession but often in many different ways. It is important that when working in Early Years care that the team of professionals can work together in order to provide good quality care for all the children. A good team is able to understand that they can gain knowledge and understanding by listening to opinions and experiences of other practitioners. It is through the process of sharing information that a team will bond and work together well. In study topic eighteen it says â€Å"As a community of practice evolves, its function is to reflect collaboratively and develop shared approaches† (Craft A., Reed M., Jones C., Goodliff G and Callan C 2012 pg 153) This links into the work I completed during study topic two and while completing TMA 01 ‘The influence of policy in my early years setting’. While studying study topic two I learnt that in order for the children to develop to their full potential there must be team that works really well together to provide high quality childcare. This suggests that there must be structure such as daily routine and weekly planning sheets. From studying this module I and the team in pre-school have held meetings to devise ways in which we can improve the current planning provision. I came up with the idea of structuring the planning in a simple way to ensure that all practitioners understand what they have to do that week. In reader two chapter nineteen developed by Alice Paige-Smith and Anna Craft it says â€Å"In becoming who we are as practitioners then, we build on layer upon layer of experience – our own and that of others generated by working with various communities† (Paige – Smith A and Craft A 2008 pg 192 (a) I feel that this statement is very much true as it is important to bring to your setting experiences and opinions you have gained from past encounters. This links again into the work I did around attachment theory and how children feel about people in the lives and things they have experienced. In reader two chapter 19 ‘Reflection and developing a community of practice’ it says â€Å"Professionals who work with young children in England are required to fulfil a range of policy based expectations within their  provisions, relating to curriculum, assessment and access to learning opportunities† ( Paige-Smith A and Craft A 2008 pg 194 (b) This state ment is very much true but in my opinion there is too much planning and paperwork to be done within settings. I feel that more time should be spent with the children to ensure that they are really enjoying their early learning experiences. While reading chapter 24 of reader one I came across points made by Vicky Hurst and Jenefer Joseph regarding ‘Parents and Practitioners’ they say that â€Å"Contacts with the home should be seen as part of the curriculum, and a part of the practitioner’s responsibility to provide for children’s learning in ways which suit them† (Hurst V Joseph J pg 264 1998) I fully agree with this statement and have recently held mini meetings with the parents of my key children to discover where they as the parents feel that their children are in their development progress and explain if I feel differently to their opinions or have any concerns. Mainly I used this time to interact with the parents on a more in formal level in order to build good relationships and enable them to understand that they can approach me about any concerns they may have regarding their Childs development process. This then led the other practitioners to follow my lead and arrange meetings for themselves with their key children’s parents this made me feel very proud as they had taken my idea and used it for themselves in order to better the provision of the setting and gain better understanding of the children in their care. When working as a community of practice it is essential that all members of the team are aware of their position, roles and responsibilities. The setting should run like a well oiled machine. In reader one chapter 4 it says â€Å"Each team member needs the confidence of understanding where the pieces of the jigsaw fit† (Read M Rees M pg 50 2000 (a) This is very significant when working with the team in pre-school a t my setting we are all fully aware of our responsibilities and these are regularly reviewed to ensure that they are still relevant so that the members of the team don’t become stuck in their ways and not change their thinking as children develop. Enquiry based leadership and development The word leader or leadership basically is how one person or an organisation like a nursery setting can aid others in the accomplishment of tasks or could also mean someone who people follow or the person a team look to. A  few examples of this are the room leaders of settings that manage the day to day planning and over see the running and routines. When working in childcare it is important to have leadership skills because as practitioners we are leading children into school life and ensuring that they are as fully prepared as they can be. While studying this module I have developed immensely and now understand more about the different sectors of childcare for example nannies, childminders and more information about settings. While reading chapter twenty four of reader two I learnt that leadership is really important when running an early years setting. In the chapter it says â€Å"Practitioners need support if they are to preserve in changing their practice† (Anning A Edw ards A 2006 pg 236) I believe this statement to be true as a practitioner I have witnessed that if you work within a supportive network you’re more likely to succeed along your chosen career path. There are many skills involved in being a good practitioner, using study topic 18 I have picked out a few that relate myself ; Lead by example – this is very important when working with children as well as other adults, children are likely to model behaviour they see while in the setting so it is a must that I act professionally and use correct language at all times. Admit mistakes – if I have made a mistake or even completed a task that I felt didn’t go very well, I always reflect on the situation and think of ways to develop it. We have staff observations that other practitioners complete if they see good or bad practice that we then reflect on in the next staff appraisal. Effectively transfer information about children and families – I feel I am really good at building relationships with the children their parents and other practitioners. Communication is a big part of everyday practice and being able to communicate is a valuable skill. These are just a few examples but there are many more skills that define a person as a good practitioner. In chapter four of reader one regarding ‘Working in teams in early years settings’ it says â€Å"Successful team work requires a group of individuals to share the daily working experience in a positive and proactive manner.†(Read M Rees M 2000 pg 47 (b) It is essenti al to be part of a good team that can tackle any situation and work together effectively. I recently started in my current setting and fitted in quickly within the team; I felt welcomed and was told my roles and responsibilities in a clear simple way. Now I’m settled in and the team feels like a little family. I have really developed  a clear understanding of what I need to do on a daily basis and often act as room leader when she is on holiday or sick etc I feel that I am very good at stepping up to the plate and taking charge. An example of this would be on a week where I was acting as the room lead a new apprentice started working with us I remembered how I felt on my first day and the things the team did to welcome me and then made sure that the apprentice felt the same way. I also ensured that the children felt safe around the new apprentice and that they all new why she was there and her name. In chapter four is a quote I feel fits well into the subject of inclusion within a team, â€Å"Each team member needs the confidence of the understanding where the pieces of the jigsaw fit.†(Read M and Rees M 2000 pg 50 (c) A team will work more effectively if everyone knows what they have to do. Planning professional leadership and development In this last paragraph I am going to discuss my PDP (professional development plan) and how the E100 module has helped me towards reaching the goals of my PDP I will also discuss what attributes I feel make a good professional leader. Within my PDP I have stated that I would like to eventually open up my very own preschool after studying this module I have learnt a lot about what needs to be done to do this and researched more towards actually completing this goal. There are many different attributes that I feel make a good leader a few of which are; Enthusiasm – a good leader is very enthusiastic about their job and the role as a leader. Committed to excellence – a good leader is all about excellence, being second best should not be an option. Confident – a good leader should be confident within their role and encourage confidence from other team members. In study topic eighteen it says, â€Å"Leadership – the capacity to motivate and encourage others, for example to access training or implement a new way of working and to take on responsibility.† (Craft A., Reed M., Jones C., Goodliff G and Callan C 2012 pg 168 2012) When trying to improve yourself and further your career it is important to be able to give yourself short, medium and long term goals in my professional development plan I have included that eventually I would like to open up my own pre – school setting in which I plan to have a good  strong team that is professional and fully focused on the children and helping them reach their full potential. To full fill my dream I am going to have to work hard to complete the rest of my degree and use the new knowledge and understanding I gain to start my business with the childcare sector. Conclusion In conclusion I feel that my development while studying the E100 module has come on in leaps and bounds. Through studying with The Open University I feel I have gained a lot more confidence towards working with children and their families and building strong relationships. It has helped me develop my understanding of the profession and made me want to further my knowledge and develop my career goal of owning a pre-school. I look forward to beginning the next year of study with The Open University which will be the E105 module. This module has enabled me to reflect on my practice not only the good aspects but also things that I have done not so well being able to do this has made me feel a lot more professional in my role and has given me the confidence to apply for more supervisory roles within my community. Completing this EMA has influenced me greatly towards enrolling for future courses and developing my skills. Over the summer break I intend to complete online training courses to progress my own skills and knowledge. References Anning a Edwards A. (2006) ‘Creating contexts for professional development’ Miller L., Cable C and Goodliff G. ‘Supporting children’s learning in the early years’ 2nd Edition. Oxon David Fulton/Milton Keynes the Open University. Craft A., Reed M., Jones C., Goodliff G. And Callan S. (2012) ‘study topic eighteen Professional learning, leadership and development’ E100 the Early Years: Developing practice, Milton Keynes the Open University. Hurst V and Joseph J (1998) ‘Parents and practitioners, sharing education’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. Miller L., Devereux J. & Callan S. (2012) ‘study topic one Roles and Responsibilities’’ E100 The Early Years: Developing practice, Milton Keynes The Open University. Moss P (2008) ‘The democratic and reflective professional’ Miller L., Cable C. And Goodliff G. ‘Supporting children’s learning in the early years’ 2nd Edition. Oxon David Fulton/ Milton Keynes The Open University. Paige-Smith A and Craft A. (2008) ‘Reflection and developing a community of practice’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) Paige-Smith A and Craft A. (2008) ‘Reflection and developing a community of practice’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University.(b) Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) page 50 Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Mil ton Keynes The Open University. (b) page 47 Reed M and Rees M. (2000) ‘Working in teams in early years settings’ Cable C., Miller L and Goodliff G. ‘working with children in the Early Years’ 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (c) Page 50

Bank of America Research Paper Example | Topics and Well Written Essays - 1500 words

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Principles of Project Management - Essay Example According to the research findings, it can, therefore, be said that in a functional organization, staffs from the main organization are the ones that fill the functional positions in a project, for example, the people handling the Finance and Accounting will come from the Finance and Accounting department of the organization. This type provides clear authority and designation but may lack on the specific needs of a project. The second organizational structure, the project based, is done for huge projects involving a large number of people in a longer period of time. Staffs are accumulated and several functional departments are created from within which promotes clear authority and clear focus. The downside is the duplication of functions among the departments for instance that the project may have a Finance department duplicating the central Finance department. Finally, the matrix based upholds expertise and maximization of competencies within an organization. Here, staffs with requi red expertise report on their specific department while doing tasks and reporting on one or several projects that need their skill. The major disadvantage is the indistinct authority that may occur since one person may report to several project managers. Selection of the organizational structure would depend on the capacity of the organization, the project scale and the time allotted for its completion. The model, as shown, depicts specific authority and relationship among the project team members. The Senior Responsible Owner or SRO is the main owner or chair of the project which requires an active participation and not just a figurehead role in representing the project team.

Optimizing solar thermal resurce Essay Example | Topics and Well Written Essays - 500 words

Optimizing solar thermal resurce - Essay Example Such cities includes; Oakland 17%, San Franscisco 12% and Porland 10% (Ten top cities in U.S.A for renewable energy) . In his paper (Cleveland) explains how solar energy can be optimized. This paper represents a method of analyzing the financial costs and benefits of solar systems in commercial buildings using a model building. Assumption made are; the house is 30% below ASHRAE 90.1 standards, the owner is interested in investing on thermal technology and wanted to build the most efficient building possible, consideration of natural gases and electricity escalations as alternatives to solar energy. The model house was 50,000 sq feet and cost of building such a house in Calorina is $500,000 to 750,000 with fully installed HVAC system. Energy plus was used to map the building. The inputs for the energy plus simulation included, Raleigh, NC location, u-shaped office building of 50,000 sq ,30% energy savings among others and this led to projection output of heating system capacity 641 kBtu/hr (includes hot water usage), 87 tons of cooling capacity required, annual HVAC electricity use and annual natural gas use, hot water cooling. The model house was used to run 2 cooling scenarios one with traditional HVAC as control building and the other one with traditional cooling system and solar heating and cooling system (solar building).The sizing of thermal loads of absorption chiller was based on information sourced from energy plus and this ensured that it had that same output as HVAC system. The amount of solar thermal energy supplied to heating water, heating space and cooling the space was calculated using RET screen which is able to estimate energy production, savings ,cost, viability and risks of various renewable energy and energy efficient techniques. In order to determine the comparative value of solar heating and cooling system and traditional HVAC system, net present value (NPV) of each system

Postmodern in planning theory Essay Example | Topics and Well Written Essays - 1750 words

Postmodern in planning theory - Essay Example Examining the philosophies of town planning in regards to postmodernism then provide different insight into the approach which is taken to build and reconstruct a town with ideologies of the modern city. When looking at the concept of postmodernism, it can be seen that the identity of culture and society is the driving force of implementing new developments with cities. The philosophies of postmodernism are then defined by forces in society which are creating the changes and the new systems and pieces of architecture which are being set in urban developments. The concept of the postmodern is one which is identified as the celebration of difference and suspicion of the truth (Allmendinger, 25). Many consider it a paradox, specifically because it identifies art, creativity, culture and other facets of life in multidimensional respects. These dimensions are based on creating a definition of completeness to a given arena. This is combined with the idea of creating completeness from the sense of the modern, which is based on post – industrial methodologies of production as well as information as a driving force in society. The changes which society makes in relation to these dimensions then becomes the celebration of difference and the acceptance of diversity within a given area. These driving forces then create an understanding of the conditions of modern life, which is what becomes attributed to the making of the postmodern city (Allmendinger, 28). The concept of postmodernism and the main philosophies then become directly attributed to the building of a city, art, architecture and other applications within society. The main concept is to promote the same modern principles of what it means to be a contemporary city while creating a collage of social and cultural differences which can be celebrated. These are combined with various types of diversity and practices in the city, all which can be developed and

Change is a feature of modern life; discuss and critically analyse how Essay

Change is a feature of modern life; discuss and critically analyse how a nurse can manage change in order to deliver effective patient care - Essay Example The presentation of current conditions regarding the above issue is also followed with views of literature on the specific subject with an effort to choose and evaluate the most appropriate model for the presentation of the nurse-patient relationship as been formulated under the influence of change in the internal and the external organizational environment. Change management is the process [1] of developing ‘a planned approach to change in an organization’. In this context it can be assumed that its main objective is ‘to maximize the collective benefits for all people involved in the change and minimize the risk of failure of implementing the change’. For the above reasons, it has been found that the discipline of change management ‘deals primarily with the human aspect of change, and is therefore related to pure and industrial psychology’. There are several theories referring to the role and the structure of change management, the most known of which is that of Lewin. Lewin’s theory of force field analysis (Lewin 1951) is widely used in change management and can be used to help understand most change processes in organisations. In force field analysis change, is characterised as ‘a state of imbalance between driving forces (e.g. new personnel, changing markets, new technology) and restraining forces (e.g. individuals fear of failure, organisational inertia)’. Moreover, in order to achieve change ‘towards a goal or vision three steps are required: Third, once the change is complete the forces are brought back into quasi-equilibrium and re-frozen’. The above theory although explains the role of secondary forces in an organizational environment does not offer an adequate explanation regarding the criteria on which the ‘frozen, de-frozen’ procedures are going to be based. Moreover, it has been

Personal and professional development Research Paper

Personal and professional development - Research Paper Example My Vision My vision is to be an impeccable professional in business related area who cuts a niche in the competitive business landscape as one of the reliable, efficient, and trusted business mind that can initiate projects, monitor then, analyzed them for the benefit of the business and the community at large. In this reference, I intend to urge and acquire admiration from upcoming professionals in the same field so that they can develop interest and generate energy for achieving self-determination goals in their professional lives. I also intend to cooperate with my colleges in striking higher standards through pulling different knowledge and experience for the purpose of discerning much in the business profession. My Values I believe in quality, efficiency, and relevancy as the most important values that can drive change in the business environment, I therefore wish to cooperate with the relevant partners in achieving these values through diligent, professional, and sheer integrit y. In working with the partners, I remain optimistic that my clients in the business fields will not fall short of series of innovative skills, technology, and the required expertise that will be able to move their organization steps ahead and give them a competitive edge in their quest to satisfy customer’s needs. I believe this cooperation will resonates equally with the expectation of the society. What I want to Provide Value for in the Future I come from the school of though that business and healthy competition is brought about by either the ability of an organization to acquire information and use the information in their best interest within the opportune time. In this reference, I would want to provide value for the Information technology in businesses. Through information technology, businesses are able to receive information on time and act on them, they are also able to analyzed and construe the implication of several data efficiently, reliably, and take the necess ary steps according to the data analyzed. Through synchronized IT in business, we can track all our clients and market our services with ease unlike manual operation without IT assistance. This consideration makes see the opportunity for businesses in the future. The meaning of My Work Life I want my life work to be that of solving problems and making it easier for business to be done using new technology and other innovations. This I believe will put me in a better position in serving the needs of the business entities as well as the community at large. In other way, the meaning of my work life is that which is full of optimism and belief that all is possible with the right efforts and progressive thinking. This is guided by the fact that business is about change and we have to look for ways of making the change be positive and beneficial to the business fraternity. Whom I want to benefit With my professional training, I want to benefit all, this is because the services and the tec hnological advancement that I intend to put into place cuts across everybody I the society and thus all will be taken care of in my discharge of professional knowledge. The business people will be easily connected with the consumers and thus marketing of products can be enhance by the organizations, on the other hand, through technology, consumers can make purchase online and avoid the tedious process of

Knox Case Study Research Paper Example | Topics and Well Written Essays - 500 words

Knox Case Study - Research Paper Example As his manager, I would be positive about his success in winning a new client to the company but would not communicate his strategy to other employees and external stakeholders. I would also urge him to be more sensitive to possible ethical concerns. No action should be taken against Knox for his initiatives but he should instead be advised to be more careful not to breach ethical values in his sales initiatives. My reaction would be based on an understanding of dilemma that employees face in defining moments and the possible consequences of victimizing employees for choosing a right thing over another. Knox did not take advantage of the client but used his skills to draw the client’s attention to what he could offer and subsequently what his organization could offer. He was also not deceitful but generated mutual benefit for both the company and the client and should therefore not be reprimanded (Humphreys, Amed, Pryor, Hanson, Peppers, Rogers and Borg, 2009; Badaracco, 1998) . Being another manager in the company, I would consult with Armadillo to determine their opinion about their interaction with Knox. My interest would be to determine their derived utility from the interaction for ethical consideration. If they consider the approach dishonest and they believe that Knox initiatives coerced them, then I would explain to them our ethical policies and consider a remedy and a possible action against Knox. Their satisfaction with the initiative would, however, communicate utilitarian ethics because ethics is circumstantial (Badaracco, 1998). I would advise other salespeople to be careful in their sales initiatives because while some clients might consider such acts as ethical, others may be offended because of cultural diversity.

Satire in Huckleberry Finn Essay Example for Free

Satire in Huckleberry Finn Essay Chapters 1-4: Superstition In chapters 1-4 of The Adventures of Huckleberry Finn by Mark Twain, Twains characters tend to get worked up over the silliest of superstitions. In the second chapter, when Huck accidentally flicks a spider into a flame, he, â€Å"Was so scared and most shook the clothes off [him]† (Twain 3). He counters the burden that the dead spider will bring by performing plenty of even more odd acts like turning around while crossing his breast and tying up a lock of his hair to ward off the witches. Huck is still anxious because he hadnt been told that any of those counter charms were good for removing the penance of killing a spider. Most superstitions throughout these chapters stem from one person telling another of an irrational belief they hold as the truth like Jims â€Å"magical† hair-ball that he profits off of by telling people very vague fortunes (Twain 17-18). Some of these fortunes come true, so people tell others about the miraculous magic hair-ball. Superstition is an issue that has been around forever, and will probably be around forever. A psychologist, B. F. Skinner, discovered that any animal will develop superstitions, we are all just wired that way. For example, if one makes a bad grade on a test Monday, Wednesday and Friday, and it rains Monday, Wednesday, and Friday, one may start to believe that the rain is the reason why they have bad test grades just because of the correlation . Because of this, they may never want to take tests when it rains. Today, superstitions are less abundant because of widespread knowledge of science and reasoning, but it can still be observed in sports and religion where people do things really without a reason or dont really understand why. They just do it because theyve always done it. Superstition today does not really harm society but honestly makes it more interesting. Chapter 5: Greed In chapter 5, Mark Twains character, Pap Finn portrays greed in its purest form, and that is, in a stinky, rotten, hairy, drunkard. Pap Finn never does anything unless it benefits himself. Pap never helped another person out in the entire novel if it meant he had to lift a finger. He only even visits his only son whenever he needs money. When Huck finds Pap in his room right after hearing Jims fortune about the appearance happening, Pap first orders Huck to stop being smart because its making him look bad, and then reveals the real reason for his sudden showing up when he demands, â€Å"You git me that money tomorrow—I want it† (Twain 20). Pap uses the last bit of his power, his father authority, to exercise his greediness. Twain uses Pap to prove that absolute greediness is illogical. Even though Pap does whatever he can to help himself, because he was not good to others like his son, he receives none of the wealth that Huck has gained which would be given to a decent father. Greed is strongly prevalent today, especially in our economy. The American capitalistic economy is strongly centered on greed and excess. The highest ranking person in a business is really almost just like Pap, except they are rich and all.. The banks often try to profit quickly from the less fortunate by mortgage scams and placing many in debt and in even worse conditions than they were already in. CEOs and executives on Wall Street find loopholes to help themselves without even considering the lasting effects on the economy. Of course, there is greed and corruption in the government too. I think that this positively reinforced greed has really damaged the country. Greediness is the heart of America, but if it doesnt have boundaries, we may all turn into very lewd Pap Finns. Chapter 8: Slavery Twain, in chapter 8, demonstrates how slavery rips apart the moral fabric of a society by exposing the hypocrisy and underlying effects of the issue. Slavery corrodes the slave owner just as much as the slave as evidenced by Miss Watson lying about never sending Jim to New Orleans, but since the money was worth more to her than a human life, she goes back on her promise (Twain 43). Despite Miss Watsons piety, because she owns a slave, her morals are allowed to break down, and she breaks a commandment and goes against the bible when she greedily accepts the money. Jim, as a slave, is always in fear. He was afraid of Miss Watsons treatment when he lived with her, afraid of being sent to be a plantation worker, and now terrified of being caught as a runaway (Twain 43). This alone is enough to ruin his humanity, not to mention his physical beatings as well. The only thing he has to hold on to are his various superstitions like, â€Å"You musnt count the things you are going to cook for dinner, because that would bring bad luck† (Twain 45), and all of the signs and other things he points out. Huckleberry, even though he is very fond of Jim, constantly refers to him as â€Å"Miss Watsons Jim† (Twain), reminding the reader that Hucks society was taught that slaves were just property and nothing more. Because of slavery, the southern society in The Adventures of Huckleberry Finn has a lapse in morals by almost all of the whites, actually supports the devastatingly inhumane psychological and physiological treatment of humans, and contains seriously horrible false perceptions and prejudices. Slavery is not really an issue today. It has been abolished for over 100 years now. Although, the fact that (southern) society is functioning much better than it did back then proves that the slave-centered society was not only morally atrocious but also financially weak. The slave owners owned almost all of the wealth in the southern society. The poorer whites all idolized the planter aristocracy, but the aristocracy was hogging all of the wealth and causing the poverty. The Impending Crisis of the South by Hinton Helper, used charts and graphs to explain how exactly the non-slave holding whites were actually being harmed by the institution. The book was quickly ordered to be burned by the planter aristocracy. The only reason the poor whites kept voting for slavery was because they hoped to someday own slaves, and because they liked feeling racially superior. Slavery ended, and a few decades or so later, almost everybody was pretty much content with the way society was functioning Chapters 12-13: Man’s Inhumanity/Cruelty to Man In The Adventures of Huckleberry Finn, Huck Finn is initially not one to stray away from violence and is typically fascinated with it. However, when Twain transitions the violence from make-believe with the band of robbers with Tom Sawyer to bloody, cruel violence on the steamboat, he exposes another moral atrocity by examining it through the eyes of a young boy. Although Huck had been intrigued with murdering and robbing in the beginning of the book, in chapter 12, Huck is greeted by actual violence and death, and realizes how awful it really is. On the steamboat, Huck reacts extremely impulsively when he realizes that the men are actually going to die. He becomes alarmed and heroically wants to save them even if it meant risking his own life (Twain 69-70). Even though Huck had been raised by an outrageously selfish father, and even though he pretends not to be bothered by blood and guts, when confronted with real violence, he puts aside his own need to rescue another. A young, barely educated child can realize how barbaric cruelty to another human is, but the frequency of such events have just desensitized most adults from realize the true monstrosity. I strongly agree with Twains idea that most people are born innocent. Not a great number of killings have been done by young children. Today, I think most of the worst cruel, inhumane treatment is done by people with psychological issues. A lot is done by people who have grown up in an environment that has desensitized them to violence like gangs, drug dealers, and the even the military. The media also plays a role in sustaining inhumanity. The increased violence in video games and on TV shows has made violent events part of every day life. Although I do think most people can differentiate between real violence and fantasy, I also believe that making gore so prevalent has made it seem less serious than it actually is. To me, inhumanity is probably the most disturbing issue. I sympathize immensely with people in poverty, and I really hate people being treated unfairly, but I sometimes cannot even stand to hear or look at somebody treating another person like an animal or even saying awful things to them. Chapter 6: prejudices/biases In chapter 6 of The Adventures of Huckleberry Finn, Mark Twain satires black prejudice by contrasting a white man and a black man. The white man, Pap Finn is dirty, hairy, greasy, and illiterate. He is infuriated that a black man is allowed the right to vote even though he is, â€Å"Most white as a white man†(Twain 27). Pap Finn portrays the white man as evil and racist in the novel. The free black man is the complete opposite of Pap. He is clean, well-educated and nicely dressed (Twain 27). The differences in this man and Pap exacerbate Pap. Just being black was enough to gain Paps hate, but since it was a smart, clean, well-dressed black man, it set him off. Twain disproves the idea of black men being stupid and uncivilized and white men being the better breed by filling the book with exceptions to these claims. I think that people today do get flustered by people being different and come up with racist ideas to help them cope with that. I guess I still live in my own little bubble of Kingwood suburbia, but I have not seen much evidence of extreme racism. I dont even really feel prejudice often either. I try to be analytical of people, but hardly ever base anything off of ones race. I know dangerous racism is still occurring in the deep south, but honestly, its dying out because more and more people are realizing what Twain was preaching. All men are created equal. I think that homosexuals are the next group that will be vindicated. Their civil rights movement is following more of the same patterns as previous ones. People have been slowly understanding them more and more. It is just hard for some to dismiss previously held beliefs.

Post modernism and our contemporary social work understanding

Post modernism and our contemporary social work understanding Drawing on material from the module, critically discuss the extent to which theories relating to post modernism inform our understanding of an aspect or aspects of contemporary social work. Theories of postmodernism have gathered pace across all aspect of social theory. This is often referred to as the postmodern turn (Best and Kellner, 1997). The emergence of the modern/postmodern debate in response to economic, social and cultural transformation has significant implications for professions such as social work (Crook et al, 1992). A vast array of literature has emerged with an interest in understanding changes to welfare provision and social work in relation to post modernity (Parton, 1994). This text will critically discuss the extent to which theories relating to post modernism inform our understanding of contemporary social work. Being with the emergence of postmodern theory it will attempt to define this phenomenon by exploring the key themes. Focusing on two elements in particular, welfare and anti-oppressive practice, this text will try to identify features of postmodern social work using modernity as basis for comparison and analysis. To conclude collaborative theories such as affirmative or critical postmodernism will be explored as perspectives that inform understanding and guide social work practice into an approach that combines both personal and social factors. Postmodernist social theory began to emerge in the 1960s and 1970s. It developed into the 1980s where the concepts of globalization and reflexivity become incorporated. Today the postmodern debate continues to influence social work policy and practice (Walker, 2001). Postmodern theory developed as a response to a perceived crisis of modernity brought on by factors such as accelerated economic growth, consumerism and resource depletion (Boggs, 1993). For many theorists such as Lyotard (1991) modernity failed to achieve its supposed aims of democracy, human emancipation and social justice through its evidence based world view. Amongst theorists there is little consensus about when the world become post modern or if indeed it has giving rise to a plethora of postmodern perspectives and associated terms such as late modern, post-industrial, post-structural and high or late modernity (Dodd, 1999). Some theorists attempt to explain postmodernism historically whilst others consider it synonymous with the demise of historical time (Felski, 2000, p.2). As a result postmodernism proves difficult to define. There is however a common feature that can be identified within most postmodern theory, the demise of mega-narratives (Lyon, 1994). Factors such as uncertainty, flux, ambiguity, pluralism and diversity have also been identified as characteristics of a postmodern society (Turner, 2006). The influx of postmodern theories has changed the discourse of social science shifting the focus from analysis of social structure to analysis of meaning (Noble, 2004). In considering the impact of theories relating to postmodernism attention should be given to what characterises modern and postmodern social work. Social work can be considered a child of modernity (Parton and Marshall, 1998). The foundations of modernity were set in understanding the social world through reason, objectively and scientific study (Boggs, 1993). Some argue that it was this presence of logical argument and commitment to reason that equipped social work with tools to identify and address oppression (Noble, 2004). For this reason social work has spent most of its adolescence within the social sciences focusing on an evidence based approach to practice (Payne, 2005). Writers such as Gellner (1992) and Hambermas (1987, cited by Leonard 1997) advocate that if separated from repression and domination human reason is still the most progressive force for tackling the social world. A modernist perspective assumes that there is some fixed essence or ethical base that informs social work (Noble, 2004). This was a popular perspective in the 1970s where pursuit for a synthesized approach to theory and practice was accelerated and arguments were made for the introduction of generic practitioners and departments (Howe, 1994). The argument that in the age of modernity social order is maintained through self-regulation, systematic enquiry and expertise put forward by Foucault (1975), goes some way toward explaining the development and popularity of therapeutic approaches within social work. Promoting psychological understanding became a basis for social work with treatment and rehabilitation forming the foundations of the profession (Payne, 2005). There is of course considerable debate as to whether social work did begin with such emancipatory aims and its promotion of universalism and objectively is certainly challenged by the postmodern discourse. Social work, from a postmodern perspective, stresses attention to power dilution, diversity, the authority of the service user, pluralistic perspectives and a fluid approach to intervention (Parton and OByrne, 2000). In this approach universalism is rejected and practitioners no longer strive to understand human behaviour through a theoretic framework. Multiple public inquiries into child deaths and institutional abuse have shaken faith in psychologically based techniques, questioning their ability to support individuals to function safely in society (Walker, 2001). This coupled with criticisms from radical social work perspectives has created space for a legal and social justice framework to emerge (Howe, 1994). Within this framework social workers are increasingly judged by their effectiveness giving reason, argues (Aldridge, 1996), for social workers to embrace their expertise and become more confident to articulate responses to criticism. An implication of accountability culture is that social work practice becomes task-orientated and performance related (Hugman, 2003). It is for this reason that postmodernism has been critiqued for responding only to the surface of events with little inclination to explore what is behind this (Ferguson and Levalette, 1999). Social work is reduced to a set of organisational procedures dictated by codes of conduct, Once the idea of a common theoretical base underpinning all social work practices is abandoned, the full implications of the controlling nature of legislation and policy can be unleashed (Howe, 1994, p.524). Having considered what characterises modern and postmodern social work we can begin to explore how these perspectives inform different aspects of social work. Given that social work is submerged in the welfare debate it seems a logical starting point to consider in relation to postmodernism (Pease and Fook, 1999). Understanding postmodernist theory in this sense gives insight into the political and social climate that shapes practice. Concerns have been raised regarding the impact of the postmodern discourse. Writers such as Powell (2001) suggest that the welfare system provides an essential role in taming unwieldy elements of capitalism through a state supported redistributing welfare system. Although modernist thinkers would concede that the welfare state has never fully succeeded in addressing inherent inequalities, its very existence has improved the standards of living for the majority (Noble, 2004). Therefore it is hardly surprising that concerns are being voiced over an increa sing neo-liberal agenda and subsequent downsizing of the state in favour of a free market economy (Midgly, 1999). The introduction of quasi-markets and mixed economies of care has resulted in what is referred to as a contract culture (Ife, 199). Powell (2001) suggests that the erosion of the welfare state has placed barriers to humanistic social policies and as a result professions such as social work struggle to remain central to service provision and to advance their wider aims of social justice. Postmodernism with its disregard for universal values and ethics coupled with globalisation and the continued spread of capitalism are the driving forces behind this change (Noble, 2004). Ritzer (1995) attempts to define the status of society and social relationships in relation to a global market economy. Warning of the de-humanizing influences of large multi-national corporations Ritzer (1995, p34) highlights working practices that, exemplify the contemporary rationalisation process within globalization of culture. The four main elements of these working practices; evolving, efficiency, calculability and predictability are increasing present within social work. Naturally these concerns are not shared by everyone. Many postmodern theorists argue that that the welfare state has always been a source of controversy never reaching consensus on how it should be organized, funded or distributed (Dominelli, 1996). Modernists can be critiqued for failing to acknowledge the welfare state as a mechanism for reproducing social inequality through the way in which resources are accessed and priorities established (Walton 1975, cited by Dominelli, 2004). Giddens (1991) identifies the welfare state as bound to traditional family and gender systems. Fraser and Gordon (1994) observe the gendered nature of welfare suggesting that policies centred on dependency, often associated with femininity, perpetuate negative representations of women and other disadvantages groups. Jordon and Jordan (2000) suggest instead that the Third Way in politics, dismissed as oppressive capitalism by commentators such as Bauman (2002), has a moral fibre in the sense of offering ju stice and inclusion without forcing conformity. Rights and freedoms are offered in the context of the market place, individuals have choice by means of being a consumer (Howe 1994). It is argued that the growth of the voluntary sector and changes to decision making and management structures are creating space for more innovative and personalised service delivery which is free from the constraints of institutional barriers (Walker, 2001). The modern postmodern debate gathers pace when considered in relation to anti-oppressive practice. Here there are further concerns regarding the postmodernism influence on social work. Writers such as Ferguson and Levalette (1999) have argued that postmodern perspectives have little to contribute to anti-oppressive practice. Without universal ethics and values it becomes difficult to transform power relations or to identify common experiences that oppressed groups may share (Callinicos, 1995). The main critique that Ferguson and Levalette (1999) lobby on postmodernism is if all discourses are to be treated as valid the basis for distinguishing oppression is removed. Some feminists among other political critics argue that postmodernism, with its rejection of meta-narratives disempowers socially disadvantages groups at the very point at which they need to demand emancipation in the name of universalistic notions of justice and equality (Leonard, 1997). To address this requires a separa tion of emancipatory theory from oppressive ideology. The notion that emancipation can have a normative foundation is considered by postmodernism to be unsound. However advocates of modernity such as Hambermas (1987, cited by Leonard 1997) advocate the need for a standard or a form of undistorted communication to remain in order to distinguish and challenge oppression. Smith (1994, p.26) raises concerns that in a postmodern society oppression becomes self defined, the relationship between an individuals social situation and their identity becomes separated resulting in no objective way to locate a primary source of oppression. Smith (1994) also suggests that the celebration of diversity that postmodernism promises only serves to trivialise real oppression felt by many disenfranchised groups. Increasingly concepts of identity have replaced discourses of oppression (Ferguson and Levalette, 1999). Leading the charge on identity is Giddens (1991) who asserts that individuals are rational and reflexive agents who create and shape their own identities. This assumption that identity is a matter of choice has been challenged significantly. Commentators such as (Skeggs, 2001) have argued that choice and reflexivity is a classed phenomenon with many individuals having few and often undesirable lifestyles from which to choose. There are of course counter arguments to be considered here. To some postmodernists modernity is, or was depending upon their perspective, a Eurocentric, patriarchal and destructive force legitimised through the language of science (Pease and Fook, 1999). In a modern society those in positions of power are able to determine how knowledge is understood and what knowledge is relevant (Howe, 1994). Postmodernism rejects the idea that grand theories such as liberalism, socialism and psychoanalysis have offered explanations for human development suggesting instead that they perpetuate oppression by demanding consensus to their absolute notions (Bauman, 1992). A universal knowledge base that informs understanding of human behaviour naturally assumes something transferable that can be applied across all societies and cultures (Dominelli, 1996). It has been suggested that this form of universalism equates to cultural domination and the potential for racist ideology (Leonard, 1997).Within this critique postmodernism suggests that diversity should be celebrated as a reflection of the polymorphous, non-unitary and con-consensual nature of the social word (Howe, 1994, p.524). A relativist approach in contrast to a universal approach suggests all forms of behaviour are local rendering notions of human nature redundant (Howe, 1994). Postmodernism challenges the notion that perspectives such as Radical or critical social work are the only means by which emancipation can be achieved. In this context adopting universal truths as a basis for emancipation is deemed arrogant and unethical (Noble, 2004). Postmodernism spurns the concept of reason as an e mpancipatory force and suggests that a more empowering approach is through the embracing of pluralism and difference (Dodd, 1999, p.212). A key element of postmodernist thinking is the importance of language. From a postmodern perspective it is the discourses that constitute social and economic life (Ferguson and Levalette, 1999). Howe (1994, p.552) explains that Language, once thought simply to reflect reality, now appears to constitute our reality in an independent domain of its own which carries meaning and culture. The notion that power is embedded in language offers scope for social workers to critically reflect and challenge dominant discourses and assumptions to avoid perpetuating oppressive practices (Fook et al, 2000). This highlights the transformative capacity of critical postmodernism to improve practice and facilitate social change (Morley, 2004 p. 299). However Ferguson and Levalette (1999) observe that new language and terminology although a force for challenging oppressive categorisation, does not change the material situation individuals face. In summary it is worth considering how postmodern perspectives can be combined and developed to offer an approach to social work that integrates diversity and flexibility of meaning with the possibility of an ethical discourse that is shared rather than individualised (Hugman 2003, p.1035). Critical postmodernism based on a constructionist approach, combines flexibility of meaning with the understanding that society is socially constructed through the actions and relationships of its members (Hugman, 2003). In this sense postmodernism does not need to equate to the disappearance of traditional social work but nor does it need to succumb to a neo-liberal agenda (Sim, 1999). Ferguson and Lavalette (1999, p.28) in support of Leonard (1997) suggest another avenue in combining the postmodernism and structural discourses, by combining postmodernist themes with socio economic developments (informed by a Marxian perspective on globalisation and post-fordism), a rejuvenated emanicpatory social work can be developed. Parton and OByrne 2000) discuss the application of an affirmative postmodern social work which opens up thought towards greater inclusion and less prescriptive theories and methods of practice. Ife (1999) and Pease and Fook (1999) also support a social work that values diversity and uncertainty but maintains a political struggle towards social justice based on a commitment to some universal ethical and values. These theories offer a way of managing a changing society without removing a unified knowledge base or without forcing a postmodern retreat. In other words they provide a way forward that incorporates the personal with the political so that bo th are integrated into a more relevant social work discourse (Noble, 2004, p.2). This text has gone some way towards outlining postmodern perspectives of contemporary social work. From this brief analysis we can see that social work developed during the period of enlightenment or the age of modernity. As a result its focus became the development of a universal theoretical framework that informs knowledge in order to challenge social oppression. Changes within society have given rise to postmodern theories which offer social work the possibility of a fluid, pluralistic approach that promotes diversity and participation through the validity of all perspectives. As we have discussed neither of these approaches is without challenge or critique. Consideration has been given to the impact of postmodernism upon the welfare state and thus social work, outlining concerns relating to a neo-liberal agenda but questioning at the same time the suggested empacipatory nature and role of the state. The impact of postmodernism on anti-oppressive practice has been debated and implications for social work considered. Conclusions have been offered in the form of theories that combine postmodernism with elements of universalism and structural analysis. It has been clear throughout this journey that postmodernist theories have and continue to impact upon social work practice. In conclusion giving consideration to a postmodern perspective helps assists social work to examine the diverse, provisional and uncertain nature of all aspects of our world, including knowledge and skills and values and ethics (Hugman, 2003, p.1037). Word count 2,679

Prison Writing :: essays research papers

The bleak prison world portrayed by George Jackson in his letter to Fay Stender, his attorney, develops into a concentrated and condensed view of American society. This microcosm evolves from faults within the socio-political structure of the state. Jackson draws similarities between the construct of American and prison life, which harmonised the unrest of black Americans during an era of the civil right movement. The links drawn add another dimension to the movement and the barbaric nature of American politics. To move away from Jackson’s letter, I would like to quote something that I believe is essential to Jackson’s view of the prison system: I feel like an alien in here because this whole prison system is created in such a way as to cut me off from my culture, my religion. There is no way I can describe the effect it has on me to be forcefully separated from my very way of life. The values of the white man, I do not understand. I don’t understand a culture that believes that it is good to fight one another for wealth, for material things†¦ These things I don’t understand, but it is the way of white man, and it is the way these prisoners are taught to be so that they can function properly in the white man’s society when they are released. This is part of an affidavit written to congress by a Native American called Timothy Reed, also known as Little Rock. The prison system is designed to remove one’s identity to replace it with an ‘American’ one. I have often thought that being American is more akin to a religion than a nationality. The nation’s zealous guarding of their identity condemns any notion outside their own. That a nation so young and bastardised could be so xenophobic is horrifically ironic considering America’s history. And it is this history that Jackson considers important to understanding ‘why racism exists at the prison with â€Å"particular prominence†Ã¢â‚¬â„¢ and goes on to answer ‘the larger question of why racism exists in [American] society with â€Å"particular prominence†, tied into history’. That ‘those who inhabit [the prison] and feed off its existence are historical products’, fixes on an evolution of America whic h not only creates the need for such prisons, but also creates a micro-society in its image. The perpetuation of the cruelty of American history exists inside the prison walls, where ‘overt racism exists unchecked.

Personal Narrative - Severe Chest Pain Attack :: essays research papers

Silent Killer Today was like supposed to be just like every other day. On another early Monday morning, just like every time I had to get up 2 hours before school, I woke up and went downstairs for breakfast at 6:30. I clean the mess from last night’s dinner with my brother and get ready to go with my carpool to school, because just like every other day, gas is expensive. Funny thing about the carpool, which comes at 7:00 sharp, 7:30 came and she didn’t show up, Therefore, we ended up waking up my father and dragging his tired angry self to school. I had forgotten my wallet at home, so I wasn’t going to have lunch and I didn’t eat breakfast either. Around 11:00, I start my pre-calculus class where we are doing long division of polynomial functions when it hits me. Pain. Intense sharp needle like pain in my chest. Subtle at first, but as I continue breathing, the pain gets worse. So, to solve this, I thought my chair was too tight to the desk. I moved back. Not helping. Clenched at the chest and bent over. Breathed slower. Not helping. Tore off my jacket and bent over in my chair fully. Not helping. And my breath kept getting shorter and shorter until I was barely gasping one every 5 seconds. I reached over and hit my friend and she got the point. Mr. Courtney phoned the principal, vice principal and school administrator. They all came down and told me to lie on the floor. By this time, I was nauseous and convulsing because of lack of oxygen and trauma. I lie there shaking as my teacher moves tables and finds jackets so that I can get my head elevated. The students leave the classroom. My teeth start chattering and I am near tears when the paramedics come in, 8 grown men with machines, clipboards, walkie talkies, and suits storm into the classroom and strap things on me. A red-lighted finger clamp to check my pulse, a blood pressure thing on my arm to check my blood, and 4 sticky clamps attached to wired to check other vitals of some sort. After 15 minutes, the pain subsides almost completely, except when I started to stand. Vital signs, good. Blood pressure, Good. Pulse, strong steady and fast. Adrenaline rush, maybe. Anxiety attack, maybe. Hospitalization, not necessary. By that time, they had called my mom and she came down from North Scottsdale in 14 minutes.

Military Technology Essays -- Technological Research Persuasive Essays

Military Technology   Ã‚  Ã‚  Ã‚  Ã‚  Technology in the military has greatly increased strength and eased the ranking among world powers and effected the development of new military weapons. The term â€Å"Survival of the fittest† means that the strong will succeed but the meek will not, this is the case with military technology. The U.S. has the best technology in the world, therefore we are the highest military power.   Ã‚  Ã‚  Ã‚  Ã‚  Technology is a very important part of warfare. Technology is driven by the military. The army's race during the cold war, spawned some of the greatest technical achievements in human history. Space travel for example is a result of the X-plane project. The Internet was produced by the military as well. If we stop investing in military technology, we risk our safety. If other nations had more advance technology than we do, they would have more power than we do. If that was to happen, we face the threat of that nation taking over us.   Ã‚  Ã‚  Ã‚  Ã‚  Military technology may be divided into five categories. Offensive arms harm the enemy, while defensive weapons ward off offensive attacks. Transportation technology moves soldiers and weaponry; communications coordinate the movements of armed forces; and sensors detect forces and guide weaponry.   Ã‚  Ã‚  Ã‚  Ã‚  There are many types of technological developments in the military happening at all times. They range from new aircraft to sophisticated guidance systems. Teams of specialists work for years to develop some of our simplest equipment. These people’s everyday lives are devoted to the safety and protection of the citizens of the U.S.   Ã‚  Ã‚  Ã‚  Ã‚  Aircraft are one of the biggest areas of advancement in the past. Military aircraft have become more sophisticated in variety, effectiveness, and maneuverability techniques in recent years. After it was found that aircraft could be very useful in war, they started to become a necessity of war. After World War 2, technological advances in aircraft began. The advances include stealth, targeting, maneuverability, etc. With stealth technology, many new and extremely effective aircraft have been developed for air warfare. One of the very first stealth aircrafts was developed for Operation Dessert Storm. This stealth fighter jet was the F-117A. The U.S. sent out 43 of these jets, and all of them returned and with not as much as a scratch on them. During Dessert Storm, the F-117A pr... ...litary uses. Military technology has been effecting the rules of war for years and it will for years to come. In medieval times, there were many advances that today we would not think of as technology but they are. Chain mail armor was invented to prevent injuries from sword fighting, catapults were used to throw objects over castle walls and break down doors. The American Revolution had an impact on technology, the first guns were just being made, without this technology we would be nowhere today. In WWI machine guns were invented by the Germans, and then more finely tuned for WWII. Since WWII, there have been so many developments that they can’t even be counted. The future has a good outlook for new technology in the military. Many possibilities include the unmanned war, where all the fighting will be done by robots and computers. Other possibilities include, space travel, new fuels, vehicles, and more. Military technology has greatly improved our world and has put ahead the strongest nations. Many other uses come from these developments far from what they were originally designed for. Technology has been the largest influence on the world since the beginning of time. Military Technology Essays -- Technological Research Persuasive Essays Military Technology   Ã‚  Ã‚  Ã‚  Ã‚  Technology in the military has greatly increased strength and eased the ranking among world powers and effected the development of new military weapons. The term â€Å"Survival of the fittest† means that the strong will succeed but the meek will not, this is the case with military technology. The U.S. has the best technology in the world, therefore we are the highest military power.   Ã‚  Ã‚  Ã‚  Ã‚  Technology is a very important part of warfare. Technology is driven by the military. The army's race during the cold war, spawned some of the greatest technical achievements in human history. Space travel for example is a result of the X-plane project. The Internet was produced by the military as well. If we stop investing in military technology, we risk our safety. If other nations had more advance technology than we do, they would have more power than we do. If that was to happen, we face the threat of that nation taking over us.   Ã‚  Ã‚  Ã‚  Ã‚  Military technology may be divided into five categories. Offensive arms harm the enemy, while defensive weapons ward off offensive attacks. Transportation technology moves soldiers and weaponry; communications coordinate the movements of armed forces; and sensors detect forces and guide weaponry.   Ã‚  Ã‚  Ã‚  Ã‚  There are many types of technological developments in the military happening at all times. They range from new aircraft to sophisticated guidance systems. Teams of specialists work for years to develop some of our simplest equipment. These people’s everyday lives are devoted to the safety and protection of the citizens of the U.S.   Ã‚  Ã‚  Ã‚  Ã‚  Aircraft are one of the biggest areas of advancement in the past. Military aircraft have become more sophisticated in variety, effectiveness, and maneuverability techniques in recent years. After it was found that aircraft could be very useful in war, they started to become a necessity of war. After World War 2, technological advances in aircraft began. The advances include stealth, targeting, maneuverability, etc. With stealth technology, many new and extremely effective aircraft have been developed for air warfare. One of the very first stealth aircrafts was developed for Operation Dessert Storm. This stealth fighter jet was the F-117A. The U.S. sent out 43 of these jets, and all of them returned and with not as much as a scratch on them. During Dessert Storm, the F-117A pr... ...litary uses. Military technology has been effecting the rules of war for years and it will for years to come. In medieval times, there were many advances that today we would not think of as technology but they are. Chain mail armor was invented to prevent injuries from sword fighting, catapults were used to throw objects over castle walls and break down doors. The American Revolution had an impact on technology, the first guns were just being made, without this technology we would be nowhere today. In WWI machine guns were invented by the Germans, and then more finely tuned for WWII. Since WWII, there have been so many developments that they can’t even be counted. The future has a good outlook for new technology in the military. Many possibilities include the unmanned war, where all the fighting will be done by robots and computers. Other possibilities include, space travel, new fuels, vehicles, and more. Military technology has greatly improved our world and has put ahead the strongest nations. Many other uses come from these developments far from what they were originally designed for. Technology has been the largest influence on the world since the beginning of time.

2nd Midterm Sample Exam

Sample Term Test 2A 1. A variable X has a distribution which is described by the density curve shown below: What proportion of values of X fall between 1 and 6? (A) 0. 550 (B) 0. 575 (C) 0. 600 (D) 0. 625 (E) 0. 650 2. Which of the following statements about a normal distribution is true? (A) The value of  µ must always be positive. (B) The value of ? must always be positive. (C) The shape of a normal distribution depends on the value of  µ. (D) The possible values of a standard normal variable range from ? 3. 49 to 3. 49. (E) The area under a normal curve depends on the value of ?. 3.The values in parentheses are the probabilities of each team winning their respective game. Game Game Game Game Game 1: 2: 3: 4: 5: Finland (0. 43) USA (0. 28) Japan (0. 11) Denmark (0. 33) France (0. 18) vs. vs. vs. vs. vs. Germany (0. 57) Switzerland (0. 72) Canada (0. 89) Sweden (0. 67) Scotland (0. 82) 20. The outcome of interest is the set of winners of the ? ve games. How many outcomes are con tained in the sample space? (A) 5 (B) 10 (C) 25 (D) 32 (E) 64 21. In a sports game, the â€Å"favourite† is the team with the higher probability of winning and the â€Å"underdog† is the team who is less likely to win.What is the probability that at least one underdog wins? (A) 0. 93 (B) 0. 74 (C) 0. 80 (D) 0. 67 (E) 0. 59 22. A recently married couple plans to have two children. The outcome of interest is the gender of each of the two children. Consider the event that exactly one of the couple’s children will be a boy. Which of the following is the complement of this event? (A) two boys (B) two girls (C) one girl (D) at least one girl (E) zero or two girls 23. A manufacturer of automobile batteries claims that the distribution of battery lifetimes has a mean of 54 months and a variance of 36 months squared.Suppose a consumer group decides to check the claim by purchasing a sample of 50 of these batteries and subjecting them to tests to determine their lifetime. Assuming the manufacturer’s claim is true, what is the probability that the sample has a mean lifetime less than 52 months? (A) 0. 1292 (B) 0. 3707 (C) 0. 0091 (D) 0. 4909 (E) 0. 3483 24. A recycling plant compresses aluminum cans into bales. The weights of the bales are known to follow a normal distribution with standard deviation eight pounds. In a random sample of 64 bales, what is the probability that the sample mean di? ers from the population mean by no more than one pound? A) 0. 3413 (B) 0. 4772 (C) 0. 6826 (D) 0. 9544 (E) 0. 1587 25. The monthly mortgage payment for recent home buyers in Winnipeg has a mean of $732, and a standard deviation of $421. A random sample of 125 recent home buyers is selected. The approximate probability that their average monthly mortgage payment will be more than $782 is: (A) 0. 9082 (B) 0. 4522 (C) 0. 4082 (D) 0. 0478 (E) 0. 0918 26. Weights of pears in an orchard follow a normal distribution with mean 195 grams and standard deviation 40 grams.A random sample of ? ve pears is selected. What is the probability that the total weight of the pears is greater than one kilogram (i. . , 1,000 grams)? (A) 0. 2795 (B) 0. 3897 (C) 0. 2451 (D) 0. 3264 (E) 0. 4129 27. The fact that the sample mean does not tend to over- or underestimate the population mean makes the sample mean: (A) resistant. (B) unbiased. (C) e? cient. (D) a statistic. (E) a parameter. 28. A random variable X follows a uniform distribution with mean 3 and standard deviation 1. 73. We take a random sample of size 100 from this distribution and calculate the sample mean X. The sampling distribution of X is: (A) approximately normal with mean 3 and standard deviation 0. 173. B) uniform with mean 3 and standard deviation 1. 73. (C) approximately normal with mean 3 and standard deviation 0. 0173. (D) uniform with mean 3 and standard deviation 0. 173. (E) approximately normal with mean 3 and standard deviation 1. 73. 29. The sampling distribution of a statistic is : (A) the density function of the population from which the sample was selected. (B) the distribution of values taken by the statistic in all possible samples of the same size from the same population. (C) the distribution of the population from which the sample is drawn. D) approximately normally distributed if the sample is large enough, regardless of the shape of the population from which the sample is drawn.(E) all of the above. 30. Which of the following variables has a binomial distribution? (I) You repeatedly roll a fair die. X = number of rolls needed to observe the number 6 for the third time. (II) Tim Hortons is holding its annual â€Å"Roll Up the Rim to Win† promotion. Customers can check under the rim of a co? ee cup to see if they have won a prize. You buy one cup of co? ee from Tim Hortons each day for a week. X = number of times you win a prize during the week. III) A quality control inspector in a factory routinely examines samples of ? ber-optic cable being produced to check for defects. The inspector examines a 100-foot length of cable. X = number of defects found on the cable. (A) I only (B) II only (C) I and II only (D) II and III only (E) I, II, and III 31. There are four patients on the neo-natal ward of a local hospital who are monitored by two sta? members. Suppose the probability (at any one time) of a patient requiring attention by a sta? member is 0. 3. Assuming the patients behave independently, what is the probability at any one time that there will not be su? cient sta? o attend to all patients who need them? (A) 0. 0756 (B) 0. 1104 (C) 0. 0837 (D) 0. 0463 (E) 0. 2646 The next two questions (32 and 33) refer to the following: According to the Canadian Blood Services website, 9% of Canadians have type B blood. 32. If a sample of 8 donors is selected, what is the probability that less than two of them will have type B blood? (A) 0. 8424 (B) 0. 9711 (C) 0. 3721 (D) 0. 4703 (E) 0. 1576 33. Suppose we select a random sample of 175 blood donors and calculate the proportion p ? of individuals with type B blood. The standard deviation of p is: ? (A) 0. 0216 (B) 0. 0358 (C) 0. 0417 (D) 0. 0598 (E) 0. 0647The next two questions (34 and 35) refer to the following: It is known that 53% of students at a large university are female and 47% are male. 34. If we take a random sample of 12 students at the university, what is the probability that exactly seven of them are female? (A) 0. 1734 (B) 0. 1834 (C) 0. 1934 (D) 0. 2034 (E) 0. 2134 35. If we take a random sample of 200 students at the university, what is the approximate probability that less than half of them are male? (A) 0. 7291 (B) 0. 8023 (C) 0. 7852 (D) 0. 8508 (E) 0. 7517 Sample Term Test 2B 1. A random variable X is described by the density curve shown below: The probability of P (3 ?X ? 6) is equal to: (A) 0. 55 (B) 0. 45 (C) 0. 375 (D) 0. 40 (E) 0. 60 2. A random variable X follows a uniform distribution on the interval from 10 to 15. What proportion of values of X are greater than 13. 2? (A) 0. 18 (B) 0. 88 (C) 0. 36 (D) 0. 12 (E) 0. 28 3. Which of the following statements about a normal distribution is true? (A) The mean of a normal distribution must always be greater than zero. (B) For a standard normal distribution, P (Z < z) = P (Z > ? z) for any value z. (C) The height of a normal density curve must always be equal to one. (D) All values must fall within three standard deviations of the mean. E) The standard deviation of a normal distribution must always be greater than one. 4. A variable X follows a normal distribution with mean 10 and standard deviation 5. Another variable Y follows a normal distribution with mean 25 and standard deviation the 10. The maximum height of the density curve for X is (i) maximum height for the density curve for Y, and the area under the density curve for X is (ii) the area under the density curve for Y. (A) (i) greater than, (ii) less than (B) (i) less than, (ii) greater than (C) (i) equa l to, (ii) equal to (D) (i) greater than, (ii) equal to (E) (i) less than, (ii) less than 5.Weights of apples grown in an orchard are known to follow a normal distribution with mean 160 grams. It is known that approximately 99. 7% of apples have weights between 124 and 196 grams. What is the standard deviation of weights of all apples grown in the orchard? (A) 9 grams (B) 12 grams (C) 18 grams (D) 24 grams (E) 36 grams 6. A variable Z has a standard normal distribution. What is the value b such that P (b ? Z ? 0. 36) = 0. 2470? (A) ? 1. 22 (B) ? 0. 68 (C) ? 0. 27 (D) ? 0. 39 (E) ? 0. 55 The next two questions (7 to 8) refer to the following: Percentage grades in a large geography class follow a normal distribution with mean 67. and standard deviation 12. 5. 7. What proportion of students in the class receive percentage grades between 60 and 70? (A) 0. 2650 (B) 0. 2750 (C) 0. 2850 (D) 0. 2950 (E) 0. 3050 8. The professor decides to assign a grade of A+ to the students with the top 8% of the grades, and a grade of A to the next best 12%. What is the minimum percentage a student needs to earn a grade of A? (A) 77 (B) 78 (C) 79 (D) 80 (E) 81 9. The contents of bottles of water follow a normal distribution with mean  µ and standard deviation 4 ml. What proportion of bottles have ? ll volumes within 1 ml of the mean? (A) 0. 1974 (B) 0. 987 (C) 0. 6826 (D) 0. 4013 (E) unable to calculate without the value of  µ 10. A candy company manufactures hard candies in ? ve di? erent ? avours, according to the following probability distribution, where k is some constant: Cherry Root Beer Flavour Probability 0. 21 k Strawberry Orange Peppermint 0. 27 k 0. 14 If you select a candy at random, what is the probability that it will be fruit-? avoured? (A) 0. 48 (B) 0. 67 (C) 0. 68 (D) 0. 72 (E) 0. 86 11. Event A has probability of 0. 4 to occur and Event B has a probability of 0. 5 to occur. Their union (A or B) has a probability of 0. 7 to occur.Then: (A) A and B are mutually e xclusive. (B) A and B are not mutually exclusive. (C) A and B are independent. (D) A and B are dependent. (E) both (B) and (C). 12. You have two unfair coins. On any given ? ip, the ? rst coin has a 40% chance of landing on Heads and the second coin has a 25% chance of landing on Heads. If you ? ip both coins, what is the probability that at least one of them lands on Heads? (A) 0. 10 (B) 0. 45 (C) 0. 55 (D) 0. 65 (E) 0. 90 13. A fair six-sided die will be rolled. De? ne A to be the event that an even number is rolled and de? ne B to be the event that a prime number is rolled.Which of the following events is the intersection of A and B? (A) {2} (B) {2, 3, 5} (C) {2, 3, 4, 5, 6} (D) {3, 5} (E) {1, 2, 3, 4, 5, 6} 14. Suppose it is known that 61% of Winnipeg adults read the Winnipeg Free Press, 29% read the Winnipeg Sun and 18% read both newspapers. What is the probability that a randomly selected adult in Winnipeg reads only one of the two papers (but not both)? Hint: Draw a Venn diag ram. (A) 0. 54 (B) 0. 50 (C) 0. 45 (D) 0. 72 (E) 0. 47 The next two questions (15 and 16) refer to the following: A hockey players compiles the following facts: †¢ Her team wins (W) 60% of their games. She scores a goal (G) in 30% of her games. †¢ She gets a penalty (P) in 40% of her games. †¢ In 38% of her games, her team wins and she scores a goal. †¢ In 24% of her games, her team wins and she gets a penalty. †¢ in 15% of her games, she scores a goal and gets a penalty. 15. In any given game, what is the probability that the player scores a goal or gets a penalty? (A) 0. 85 (B) 0. 55 (C) 0. 70 (D) 0. 65 (E) 0. 58 16. Which of the following statements is true? (A) W and G are independent. (B) G and P are mutually exclusive (disjoint). (C) W and P are independent. (D) W and G are mutually exclusive (disjoint). (E) G and P are independent. 7. Weights of oranges sold at a supermarket follow a normal distribution with mean 0. 22 pounds and standard deviation 0. 04 pounds. If you randomly select four oranges, what is the probability that their total weight is less than 1 pound? (A) 0. 9719 (B) 0. 8508 (C) 0. 9332 (D) 0. 7967 (E) 0. 8340 The next two questions (18 and 19) refer to the following: The time X taken by a cashier in a grocery store express lane follows a normal distribution with mean 90 seconds and standard deviation 20 seconds. 18. What is the ? rst quartile (Q1) of the distribution of X? (A) 73. 8 seconds (B) 85. 0 seconds (C) 69. 4 seconds (D) 81. seconds (E) 76. 6 seconds 19. What is the probability that the average service time for the next three customers is between 80 and 100 seconds? (Assume the next three customers can be considered a simple random sample. ) (A) 0. 6156 (B) 0. 4893 (C) 0. 7212 (D) 0. 5559 (E) impossible to calculate with the information given The next two questions (20 and 21) refer to the following: The amount X spent (in $) by customers in the grocery store express lane follow some right-skewed distri bution with mean $24 and standard deviation $15. 20. What is the probability that the average amount spent by the next three customers is more than $20? Assume the next three customers can be considered a simple random sample. ) (A) 0. 4619 (B) 0. 6772 (C) 0. 8186 (D) 0. 7673 (E) impossible to calculate with the information given 21. What is the probability that the next 40 customers spend less than $1,000 in total? (Assume the next 40 customers can be considered a simple random sample). (A) 0. 5199 (B) 0. 6064 (C) 0. 6628 (D) 0. 5784 (E) 0. 6331 22.The distribution of weights of chocolate bars produced by a certain machine is normal with mean 253 grams and standard deviation 3 grams. A sample of ? ve of these chocolate bars is selected. There is only a 2. % chance that the average weight of the sample will be below: (A) 250. 37 grams. (B) 254. 10 grams. (C) 252. 63 grams. (D) 251. 54 grams. (E) 249. 82 grams. The next two questions (23 and 24) refer to the following: A bimodal prob ability distribution is one with two distinct peaks. A random variable X follows a bimodal distribution with mean 15 and standard deviation 4, as shown below: 23. Suppose that you take a random sample of 10,000 observations from the population above and make a histogram. You expect the histogram to be: (A) approximately normal with mean close to 15 and standard deviation close to 0. 004. (B) bimodal with mean close to 15 and standard deviation close to 0. 04. (C) approximately normal with mean close to 15 and standard deviation close to 0. 04. (D) bimodal with mean close to 15 and standard deviation close to 4. (E) approximately normal with mean close to 15 and standard deviation close to 4. 24. Suppose that you take 10,000 random samples of 10,000 observations from the population above and that for each sample, the mean x is calculated. A histogram of resulting x’s ? ? would be:(A) approximately normal with mean close to 15 and standard deviation close to 0. 0004. B) bimodal with mean close to 15 and standard deviation close to 0. 04. (C) approximately normal with mean close to 15 and standard deviation close to 0. 04. (D) bimodal with mean close to 15 and standard deviation close to 4. (E) approximately normal with mean close to 15 and standard deviation close to 4. 25. The Central Limit Theorem states that: ? (A) when n gets large, the standard deviation of the sample mean X gets closer and v closer to ? / n. (B) regardless of the population distribution of a random variable X, when n gets large, ? the sampling distribution of X is approximately normal. C) if a random variable X follows a normal distribution, then when n gets large, the ? sampling distribution of X is exactly normal. ? (D) when n gets large, the sample mean X gets closer and closer to the population mean  µ. ? (E) when n gets large, the sample mean X becomes an unbiased estimator of the population mean  µ. 26. Which of the following variables has a binomial distribution? (A) You roll ? ve fair dice, each with face values of 1 through 6. X = total number of dots facing up on the ? ve dice. (B) An airplane carrying 100 passengers has two emergency exits, one at the front of the plane and one at the back.The airplane makes an emergency landing. X = number of people who leave the plane through the front exit. (C) A paper boy delivers the newspaper to every house on your block. X = number of houses that get their newspaper on time tomorrow morning. (D) You repeatedly ? ip two quarters simultaneously until both quarters land on Heads. X = number of ? ips required for both quarters to land on Heads. (E) A student randomly guesses the answer to each of the 40 multiple choice questions on this exam. X = number of multiple choice questions the student gets correct. 27. The probability that a certain machine will produce a defective item is 1/4.If a random sample of six items is taken from the output of this machine, what is the probability that there will be at least ? ve defectives in the sample? (A) 1 4096 (B) 3 4096 (C) 4 4096 (D) 18 4096 (E) 19 4096 28. Event A occurs with probability 0. 12. Event B occurs with probability 0. 88. If A and B are mutually exclusive (disjoint) events, then (A) P(A and B) = 0. 11 (B) P(A and B) = 0. 00 (C) P(A or B) = 1. 00 (D) P(A or B) = 0. 11 (E) both (B) and (C) are correct 29. A random variable X follows a binomial distribution with parameters n and p. If the mean and the variance of X are 3. 6 and 2. 2 respectively, then the values of the parameters n and p are, respectively: (A) 6 and 0. 6. (B) 18 and 0. 2. (C) 24 and 0. 15. (D) 12 and 0. 3. (E) 12 and 0. 4. 30. A student driving to university must pass through seven sets of tra? c lights. Suppose it is known that each set of tra? c lights are red 35% of the time and that all lights function independently. What is the probability that the student will have to stop at two or more sets of lights on her to university? (A) 0. 6828 (B) 0. 2985 (C) 0. 4893 (D) 0. 7662 (E) 0. 5997 The next three questions (31 and 33) refer to the following: We have a small deck of ten cards.Five of the cards are red, three are blue and two are green. We randomly select four cards from the deck with replacement. That is, after we select a card and record the colour, we put the card back in the deck and thoroughly shu? e them before we select another card. 31. Let X be the number of blue cards that are selected. The distribution of X is: (A) binomial with parameters n = 4 and p = 0. 1. (B) binomial with parameters n = 10 and p = 0. 3. (C) binomial with parameters n = 10 and p = 0. 4. (D) binomial with parameters n = 4 and p = 0. 3. (E) normal with parameters  µ = 1. 2 and ? = 0. 92. 32. Let A be the event that the ? st selected card is the only red card in our four selections. Which of the following events is mutually exclusive (disjoint) from the event A? (A) Second card selected is blue. (B) No green cards are selected. (C) Third selected card is the on ly green. (D) Same number of red and blue cards are selected. (E) Same number of blue and green cards are selected. 33. What is the probability that the ? rst two selected cards are the same colour? (A) 0. 38 (B) 0. 25 (C) 0. 29 (D) 0. 33 (E) 0. 41 The next two questions (34 and 35) refer to the following: Suppose it is known that 8% of males are colour blind. 4. In a random sample of 20 males, what is the probability that exactly 3 of them are colour blind? (A) 0. 1212 (B) 0. 1313 (C) 0. 1414 (D) 0. 1515 (E) 0. 1616 35. In a random sample of 500 males, what is the approximate probability that at least 10% of them are colour blind? (A) 0. 03 (B) 0. 04 (C) 0. 05 (D) 0. 06 (E) 0. 07 Answers Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Term Test 2A A B A A B B B A B E A E C E B D C B D D C E C C E B B A D B C A A E B Term Test 2B A C B D B C E B A B E C A A B C C E A E C A D C B E E E D D D E A C C