I work for CNN, it’s a powerful reporting company from the...

I work for CNN, it’s a powerful reporting company from the future. They sent me to take information about three people, Babe Ruth, Ted Williams, and Jackie Robinson. I’ve been given a series of different questions to ask them, but I must be careful. Paradoxes are a highly dangerous manner so I need to stay undercover. If anyone finds out that I came from the future I’m toast. That’s why they sent a lowlife reporter like me to do their dirty work. They gave me a house to use as a base of operations and the ring to teleport back in my own time. Before I teleported into the future, they handed me a note. The note said that I need to host a fancy dinner party to lure them in. After a few days everything’s set up. Tomorrow morning is when they†¦show more content†¦He pulled up a chair and ate an apple while he waited. Jackie had a large red mark on his face. I wondered what it was from and couldn’t think of an answer, so I asked him where he got it. He said that they were bean balling him during his recent game. I grabbed him a frozen bag of peas and he thanked me for them. He opened the bag and started eating them! I told him that it was for his swelling and he looked at me quizzically. I gave him a bag of ice instead and told him to put it on his wound. He did as I said and was awed by the works of it. I guess people of this time don’t know the remedies for many things yet. When Jackie was about to leave the doorbell rang. I opened the door and Ted Williams was there. He was wearing a plad shirt with ragged blue jeans and had a baseball bat in his hand. I was surprised to see him this late, but at least he came. I showed him in and he thanked me for the invite. He looked a lot younger close up than he did in his early games. He looked about twenty or so. He took the shortest seat and sat down. Before the party I looked him up and saw that he had hit over 500 homeruns in his life. That’s ridiculous so I needed to ask him how he hit so well. He said that you imagine where the balls going to be and swing. I’m not sure how I’m going to do that, but I guess if he can do it, so can I. Soon after that I asked him how he even started playing baseball. He said that his father loved playing baseball so he followed hisShow MoreRelatedThe Paradox Of A Paradox1771 Words   |  8 PagesIntroduction A paradox is a statement or idea that is contradictory in nature giving opposing meanings at the same time. The use of paradoxes has been employed to engage readers to be part of the story or poem; readers are tempted to pay more attention. There are direct types of paradoxes ranging from situational paradoxes to verbal paradoxes. Most literature deals with situational paradoxes as well of verbal paradoxes depending on what the writer wants to share. Veridical paradox usually describesRead MoreThe Paradox Of The Ravens1031 Words   |  5 Pages Hempel’s paradox, also known as the paradox of the ravens, is a classic paradox dealing with confirmation theory, also known as a paradox of confirmation. These paradoxes generally deal with issues when dealing with the following proposal : A. A generalization is confirmed by any of its instances. Generalizations, often in the form â€Å"Every P is a Q,† are said to be confirmed by instances of that generalization, which are often worded â€Å"This P is a Q.† It is important to understand that although statementRead MoreMastering The Equivocal Paradox Essay1289 Words   |  6 PagesEquivocal Paradox This is the beginning of the end of confusion of a paradox. All, except the somber shellfish-allergenic people, can appreciate the wittiest paradox found twenty thousand leagues under the sea: the magnificent jumbo shrimp. This peculiar crustacean is one of the many forms of puzzling contradictions. There is an endless amount of self-contradicting, seemingly impossible, yet truthful statements around the world, and it is our job to justify and rationalize these arguments. Paradox is importantRead MoreAbilene Paradox1652 Words   |  7 PagesThe Abilene Paradox occurs when members of an organization take an action contrary to what they really want to do and, as a result, defeat the very purposes they are trying to achieve The lack of the ability to manage agreement is expressed by six specific sub symptoms: 1) Individuals agree as to the nature of the problem or situation. 2) There is individual agreement as to the steps that should be taken. 3) Organization members fail to communicate their desires and beliefs to one anotherRead MoreSummary : Time Travel Paradox2138 Words   |  9 PagesTIME TRAVEL PARADOX A paradox is a proposition that leads to a conclusion that seems somewhat senseless or logically unacceptable despite apparently sounding reasonable from acceptable premises. The statement may also seemingly sound self-contradictory or even absurd but when investigated or explained may prove to be genuine and quite well founded. Some paradoxes may be considered invaluable arguments but still play a significant role in promoting critical thinking. Paradoxes have led to the revelationRead MoreThe Sorites Paradox And The Epistemic View1082 Words   |  5 Pagessolution to it. The Sorites Paradox begins with the problem that if one looks at a vague term such as a heap, at what point is it no longer a heap if you keep taking grains of sand out of it. The same can be said for cattle, if one keeps removing cattle from a herd when will it no longer be a herd. The Sorites Paradox is paradoxical because all the premises appear to be true as well as the argument being valid (the conclusion really follows from the premises); yet the conclusion appears to beRead MoreWhere is everybody An exploration of the Fermi Paradox2504 Words   |  11 Pagesbelieved, it follows that there should be advanced civilizations with the desire to visit and colonize Earth close enough to do so. However, there is no incontrovertible evidence of aliens on Earth, either now or in the past. This is called the Fermi Paradox. The lack of observational evidence for extraterrestrial intelligence is known as the ‘Great Silence.’[13] Giuseppe Cocconi and Philip Morrison published a paper in Nature in September 1959, in which they suggest a probable frequency atRead MoreReview Of Frederick Douglass s The Great Gatsby 880 Words   |  4 Pagessome way, in many other ways, it shattered his spirit and lead to a lifetime of abuse. Douglass’ narrative demonstrates how his literary education is both a blessing and a curse. He believed that permitting slaves to read was a contradiction, a paradox if you will, unable to render freedom, or provide them a legitimate education. Douglass reasoned that the education was a ploy to let African Americans believe they were treated fairly. Douglass expresses, â€Å"As I read and contemplated the subject,Read MoreEssay about The Dragon Cant Dance by Earl Lovelace926 Words   |  4 PagesLovelace, allows even the non-indigenous reader to understand, to feel the physical and psychological realities of poverty-stricken Calvary Hill - every sweet, twisting, hurting ache(p. 133) - more intensely , more completely, through his use of paradox. Indeed, oxymorons pepper the pages of his novel, challenging our habits of thought and provoking us into seeking another sense or context in which these self-contradictions may be resolved into truths, truths that are clearly univers al yet at theRead MoreSummary of Chapter 4: Predictable Conflicts in the Intersections544 Words   |  3 Pagesthe paradoxes. The authors say it best, â€Å" The most effective means of handling these problems is to analyze the conflicts associated with them for inherent contradictions, then to dig deeper, in search of the primary underlying paradox and ultimately to address the paradox with strong governance vehicles (such as policies, rules, or values), including the use of a family constitution.† (Schuman, A., Stutz, S., Ward, J.L. 2012, p.90) Works Cited In this week’s reading, Chapter 4: Predictable

Hold the Future in Your Hand Free Essays

â€Å"Hold the Future in your Hand† In 1962, Sony put an ad out to introduce one of the first micro televisions (TV). This tiny box was a milestone in television viewing at that point in time. Who could believe that in is era that Sony would create a television that could actually be held in the palm of the hand? At only 8lbs. We will write a custom essay sample on Hold the Future in Your Hand or any similar topic only for you Order Now it is not much larger than your telephone. Think of it, it’s the early 60’s and a typical household only had one television, then suddenly an advertisement comes out describing a television that can be held in your hand. Imagine it, a rechargeable TV, one that could be used by normal battery, auto battery or by plugging it into the wall. Now all of a sudden this was not only a small TV to fit in a person’s hand, but one that could be brought anywhere. No longer was a family tied to watching TV just at home, now television was able to be watched anywhere. The 1962 ad â€Å"Hold the Future in your Hands, by Sony† is an effective advertisement that in it’s time was cutting edge technology; Sony shows appeal to men and women, versatility as well ad keeping up with a demanding future. To begin with, Sony’s attempt in bringing portable televisions to the horizon was very effective in the way they advertised. They created a television that was not only designed to appeal to both sexes but to show their leap in technology as well. Sony did not just put out a hand held television they also made one that you could use without having to watch television in the home, but rather one that you could watch on the road or outside. Secondly, over the past 66 years, Sony has continually shown us that they are always on the cutting edge of something big. Even back in the 1960’s when they were well ahead of their competitors; Sony produced a product that was not only new and inventive but versatile as well. Sony jumped ahead in the competition by creating a television that was not only useful at home but on the go as well. At that point in time they were the first on the market to design a television with portability. When Sony created this ad showing a woman holding the television in her hand Sony created an appeal to both sexes with this Micro TV, which made it an easier sell. In the 1960’s men were the primary television watchers when they got home from work, but by Sony using the type of ad they did they were able to appeal to the women. Although, this is not as characteristic today as it was in 1960, back then more woman were stay at home wives and mothers and their job was to ensure that dinner and housework was completed. Having this Micro TV that did not have to be plugged in was a blessing for women to be able to watch television wherever they were in the home. Finally, over the years Sony has continually surprised me with their ability to create electronics that make our life easier, as well as give us items to make our life more enjoyable. I would fully recommend Sony to anyone who was in the market for cutting edge electronics. References Yue, Michelle (2012, November). Retro Ad of the Week Retrieved from: http://mascola. com/insights/? p=5460 How to cite Hold the Future in Your Hand, Papers

Cultural Contexts free essay sample

Compares cultural contexts of two works, Republic ( Plato ) Second Treatise of Government ( John Locke), views on states structures, rule of law, ethics, property, legitimacy purpose of govt. The purpose of this research is to examine issues surrounding the rule of law in relationship to the legitimacy of the state, as put forward in Platos Republic and Lockes Second Treatise of Government. The plan of the research will be set forth the cultural context in which each theorists views emerged, and then to focus on his treatment of the origins of how a state comes to be structured. According to Cornford, Platos Republic has to be considered in the context of the aftermath of the Peloponnesian War and the waning years of Greeces democratic golden age, proceeding toward the years of the Athenian empire (Cornford, 1945). John Locke developed his views in the context of the 1688 Revolution in England, which followed rule and abdication of the Catholic James II, who believed in divine right of kings and dissolved

The Islamic Revolution an Example of the Topic History Essays by

The Islamic Revolution The 1978 political turbulence that put an end to the millennium-old monarchy in Iran has become known as the "Iranian Revolution." Officially, it is called the "Islamic Revolution," a notion emphasized by the new sovereigns and their loyal supporters in order to justify the rule of the Shiia clergymen and their Islamic principles. (Bernard Lewis, 2004). Need essay sample on "The Islamic Revolution" topic? We will write a custom essay sample specifically for you Proceed Our Customers Often Tell Us: Who wants to write paper for me? Professional writers recommend: Academic Papers For Sale Cheap Writing Services Write My Essay Online Cheap Custom Writing Service Is It Illegal To Write Papers For Money The "Revolution" replaced the existing political order with a theocracy, a development incongruent with trends prevalent elsewhere in contemporary history wherever there has been a revolution. The incongruency is apparent not merely because a revolution had taken place, but because it had occurred under the leadership of a traditionalist Moslem clergy, who were striving to materialize their long term objective: the establishment of a theocracy. In fact, it is surprising to note that until the early 1970s Iran was undergoing a transition toward a more secular society, with the role of religion diminishing in regard to political affairs. The outspoken revolutionary and reformist opposition forces were mainly secular in their orientation. Their domain of influence was expanding, making them a likely candidate to replace the existing regime. Then, in the 1970s, a renewed Shiia revitalization movement began. This movement gained momentum and penetrated almost every segment of the population. It conquered certain social territories that had been the stronghold of the former secular political groups. Simultaneously, it strengthened and expanded its influence among the lower classes and rural people. This movement even found access to those members of the middle class who were better educated than most other Iranians. It was a great success for the proponents of Islamic rule, for now they had easy access to the group with the most significant political potential in the country--the urban middle class. This stratum included most of Iran's politically hotheaded college students, younger white-collar employees, and young officers in the administration of Iran's growing industrial system. These groups included most of Iran's long-time opponents of the regime, who were thoroughly experienced in radical activities under repressive rule. They were people with the knowledge and skills of political persuasion. It was not, therefore, the size of this stratum that was significant, but its political potential. It became increasingly apparent that a redirection of the national struggle was in the process and that events were moving in favor of Islamic activists. Building upon this movement, different Moslem groups were encouraged to expand their activities, both in political and nonpolitical affairs. Some groups attempted to appeal to all classes with their political objectives and demands for a national uprising against the regime. As the struggle proceeded, during 1977-78, the Shiia groups under Ayatollah Khomeini's leadership managed to unify the major opposition forces over the objective of pushing the Shah out of office. This objective brought nearly all the opposition groups under a single leadership. As a result, the leading clergy who commanded the alliance of the insurgent masses rose to the position of leader of the opposition groups, speaking with a national voice. This promotion was not only political; simultaneously, it imposed the clergy's objectives and preferences upon the people. Such activities at the leadership level were complemented by the entrance into the movement of millions of people who had very little previous political experience. A power was created that could easily crush any resistance, could silence any other alternative suggestions, and was obedient to the clergymen who had established themselves as the leaders of the uprising. The contribution and power of the small, but highly influential, new middle class was becoming insignificant compared to that of the urban lower class and the rural people. These earlier activists found themselves powerless to exert any determining influence upon the new course of social change. The energies that now moved the masses were beyond the control or command of the new middle class. The slogans, for example, during the early wave of the uprising in the winter of 1978, were "Freedom and Independence." By the end of the year, they had become "Freedom, Independence, and the Islamic Republic." The former reflects the earlier phase when secularists were still in the lead, and the latter reflects the time when the clergy leaders and their supporters had become a dominant force. The original political demands, for which the secularists had fought for years and to which they had tried to educate the populace, were fading away in the uproar of escalating revolution. Those demands were overstepped by an Islamic fundamentalist revitalization movement that had attracted millions of newcomers to the realm of revolutionary politics. Ideologically, the secular group found themselves to be like a gust of wind lost in a hurricane. They had helped the genie out of the bottle only to find themselves caught in his vise-like grip. The movement was entering a new phase. (Nikki R. Keddie, 2003). In this phase, the demands of nearly all political forces that did not belong to the clergy-led groups were either removed from the agenda or pushed down on the list. Very little opportunity remained for secular demands, even if they were made by Moslem intellectuals. The revolution of the secular groups and the consequences of the earlier activists' efforts were swallowed up by the Shiia revitalization movement. The immense national power was now invested in a clerical leadership. Millions of devoted Shiia Iranians listened eagerly to these leaders as both political commanders and religious authorities. Millions of others obeyed them, at least as a political leadership. In this way, it was possible for the Shiia activists to elevate Ayatollah Khomeini to a leading position as a personification of the "People's Revolution," as both its spokesman and commander. Thus, a theocracy was born. (Nikki R. Keddie, 2003). The Iranian experience provides valuable data and certain insights into some key theoretical issues in sociology. It could contribute to the sociology of modernization, the sociology of revolutions, and the social study of culture and religion. Since the Iranian Revolution is only a single case and a case that seems to be historically specific, we may be prevented from over generalizing based on Iranian findings. However, the event raises certain issues and addresses certain questions that could shed some light on the shortcomings of existing theories. One such shortcoming is in the area of theories of modernization. Theoretical works on modernization were begun by pioneering sociologists and were later pursued by those in communications. As it had begun with the works of earlier theorists such as Daniel Lerner, modernization was viewed as a process that had great social-psychological consequences. What these attempted to do was trace the consequences for the material modernization of a society in terms of the internal (psychological) changes that take place within the inpidual. They further expanded these concerns in order to learn more about what facilitates or hinders the process of modernization of inpiduals. The Iranian case may suggest a need to look at the facilitators and impedances that are of a class and political nature. The breakdown of the inpidual's internal constraints against modernization, which the existing theorists tend to focus on, is not sufficient to understand both the modernization and counter modernization developments. As the Iranian case clearly shows, modernization is not viewed by the people who are subject to it as a value-free experience. It is understood as favoring certain groups more than others, and therefore becomes a political or even a class-domination process in the eyes of the people. It is this sort of cognitive mapping of modernization that is the key to understanding the cultural and religious revitalization movements that were active in Iran, and may potentially develop in many other Middle Eastern countries. (Christin Marschall, 2003). Similar arguments may be made about the theories of revolution. There exists a tendency for certain social theorists to try to reduce revolutionary events to causal models. Moreover, they tend to focus on monocausal explanations. The fact, as the Iranian Revolution seems to suggest, is that it might be futile to look for a single cause. Rather, one may need to favor a holistic approach. Again, it must be asserted that while none of the causal explanations can probably be rejected, even the monocausal ones, they do seem to only show a glimpse of revolutionary events. This theoretical issue could be raised about the potential sources of change generated by culture. If culture is viewed as a homogeneous medium, as in most cases it is, then it may closely resemble a static entity, a passive one that could not be the source of major social changes. What makes the Iranian culture and Shiiaism a potential ground for the generation of political forces is the dualism that is embedded in it. It is not just a series of justifications, historically formed by the interests of the ruling classes; nor is its content all anti-ruling class sentiments. It is both. The dynamism that could make culture and religion two important sources of change arises from this very fact of dualism. In the case of the Revolution, it was the antiruling class elements of Iranian culture and Shiia Islam that became the seedbed of radicalism that represented itself as revitalization movements. Such movements may well parallel other drives, such as those caused by material and group interests. For certain strata of people, the impetus could quite reasonably be cultural or religious movements, and nothing more. (Bernard Lewis, 2004). Surely, there were and still are many Iranians, acting and sounding as radical as any other "anti-imperialist" and "anti-ruling class" activists, who still sincerely believe that they revolted to vitalize their religion, that Shiia revitalization is indeed a revolutionary act, that the Revolution was definitely for Islam, and that they are ready to sacrifice their lives for that cause. For this category of people, ideologies, motives, supportive sentiments for revolutionary actions, and the ideals for which they have striven all have originated from their religion and culture. (Bernard Lewis, 2004). References: Bernard Lewis (2004). From Babel to Dragomans: Interpreting the Middle East; Oxford University Press Christin Marschall (2003). Iran's Persian Gulf Policy: From Khomeini to Khatami; Routledge Curzon Nikki R. Keddie (2003). Modern Iran: Roots and Results of Revolution; Yale University Press

The Stubborn Twig

The Stubborn Twig The stubborn twig is a book authored by Lauren Kessler and which explores a story of Yasui as well as the entire family of the Japanese-American. The book highlights the identity of the American people from the immigrants’ point of view in the history of the United States. This essay supports the fact that the Yasui family story is a true representation of the twentieth Century family immigrants who were being faced by identity problem (Kessler 10).Advertising We will write a custom essay sample on The Stubborn Twig specifically for you for only $16.05 $11/page Learn More This was aggravated by the moving headlines in famous newspapers, famous radio dramas and prominent newspapers. At a time when people were not allowed to question reports given by the press, the opinion of the public kept on being intensified against the Japanese. Few people could differentiate the Japanese staying in Japan from those who had decided to live in American and were see king for an American identity. This pressurized the government to consider the Japanese issue concerning the American identity (Kessler 13). This is typical of the twentieth immigrants who used train as a means of transport during migration. Just like many of the immigrants, Masui went to Hood River with empty pockets and big dreams. Many Japanese-Americans lived in Hood River where they worked mainly in fruit tree farms, saw mills including logging camps. The Yasui family worked diligently in their orchards which later own flourished in Hood River. Masuo Yasui was a renowned businessman, an acknowledged community leader as well as one of the most successful orchard owners in Oregon Having been a successful in his businesses, Masuo provided fiscal help to Japanese –Americans who were in need. He also supported the immigrants with legal advice alongside being an advocate especially when the Japanese needed help from the Americans4539. He also helped most of the Japanese immi grant in buying their own land (Kessler 17). This is typical of the twenty first immigrants where those who were placed in strategic position like Masuo assisted their fellow immigrants in finding their American identity, acting as a link between the white community and the immigrants. Pearl Harbor bombing arouse notable suspicion and fear among the Japanese living in America. After the war, each asset belonging to the immigrants was seized by the United States government. This led to the closure of the store belonging to the Yasui family and banning the family from neither taking any goods from the warehouse nor withdrawing any money. Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This was followed by the seizure of the land belonging to this family. After the wars, the federal bureau of investigation representatives arrested Yasui. This is because the American government viewed him as bei ng a very dangerous alien with a great potential of causing harm to the American people. (Kessler 38). Most of the immigrants faced such kind of treatment from the white community to suppress their efforts of finding the Americans identity. The United States government was afraid of the Japanese because this was a group that seemed so powerful compared to Asians and the Germany. That is why these group of faced all forms of discrimination as a means of suppressing their efforts of finding an American identity. The Yasui family was then forced out of their dwellings and was taken to an internment camp. The camps were located were located in isolated deserts in the mid-west and west of the United States. The camps were enclosed with barbed wires and fully guarded by the armed officers a characteristic of the twentieth century immigrants. Most of the immigrants were held in captivity without trial, charges or hearing. The American community only branded them as probable dangerous ali ens based on their being of a different race. The immigrants were discriminated against race among other things. This did not however, stop them from forging towards attaining the American identity (Kessler 50). Racial discrimination has been highlighted when Yuka who was the first student of the Japanese ancestry to go back to UO (University of Oregon). Yuka encounters a hostile environment at UO which results from the imprisonment of her family members. The Yasui family were imprisoned for being spies Discrimination made it difficult for Yuka to pursue her career at the medical school. This is because Japanese-American women were discriminated against attending medical schools. Yasui imprisonment including the loss of his belonging raised much suspicion making Hood River inhabitable following the war (Kessler 87). Since the Japanese-Americans were out to find their American identity, Yasui did not give up the hope even after being imprisoned and his family evacuated from homes. H aving moved to Portland, Masuo Yasui decides to have his energy directed to assisting his fellow immigrants who had been evacuated to go back to their lives and homes and become United States citizens. He devoted his time to teaching the Japanese women and men most of who were elderly to get ready for citizenship. He even gives challenge to other immigrants’ by becoming the first person to have passed the tests offered and hence becoming an American citizen by naturalization at sixty six years old. The twentieth century immigrants devoted themselves in helping their fellow immigrants so that they could attain the America identity as one people. Having been evacuated from their homes to internment camps, they still recollected themselves back to their homes.Advertising We will write a custom essay sample on The Stubborn Twig specifically for you for only $16.05 $11/page Learn More The Yasui family was ravaged by the 1966 executive order by which the immigrants were stripped of their rights as well as property alongside being interned. In the stubborn twig, Lauren Kessler chronicles the experiences the Yasui family, for instance when the federal bureau of statistics agents searched the homes of the Japanese for fire arms, cameras, radios as well as anything that appeared suspicious. After searching Yasui’s home and confiscating maps drawn by Yasui’s children meant for school tasks, Yasui was then seized from his family by the FBI agents to unknown destiny. The twentieth century immigrants worked out all the possible ways to have justice (Kessler 58). This can be seen when Yasui’s eldest son lost his life as a result of fighting for justice. After the strive ,Min devoted his time ,energy and skills in helping the immigrants in the fight towards attaining the American identity. Min was awarded for averting race related riots that spread to other cities. He devoted his time and life to civil rights and publi c service and also to rectify the discrimination against the Japanese at the time of war (Kessler 12). Whilst the Yasui family battled for redress for those the all the immigrants and themselves having been distressed by the order, this act was very crucial in building a new world. Following the struggle by the Yasui family to fighting for Justice, Kessler explains the events the events that took place such as compensation by the United States government. This is important because shades some light to the victory achieved by the Yasui family. This is very typical of the Twentieth century immigrants because the American government compensated all the immigrants who were held up in enchantment camps. This is an important feature of the immigrants during this period of time in history. It explains the struggle taken by the immigrants and finally the triumph victory against their enemies. The stubborn twig outlines measures which were put in place to solve issues of racism for instanc e students and pupils in school were prohibited from looking down upon the Japanese-Americans. This was a very big step towards attaining their American identity.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More In conclusion, the Yasui family story gives a true account of the twentieth century immigrants. Having been faced with a lot of challenges such as discrimination against race, language barrier as well as hard work and low pay, the Yasui family struggled through these constraints with the aim of attaining their goal that is getting the American identity. Despite the infliction caused to the Yasui family, the scattering of the family and the internment of the families, the Japanese community does not lose hope in fighting for their identity. Most of the family members devote their lives as well as careers in assisting the fellow Japanese-Americans in fighting for justice (Kessler 214). The family however, continues to encounter success in the fight against racism and has finally managed to attain the American identity. The story is a true representation of the twentieth century Japanese immigrants to America. Kessler, Lauren. Stubborn Twig:Three Generations in the Life of a Japanes e American Family. Oregon Historical Society, 2005.

Hurt Quotes

Hurt Quotes Nobody likes to be hurt. Whether it is physical or mental, pain can be traumatic. Why do we feel so much pain?Throughout history, philosophers, religious thinkers, and intellectuals have tried to decode pain. Medical researchers devote millions of dollars every year to find drugs to alleviate pain. Right from suppressants to sedatives, drugs are designed to numb down pain.But what can we do about emotional pain? How can we not feel hurt when one loses a loved one? Most of us learn to cope with tragedy. We can read inspirational quotes, share our sorrow with a best friend, and grope our way out of the darkness. Some get used to the pain, while others overcome the pain and regain control of their life.If you are going through a difficult phase, and are unable to cope, it is time to realign your thoughts. Dealing with pain is an important part of growing up. We should become mature, wise, and more tolerant with the passage of time. Here are some hurt quotes that echo your hurt feelings. Heed good advice, and walk your way out of pain. Jane FondaWhen you cant remember why youre hurt, thats when youre healed. Colin RayeI laugh, I love, I hope, I try, I hurt, I need, I fear, I cry. And I know you do the same things too, So were really not that different, me and you. Peace PilgrimDo not suppress it-that would hurt you inside. Do not express it-this would not only hurt you inside, it would cause ripples in your surroundings. What you do is transform it. Bill ClaytonThe folks you help wont remember it and the folks you hurt wont ever forget it. Leo BuscagliaDont hold to anger, hurt or pain. They steal your energy and keep you from love. Mahatma GandhiNobody can hurt me without my permission. Theodore Isaac RubinI must learn to love the fool in me the one who feels too much, talks too much, takes too many chances, wins sometimes and loses often, lacks self-control, loves and hates, hurts and gets hurt, promises and breaks promises, laughs and cries. Mother TeresaI have found the paradox that if I love until it hurts, th en there is no hurt, but only more love. C. S. LewisI have learned now that while those who speak about one’s miseries usually hurt, those who keep silence hurt more. Anthony HopkinsWhy love if losing hurts so much? I have no answers anymore; only the life I have lived. The pain now is part of the happiness then. Louis NizerWe are slow to believe that which if believed would hurt our feelings. SenecaWe are more often frightened than hurt; and we suffer more from imagination than from reality. Sarah McLachlanIf you love large, youve got to hurt large. If youve got a lot of light, youve probably got an equal amount of darkness.Diogenes Of what use is a philosopher who doesnt hurt anybodys feelings? Harry CrewsThere is something beautiful about all scars of whatever nature. A scar means the hurt is over, the wound is closed and healed, done with. Sheryl SwoopesNo matter how far life pushes you down, no matter how much you hurt, you can always bounce back.Joan Lunden Holding on to anger, resentment and hurt only gives y ou tense muscles, a headache and a sore jaw from clenching your teeth. Forgiveness gives you back the laughter and the lightness in your life. Armand HammerRegrets and recriminations only hurt your soul. Jessamyn WestIve done more harm by the falseness of trying to please than by the honesty of trying to hurt Jim BakkerI feel like God has forgiven me of so much, that I will forgive everyone who has hurt us. Mother TeresaLove, to be real, must cost - it must hurt - it must empty us of self. George Bernard ShawCruelty would be delicious if one could only find some sort of cruelty that didnt really hurt. Erma BombeckThere is a thin line that separates laughter and pain, comedy and tragedy, humor and hurt. Charles M. SchulzAll you need is love. But a little chocolate now and then doesnt hurt. Mark TwainIt takes your enemy and your friend, working together to hurt you to the heart; the one to slander you and the other to get the news to you. Alexis CarrelEveryone makes a greater effort to hurt other people than to help himself. B. Graham DienertMany people pray as if God were a big aspirin pill; they come only when they hurt. T homas MertonThe truth that many people never understand, until it is too late, is that the more you try to avoid suffering the more you suffer because smaller and more insignificant things begin to torture you in proportion to your fear of being hurt. Abraham LincolnA woman is the only thing I am afraid of that I know will not hurt me. Lewis B. SmedesYou will know that forgiveness has begun when you recall those who hurt you and feel the power to wish them well. Vince LombardiIf you can accept losing you cant win. If you can walk you can run. No one is ever hurt. Hurt is in your mind. Terry BrooksHurt leads to bitterness, bitterness to anger, travel too far that road and the way is lost. Oscar LevantIt’s not what your are, it’s what you don’t become that hurts. Sarah McLachlanHold on, hold on to yourself, for this is gonna hurt like hell. SocratesSlanderers do not hurt me because they do not hit me. Oscar WildeIt often happens that the real tragedies of life occur in such an inartistic manner that they hurt us by their crude violence, their absolute incoherence, their absurd want of meaning, their entire lack of style. SenecaWe are more often frightened than hurt; and we suffer more from imagination than from reality. Angelina JolieI dont believe in guilt, I believe in living on impulse as long as you never intentionally hurt another person, and dont judge people in your life. I think you should live completely free. Ann RichardsIve always said that in politics, your enemies cant hurt you, but your friends will kill you. Drew BarrymoreI want people to love me, but its not going to hurt me if they dont. African ProverbWhen there is no enemy within, the enemies outside cannot hurt you. Dalai LamaOur prime purpose in this life is to help others. And if you cant help them, at least dont hurt them.

Business Communication Essay Example | Topics and Well Written Essays - 1000 words - 1

Business Communication - Essay Example Hideaway Pizza was established in 1957 in Stillwaters, Oklahoma near the State University. Dermer Richard and his wife Marti bought the business in order to expand it exploiting the fact that there was so much obsession of pizza. Richards’s idea was that a relaxed and friendly environment provided a great ambience for pizza service and he thought that would definitely excite the employees and consumers. By 1960’s to 1970’s, the restaurant was getting so many clients flocking at the restaurant and a fleet of delivery vans. The restaurant was decorated by colourful and miscellaneous designs of black and white stripes, and flowers (The Staff 2008). Waste management would include steps like composting, hygienic landfill, waste to energy and source recycle and reduction for a cleaner environment. (Brennan 2003). Waste management involves all the activities that take care of ravage i.e. garbage collection, waste recycling, transportation and processing of refuse. Waste management in pizzeria is very important in reducing health hazards, providing clean environment and maintaining the beauty of the place. Waste products of pizza industry include food remains and packaging materials, successful venture like Hilton Hotels have done it. Many different industries have different ways of managing their waste products, the difference ranges from recycling to composting. In most occasions, the management of waste in resident and institution environment is the local government’s duty. On the other hand management of waste in industrial and commercial (e.g. Hilton Hotels) setting is the accountability of the producer. In pizza industry the management of wastes has become the responsibility of pizzeria owners. There are several ways which hideaway can employ to make sure it manages its waste effectively. The most commonly used is the

Toxic sugar Essay Example | Topics and Well Written Essays - 500 words

Toxic sugar - Essay Example Maturation effect, changes in research participants’ responses following numerous exposure to the study’s instrument is another major confound to the study (Goodwin, 2009). The study could be improved through implementing an experimental design over a short period. the design would randomly select research paericipants and organize them into strata with standard conditions. One group, a control group, would refrain from fruit consumption while each of the remaining groups would be subjected to single types of fruits and data collected, and tests performed, to determine incidence rates of type 2 diabetes among the participants (Muraki et. al., 2013). The researchers conducted the research themselves. Even though participant administered questionnaires were used, significant involvement in determination of participants’ consumption levels justifies the researchers’ role. Researchers’ participation in a research matter because it establishes grounds for evaluating reliability threats due to researchers’ bias. Not involvement communicates higher level reliability of a study. The researchers studies human subjects, people identified as women and men. The large number of participants used in the study, 66105 women, 36173 men and 85104 other women, was sufficient though there was no treatment. This means absence of placebo and treatment groups. Researchers in the study considered a 25 year period in which data was collected for different research participants. The period began in the year 1984 and ended in the year 2009 and was long enough for a longitudinal study (Muraki et. al., 2013).). The study was not a controlled experiment because its feature does not meen definition of a controlled experiments. Controlled experiments involved randomization of a study’s participants into groups that receive different treatments, characteristics that did not exist in

Lux Brand Promotion Essay Example for Free

Lux Brand Promotion Essay Promotion Lux campaigns have wooed millions of hearts over the decades. Popularly know as the beauty soap of film stars, Lux has been an intimate partner of the brightest stars on the silver screen for decades. An ode to their beauty, an announcer of their stardom, advertising campaigns on Lux have featured film stars across the nation, promising their beauty to ordinary women. In Bangladesh, almost all of the beautiful faces in media from different generations have been associated with Lux over the years. To name a few re Doyel, Champa, Suborna Mustafa, Nipa, Shakila Zafar, Bipasha Hayat, Afsana Mimi, Shomi Kaiser, Mou, Kushum Shikder and Aupi Karim. However, this star depended communication was slowly seen to be losing relevance, as consumers were beginning to question if the film stars actually used the brand. Thus, for the first time the film star was used as a communication device and not as the main feature of the ad. With the new communication strategy, the film star is used purely as a communication device to portray star quality in every Lux user. Branding story:  What is the common seductive link between Hollywood actor Paul Newman, Bollywood actors Shah Rukh Khan and Aishwarya Rai Bachchan and All India Anna Dravida Munnetra Kazhagam chief J. Jayalalithaa? They have all tried selling a soap at some point or the other. And the soap is Lux, the premium beauty soap from consumer products company HUL. â€Å"Lux has been the epitome of beauty for the Indian woman and inspires all women in India to enjoy the process of beautifying without any constraints,† says Srikanth Srinivasamadhavan, category head, personal wash, HUL. Lux—derived from the word luxury— was launched in 1899 as a laundry soap in the UK. In 1925, the brand was extended to the toilet soap category. It was positioned as a beauty soap in India, and HUL has since used successful film actors of the time—such as Leela Chitnis, Madhubala, Hema Malini and Kareena Kapoor—to endorse the product. Lux’s secret of longevity has been its consistent evolution—be it the soap colour, packaging or new variants, the brand has banked on innovation to keep its youthful image intact. Extending the soap cake to a range of shower gels, liquid soaps and moisturizing bars has helped the brand keep consumers excited and the competition at bay. What has not changed is the consistency in its communication and its positioning. Its tag lines—If it’s good enough for a film star, then it’s good for you too to Play with beauty—have conveyed the same message over the years. â€Å"Lux is a brand like Mills Boon. While the packaging and content could change, the romance angle doesn’t. It taps into an emotion very close to humanity’s basic need—social interaction. The brand has always hired celebrities when they have reached a certain height rather than using them at the start of their careers. This avoids the issue of celebrities overshadowing the brand,† says Agnello Dias, national creative director, JWT, which handles the account. Competitor pod Godrej(9. 2%)- Cinthol,  Fair glow Nikhar Nirma soaps(6. 74%) Wipro-Santoor Chandrika Itc(1. 75%)-Superia,Fiama di wills, vivel Internally-Lifebouy Dove

The Meaning of Mental Health and Ill-health Essay -- psychology, psych

Mental health as Pilgrim (2005) stated is used positively to indicate a state of psychological wellbeing and negatively to indicate its opposite, or euphemistically to indicate facilities used by, or imposed upon, people with mental problems (pg 3) although Richards (2002) argued the concept of sanity and insanity are relative and may vary according to individual and social perspectives, and illustrated that an acceptable behaviour at an arts festival may not be perceived similar in a private home and that there are times when every one of us could be considered to be in an abnormal state of mind (pg 13-15) and in that regard dispensed the term ‘madness’ which could have emotive meaning, is neither a medical term nor a diagnosis and could imply lack of wholeness, control and hope and implicate a perception of fear (pg 16) while Stevens and Price (2006) summoned the idea that psychiatric symptoms were probably manifestations of ancient adaptive strategies inappropriate in the current epoch but could be understood and treated in an evolutionary and developmental context. Thomas Szasz (2006) however challenged the whole notion of mental-illness and coined the term â€Å"myth of mental illness† (Szasz, 1961) while giving the argument that the distinction of physiological and psychological illness was based on ‘misuse’ of the terms illness or disease which were observable anatomical and physiological phenomenon. His focus was on the fact that mental disorders have a clear biological component, and that they should be treated like any other illness. He advised the use of terms like "severe brain disorders" when describing these illnesses and stated psychiatry could indeed be replaced by neurology (2006) and considered physical diseases of ... ... of the World Health Organization WARR, P. and PARRY, G. (1982) Depressed Mood in Working-Class Mothers With and Without Paid Employment. Soc Psychiatry 17 pp. 161-165 WEINSTEIN, J. (eds.) (2010) Mental Health, Service User Involvement and Recovery London: Jessica Kingsley Publishers WORLD HEALTH ORGANIZATION (2002) Gender and Health: Gender and Mental Health: A Report of the World Health Organization, Department of Gender and Women’s health in collaboration with Department of Mental Health and Substance Dependence Geneva: World Health Organization WORLD HEALTH ORGANIZATION (2005) Promoting Mental Health: Concepts, Emerging Evidence, Practice: A Report of the World Health Organization, Department of Mental Health and Substance Abuse in collaboration with Victorian Health Promotion Foundation and the University of Melbourne Geneva: World Health Organization

Pathophysiology

The causes or pathogenesis are usually multiracial. Several risk factors can predispose to infection or initiate inflammation and subsequently the infectious process. Intact canal skin and cerement production have a protective effect against infections. This is secondary to the fact that cerement produces a pH in the ear canal that is slightly acidic. On the other hand, breakdown of skin integrity, insufficient cerement production, or blockage of the ear canal with cerement (which promotes water retention) can predispose to Infection.Skin Integrity can be Injured by direct aroma, heat, and moisture or persistent water In the ear canal. Such damage Is thought to be necessary for initiation of the inflammatory process. Subsequently, edema may result, followed by bacterial inoculation and overgrowth. In Otis External, the infection is caused by bacteria or fungi. Scratching, inserting objects into the ear canal, or moisture (from swimming, for example can make the ear canal vulnerable t o Infection.The external auditory canal is a cylinder measuring approximately 2. 5 CM in length and 7. 0 to 9. 0 mm in width, extending from the conchs' cartilage of the auricle to the humanity membrane . It Is divided Into a lateral (outer) cartilaginous portion that occupies approximately one-third of the canal and a medial (Inner) bony portion that occupies the remaining two-thirds. Their junction is termed the isthmus and is the narrowest region of the ear canal.The outer cartilaginous portion is lined by thicker skin with numerous addenda structures including cerement glands, sebaceous glands, and hair follicles. The inner bony portion of the canal contains thin skin without subcutaneous tissue. The dermis In this area Is In direct contact with the underlying peritoneum. Thus, minimal Inflammation or Instrumentation of the bony canal causes significant pain and/or Injury. The Inferior tympanis recess Is a small depression In the inferior medial aspect of the ear canal, adjacent to the tympanis membrane.Debris can collect in this area and cause or perpetuate infection. The lining of the ear canal is a exaggerating exogamous epithelium that undergoes continual sloughing. Epithelial migration is a naturally occurring cleaning process for the ear canal that allows egress of keratin debris and cerement. Epithelial migration begins in the center of the tympanis membrane and continues out to the medial, then lateral aspects of the ear canal.The ear canal is bound superiorly by the middle cranial Foss, interiorly by the temporariness's Joint and paranoid region, medially by the tympanis membrane, posterior by the mastoid cavity, and inferiorly by the skull base and soft tissues of the neck. These boundaries have particular importance when considering the potential complications of external Otis. The fissures of Sanatoria are a series of embryological fissures In the anterior aspect of the fissures also allow potential spread of ear canal disease to the paranoid r egion, temporariness's Joint, and soft tissue of the upper neck.

Economic exploitation in America Essay

As a historian, James Blaut became so popular because of his criticism with the idea of Eurocentrism. From the word itself, Eurocentrism promotes the idea that European civilizations are superior to others and they have a lot of advantages compared to other civilization in Asia and Africa. In his book entitled 1492: The Debate on Colonialism, Eurocentrism, and History, Blaut argued with some of the famous philosopher and authors who are known for their Eurocentric ideas. Blaut tried to weaken their arguments and show to this modern world that our idea that Europeans have superior culture is only a delusion. Why 1492? According to the author, that year is the start of cultural evolution in Europe that brought them so much success in terms of dominating the world. According to Blaut, Europe is not ahead of Asia and Africa in terms of development and even the precondition of development. Europe just take advantage of the situation which is opposite to the beliefs of the proponents of Eurocentric idea that it has something to do with their superior culture. The year just inaugurated a set of historical process the helped the Europeans to develop their economy. One good example is their triumph over feudalism which was later on replaced by capitalism. We can say that Blaut was able to give good arguments and strong evidences that disprove the arguments presented by famous Eurocentric author such as Karl Marx and strengthen his theory that Europe’s exploitation of America paves their way to world domination. His arguments are the following: (page 2) 1. â€Å"Europeans had no advantage over Africa and Asia prior to 1492. Indeed, we cannot say that European culture is superior to those of Africa and Asia for the later two regions has their own economic and cultural advantages. † As oppose to the idea of Eurocentric theory which says that their weak culture resulted to their weak civilization, African and Asian civilization has their own cultural strengths that helped their economy to flourish. 2. â€Å"Colonialism is inevitable, it will happen even if there is no capitalism in Europe. † It is oppose the Eurocentric idea that the success of capitalism in Europe is the reason for their colonial expansion in different parts of the world. It is a very Eurocentric idea because it implies that colonialism starts in Europe as capitalism birthed in that region. Blaut argues that even if capitalism didn’t develop in Europe, powerful countries will still colonize other regions of the world. The birth of colonialism is a destiny for human civilization and an inevitable product of the natural characteristic of human society. 3. â€Å"Economic exploitation in America in 16th and 17th century was vastly intensive. † It is the main reason and explanation why Europe dominates the world not the rise of capitalism in Europe. Thus, the transformation of European society is just a mere product of major historical events and Europe just grabbed the opportunity. It contrasts the Eurocentric idea that the superiority of European culture and the weakness of others is the cause of their cultural transformation. 4. â€Å"There was no transition from feudalism to capitalism, rather a sharp break, a historical unconformity between medieval Europe and the Europe of bourgeoisie revolution. † Blaut disprove the belief that Europe experienced a social transformation which they triumph over the medieval feudalism. The idea of this social transformation implies that Europe of capable of transforming its society which can be attributed to their cultural superiority. Blaut theory vs. Eurocentric diffusionism For a long time, Eurocentric diffusionism is the dominant belief of the Europeans as well as other historians. It implies that the diffusion of Europe’s superior culture has brought progress throughout the world and caused worldwide social revolution. Eurocentric diffusionism believes that there is no need to look at other cultures which are lesser than those of the Europeans. Instead, historian believes in tunnel history as a source of historical reasoning. â€Å"Historical reasoning thus looks back the tunnel of time for causes of important changes in their history†. ( Blaut, p. 8). Because they see themselves as superior, they use their own history to interpret their society and disregard the contribution of the lesser civilization. The only exemption to this kind of social reasoning is when those lesser civilization caused so much decivilizing change such as barbarian invasion, plagues, and heresies. This reflects how the Europeans see the outside world. The significance of the outside culture is based on their effect on the ethnocentric Europeans. Another doctrine which is part of Eurocentric diffusinism is the outward diffusion of European intellect and spirituality that brought social evolution to the outside world of Europe. Actually, we cannot separate European intellect from spirituality for European intellect was shaped by Christian faith. As written by Blaut: â€Å"Two centuries ago it was axiomatic that God and his church were the fountainhead of progress. A Christian God ofcourse will put ideas in the heads of Christians particularly those Christians who worship him the right way and he will lead his people toward civilization. Gradually this explicit doctrine became implicit and Christians Europeans were themselves seen as the source of innovative ideas and hence evolutionary change for reasons not usually grounded in faith. †

Simple Cueillir Verb Conjugations in French

Simple Cueillir Verb Conjugations in French There are many useful verbs in the French language. Among those is  cueillir, which means to gather or to pick. Its an irregular verb and you will have to commit the verb conjugations to memory rather than rely on a pattern. A quick lesson will show you how to conjugate  cueillir  and  use its present and past participle. Conjugating the French Verb  Cueillir Verb conjugations allow us to change the verb to match the tense or mood of a sentence. In English, we use -ed and -ing endings to do this, though its more complicated in French. That is because we need to change the verb for every tense and mood as well as each subject pronoun within those. Cueillir  is an  irregular verb  and it does not follow one of the common verb conjugation patterns. This makes learning it more of a challenge. However, you can apply what you learn here to similar verbs such as  accueillir (to welcome)  and  recueillir (to collect). Consider practicing this small group together to make learning each a little easier. For the simplest conjugates of  cueillir, begin by identifying the verb stem of  cueill-. Then, match the subject pronoun to the present, future, or imperfect past tense to learn the correct verb ending. For instance, I gather is je cueille and we will gather is nous cueillerons. Subject Present Future Imperfect je cueille cueillerai cueillais tu cueilles cueilleras cueillais il cueille cueillera cueillait nous cueillons cueillerons cueillions vous cueillez cueillerez cueilliez ils cueillent cueilleront cueillaient The Present Participle of  Cueillir The  present participle  of cueillir  is formed by adding -ant  to the verb stem. This gives us  cueillant.  Its a verb, of course, though its also used as an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © The  past participle  of  cueillir  is  cueilli. This is used to form the common past tense known as the  passà © composà ©. To use it, begin with the subject pronoun, then conjugate the  auxiliary verb  avoir  before attaching the past participle. For instance, I gathered is jai cueilli and we picked up is nous avons cueilli. More Simple  Cueillir  Conjugations There are more conjugations of  cueillir  that you should know, but here were focused on the most basic. At first, concentrate on the simple forms above, then you can add the following verb forms to your vocabulary. You will find the subjunctive and conditional verb moods useful when the action of gathering is somehow questionable. These two are quite useful in conversation. In contrast, the passà © simple and imperfect subjunctive are primarily literary forms. While you may not use them yourself, being able to at least recognize them is a good idea. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je cueille cueillerais cueillis cueillisse tu cueilles cueillerais cueillis cueillisses il cueille cueillerait cueillit cueillà ®t nous cueillions cueillerions cueillà ®mes cueillissions vous cueilliez cueilleriez cueillà ®tes cueillissiez ils cueillent cueilleraient cueillirent cueillissent The imperative verb form is used for direct and often assertive commands and requests. When using it, skip the subject pronoun: use cueille rather than tu cueille. Imperative (tu) cueille (nous) cueillons (vous) cueillez

The Citizen Genêt Affair of 1793

The Citizen Genà ªt Affair of 1793 The new United States federal government had largely managed to avoid serious diplomatic incidents until 1793. And then along came Citizen Genà ªt. Now more infamously known as â€Å"Citizen Genà ªt,† Edmond Charles Genà ªt served as France’s foreign minister to the United States from 1793 to 1794. Rather than maintaining friendly relationships between the two nations, Genà ªt’s activities entangled France and the United States in a diplomatic crisis that endangered the United States government’s attempts to remain neutral in the conflict between Great Britain and Revolutionary France. While France ultimately resolved the dispute by removing Genà ªt from his position, the events of the Citizen Genà ªt affair forced the United States to create its first set of procedures governing international neutrality. Citizen Genà ªt Edmond Charles Genà ªt was virtually raised to be a government diplomat. Born in Versailles in 1763, he was the ninth son of a lifelong French civil servant, Edmond Jacques Genà ªt, a head clerk in the ministry of foreign affairs. The elder Genà ªt analyzed British naval strength during the Seven Years War and monitored the progress of the American Revolutionary War. By the age of 12, the young Edmond Genà ªt was considered a prodigy due to his ability to read French, English, Italian, Latin, Swedish, Greek, and German. In 1781, at age 18, Genà ªt was appointed court translator and in 1788 was assigned to the French embassy in Saint Petersburg, Russia to serve as ambassador. Genà ªt eventually came to despise all monarchical systems of government, including not only the French monarchy but the Tsarist Russian regime under Catherine the Great, as well. Needless to say, Catherine was offended and in 1792, declared Genà ªt persona non grata, calling his presence â€Å"not only superfluous but even intolerable.† The same year, the anti-monarchist Girondist group rose to power in France and appointed Genà ªt to his post of minister to the United States. Diplomatic Setting of the Citizen Genà ªt Affair During the 1790s, American foreign policy was dominated by the multi-national fallout being generated by the French Revolution. After the violent overthrow of the French monarchy in 1792, the French revolutionary government faced an often-violent colonial power struggle with the monarchies of Great Britain and Spain. In 1793, President George Washington had just appointed former U.S. ambassador to France Thomas Jefferson as America’s first Secretary of State. When the French Revolution led to war between America’s top trade partner Britain and American Revolution ally France, President Washington urged Jefferson, along with the rest of his Cabinet, to maintain a policy of neutrality. However, Jefferson, as leader of the anti-federalist Democratic-Republican Party, sympathized with the French revolutionaries. Secretary of the Treasury Alexander Hamilton, leader of the Federalist Party, favored maintaining existing alliances- and treaties- with Great Britain. Convinced that supporting either Great Britain or France in a war would place the still comparatively weak United States in imminent danger of invasion by foreign armies, Washington issued a proclamation of neutrality on April 22, 1793. It was this setting that the French government sent Genà ªt – one of its most experienced diplomats- to America to seek the U.S. government’s help in protecting its colonies in the Caribbean. As far as the French government was concerned, America could help them as either an active military ally or as a neutral supplier of arms and materials. Genà ªt was also assigned to: Obtain advance payments on debts owed to France by the United States;Negotiate a commercial agreement between the United States and France; andImplement provisions of the 1778 Franco-American treaty allowing France to attack British merchant ships using French ships stationed in American ports. Unfortunately, Genà ªt’s actions in trying to carry out his mission would bring him – and potentially his government- into direct conflict with the U.S. government. Hello, America. I’m Citizen Genà ªt and I’m Here to Help As soon as he stepped off the ship in Charleston, South Carolina on April 8, 1793, Genà ªt introduced himself as â€Å"Citizen Genà ªt† in an effort to emphasize his pro-revolutionary stance. Genà ªt hoped his affection for French revolutionaries would help him win the hearts and minds of Americans who had recently fought their own revolution, with the help of France, of course. The first American heart and mind Genà ªt apparently won belonged to South Carolina governor William Moultrie. Genà ªt convinced Gov. Moultrie to issue privateering commissions that authorized the bearers, regardless of their country of origin, to board and seize British merchant ships and their cargo for their own profit, with the approval and protection of the French government. In May 1793, Genà ªt arrived in Philadelphia, then the U.S. capital. However, when he presented his diplomatic credentials, Secretary of State Thomas Jefferson told him that President Washington’s Cabinet considered his agreement with Gov. Moultrie sanctioning the operations of foreign privateers in American seaports to be a violation of the U.S. policy of neutrality. Taking more wind from Genà ªt’s sails, the U.S. Government, already holding favorable trade privileges in French ports, refused to negotiate a new trade treaty. Washington’s Cabinet also refused Genà ªt’s request for advance payments on U.S. debts to the French government. Genà ªt Defies Washington Not to be deterred by the U.S. government’s warnings, Genà ªt began outfitting another French pirate ship in Charleston Harbor named the Little Democrat. Defying further warnings from U.S. officials to not allow the ship to leave port, Genà ªt continued to prepare the Little Democrat to sail. Further fanning the flames, Genà ªt threatened to bypass the U.S. government by taking his case for French piracy of British ships to the American people, who he believed would back his cause. However, Genà ªt failed to realize that President Washington- and his international neutrality policy- enjoyed great public popularity. Even as President Washington’s Cabinet was discussing how to convince the French government to recall him, Citizen Genà ªt allowed the Little Democrat to sail and begin attacking British merchant ships. Upon learning of this direct violation of the U.S. government’s neutrality policy, Secretary of the Treasury Alexander Hamilton asked Secretary of State Jefferson to immediately expel Genà ªt from the United States. Jefferson, however, decided to take the more diplomatic tact of sending a request Genà ªt’s recall to the French government. By the time Jefferson’s request for Genà ªt’s recall reached France, political power within the French government shifted. The radical Jacobins group had replaced the slightly less radical Girondins, who had originally sent Genà ªt to the United States. The foreign policy of the Jacobins favored maintaining friendlier relations with neutral countries that could provide France with crucially needed food. Already unhappy with his failure to fulfill his diplomatic mission and suspecting him of remaining loyal to the Girondins, the French government stripped Genà ªt of his position and demanded that the U.S. government hand him over to French officials sent to replace him. Aware that Genà ªt’s return to France would almost certainly result in his execution, President Washington and Attorney General Edmund Randolph allowed him to remain in the United States. The Citizen Genà ªt affair came to a peaceful end, with Genà ªt himself continuing to reside in the United States until his death in 1834. The Citizen Genà ªt Affair Solidified  US Neutrality Policy In response to the Citizen Genà ªt affair, the United States immediately established a formal policy regarding international neutrality. On August 3, 1793, President Washington’s Cabinet unanimously signed a set of regulations regarding neutrality. Less than a year later, on June 4, 1794, Congress formalized those regulations with its passage of the Neutrality Act of 1794. As the basis for U.S. neutrality policy, the Neutrality Act of 1794 makes it illegal for any American to wage war against any country currently at peace with the United States. In part, the Act declares: â€Å"If any person shall within the territory or jurisdiction of the United States begin or set on foot or provide or prepare the means for any military expedition or enterprise ... against the territory or dominions of any foreign prince or state of whom the United States was at peace that person would be guilty of a misdemeanor.† Although amended several times over the years, the Neutrality Act of 1794 remains in force today.

Ralph Eubanks Research Paper Example | Topics and Well Written Essays - 1000 words

Ralph Eubanks - Research Paper Example He was also one of the first coloured students to attend the integrated school. In describing his experiences, he has highlighted his acute embarrassment and feelings of isolation upon being the Eubanks has also mentioned the State Sovereignty Commission and says that this institution was empowered to do any and all actions that would help to preserve the sovereignty of the state of Mississippi, so that she could continue with her racist policies without any interference from the federal Government. As a result, while the other states in the Union flourished through increased representation of black students in integrated schools, colleges and Universities, the state of Mississippi lagged far behind. Eubanks sums up the purpose of this organization as being in effect, working to â€Å"instill fear in Mississippians like my parents: well educated, progressive thinking African-Americans, more commonly known as uppity niggers.† (Eubanks Xiv). Finding his own parents names on the Commission’s list – as people who needed to be spied upon and watched, in order to ensure that they did not interfere with the segregated fabric of the state, was a shock to the au thor. One of the people that Eubanks spoke to during the course of his self discovery and discovery of his past was Horace Harned, the Chairman of the Commission. This was a man who had wielded a considerable amount of power in the small farming community where his father and mother lived. At one time he had been a member of the Ku Klux Klan and was strongly in support of segregation and the standard of life that he and his contemporaries had enjoyed by rigidly maintaining the structure of the segregated society. In speaking to him, Eubanks was told that most certainly, the fact that his parents’ names had been on the list would suggest that they were always in danger of actions being taken against them by people Harned described ad rednecks. He described himself as the firebrand of the

Who has the right to write literature about war Essay

Who has the right to write literature about war - Essay Example The first novel about war was written by the male because of their active participation in the war compared to women. Poem about with the theme of men, who walk away, is an explanation of the soldiers in the war. The poem serves as an example of the future generation of the behaviour of men during the war. The pre-war novels were about the role of women during the war. The women responsibility to take cares of domestic chores and had no voice during the war. Most women, who advocated their independence, challenged the novel. Women poets came up with poems that describe their role in the war as opposed to those written by men. Other writers wrote poets that explain if the war occurs or not, the authors state the reasons for the war to occur. For the war to happen there should be a reason. African American literature has been incorporated as part of American literature. However, it is independent of its styles and voices from the American literature. The independence has assisted in reach for many audiences of black origin. In United States, African American literature is criticized for the separation of the writing styles. The separation in literature advocated for women to write about their fellow women and African American to write about the blacks. The new policy in it literature was opposed by the many writers because hinder the literature to explore the entire human race. All the writers have equal right despite the race or the gender background to express their opinion in the literature about the war. In the past, the natives ignored the African American literature. Recently the diverse groups in America have accepted the literature written by the blacks in America because of the reduction in the racial discrimination. In conclusion, all the individuals have a right to write literature about war. The Africa American writers believe that that literature gave them political liberation. The literature presents the truth

Managerial Economics Week 10 Individual Work Assignment

Managerial Economics Week 10 Individual Work - Assignment Example User charges get money from people and business in terms of charging the benefits they receive. Examples include charges in Laundromats, soda from vending machines, iTunes, pay-per-view movies on cable TV, and Netflix Course offered in higher education institutions vary in terms of depth and quantity of course materials and requirements. Some courses are more demanding than others depending on the depth of the curriculum and student involvement. On this note, some courses may need more resources in order to meet the learning objectives and outcomes. Such variability in courses would affect the amount of pricing set by higher education institutions. It is logical for students pursuing courses that are more demanding with regard to resources to pay more for the extra load their courses are using. Most universities therefore charge different fees for different courses depending on the level of involvement and resources that particular course requires. The approach seems to be fair to students and most importantly, to the university in terms of resource management. There are different types of funding approaches universities and other institutions of higher learning can adopt (Barr, 2004). Other than pricing schemes that charge different fees for different courses, other institutions charge the same fees to all students. Such a pricing approach may be burdensome to some students and on the other hand be lenient to others. The difference between the two types of students varies depending on income distributions. Due to varying income distributions and inequalities, some students may find it easy to pay the fees while other may struggle with the fees. Since the fees are standard for all students regardless of their family incomes, this type of pricing scheme may not be fair to students with low family incomes. On the contrary, the same pricing scheme may not be high for student from families

Reflection On Formative Assessment Education Essay

Reflection On Formative Assessment Education Essay For my reflection on learning I am going to discuss writing assignment 01. I feel that I did a pretty good job with writing assignment 01, however, theres always room for improvement. The easiest part of the assignment was ofcause the multiple choice questions which I answered using mostly the general knowledge that I have gathered over past few years of studying Business Management; the second part of the assignment was to write a literature review which was a more challenging task to accomplish. Academic writing is not an easy task and often takes years to master fully. So at this stage, I wanted to be well on my way to becoming a better writer and a researcher. I believe that I have improved on both my academic writing and organizational skills. After going through week 4s content, I had set goals for myself to become better at organizing information, such as sourcing literature and writing about the information. I had hoped to have a better understanding of what a literature review is in order to incorporate this knowledge into my paper, as well as improve on my own ideas, and I feel like I have done that. According to Badenhorst (2010, p. 16) Writing is currency in academia. It doesnt matter how many ideas we have. If we cant transform those ideas into something material, we have nothing worth trading. Therefore, I had also wanted to be clearer when coming up with ideas in a concise, logical and integrated manner so that the person reading could easily follow my argument and understand what I am trying to say. And once again, I feel that I have done just that too. The general feedback that I got on my first assignment was positive. Some of suggestions that I had received from you were, Very good review. Evidence that the literature was studied and integrated in to the review. You should review the APA style referencing. As you cited some of the references wrong in the text. Always cite correctly. So I went back to revise the document that was given to us in the beginning of this module, namely, An Abridged Guide to the APA Referencing Style. I have learned that when citing a paraphrase within the text of an assignment, the surname of the author followed by a comma and the year of publication should be given wholly or partly in round brackets. If referencing a direct quote a comma and page number after the year should be added. I am now more comfortable with using the APA style referencing and hopefully wont be repeating the same silly mistakes I made in this assignment. References: Badenhorst, C. (2010). Productive writing becoming a prolific academic writer. Pretoria: Van Schaik Publishers. Reflection on learning in Assignment 02 I believe assignment 02 was a real chance for me to test my knowledge and ability to reach the outcomes of the module. I say this because of the nature of this assignment. In general I used to perceive multiple choice types of questions as an opportunity to gain easy extra marks. However, few questions in, I soon realized that assignment 02 was one of the most challenging assignments that I had to complete this year. That is why I was relieved and pleasantly surprised upon the release of the final marks. According to the results, I have gotten 42 correct and 8 incorrect answers. Looking back on the assignment 02, I feel as though I was well-equipped in the majority of the questions in the assignment, especially on answering the questions relating to quantitative and qualitative designs, due to thoroughly going through the work in Week 6, 7, 8, 9 and 10. I feel like my weak point in the multiple choice assignment was that I may have fallen for the distracters. The reason why I have gotten some of the questions wrong is because I struggled in interpreting the idea of the text and choosing one correct answer. Also, most of the questions that I got incorrect had to do with either sampling or data collection. After this assignment I have learned the importance to have a good understanding of measurement process, like levels of measurement, reliability and validity. Researchers need to understand the values they attach to the information they collect. I believe that the tools I learned in this module have made me develop as a researcher and better prepared me for the future. 2.2 Weekly self-evaluations Include the two qualitative questions as self-reflections here for any three weeks of your choice. In addition to including the content that you provided during the specific weeks, also add a further reflection on how you feel about your answers at this point in time, now that you look back at these reflections: Nr Week Self-reflections 1A 2 Describe how you are finding this section of the module and the way in which it was presented. What did you like and what helped you to understand the material? On the other hand were there things that you did not understand properly in the way they were presented. How do you think we can improve our presentation and activities around this part of the work for this module? 1B 2 2A 4 Based on this weeks chapter, which content did you find easy to understand? What helped you to understand the material? What sections did you not understand properly? How do you think we can improve our presentation and activities around this part of the work for this module? In one or two paragraphs, explain the extent to which you are comfortable with your knowledge and understanding of the content of this introductory chapter 2B 4 3A 7 In one or two paragraphs, tell us how challenging you found the content of this weeks work? Are you coping with the workload each week? What are you doing to help reach the targeted learning goals each week? 3B 7 2.3 Reflection on the value of research As an honours student, an employee or employer in an organization, or a citizen of a country, you must make many decisions every day. Good, informed decisions require knowledge. What are the sources of our knowledge? Some of it is acquired through formal education in honours and masters programs in social work, or from attending on-going education programs. It may come from reading articles in professional journals, textbooks, or through online searches. It may also come from senior level experts who have been successful social workers for many years. Factually, much of the knowledge derived from these sources has one characteristic in common it is all derived from doing good research (Bryman Bell 2007, p.4). Conducting research is the most reliable method of acquiring new knowledge about business and learning. Alternative ways of knowing such as common sense, intuition, authority and tradition, have proven less useful for advancing our understanding of the complex process of learning (Mallick 1999, p.5). In the last 40 to 50 years, the value of research has attained a great deal of respectability amongst educators, politicians, business people, and other who often turn to researchers in the quest for reliable and valid information for making decisions (Mallick 1999, p.3). By teaching students the best ways to conduct research, they will be equipped to acquire the knowledge needed for making good, informed decisions in whatever social system level they may become employees or even potential employers. However, understanding how research should be conducted has a second benefit as it allows social workers or citizens of the country to critically and knowledgeably evaluate the research methods of others (e.g. leaders, politicians) and, thus, assess the credibility of the findings and recommendations that they generate. References: Bryman, A., Bell, E. (2007). Business Research Methods, Oxford University Press, New York Mallick, K. (1999). Researching Education: Perspectives and Techniques, Routledge, London 1.0 Introduction Nowadays, almost all curricula in the social studies contain at least one course in statistics. So given the importance of this discipline as a basic knowledge to understand the modern world, it is necessary to do some form of a research on the students attitude to statistics, as this could be an obstacle or an advantage in their learning process. From school, to home, to the workplace, statistics have become a part of our everyday life. In many circles, computer knowledge and competence in statistics is perceived as essential skills. In the beginning of their studies, many of the students are still not fully aware that they are required to study research methodology and statistics as an entire module in order to complete their degree. The emphasis placed on statistics and research related skills without a doubt virtually always surprise them. Some of the students even develop a phobia or an anxiety towards this academic subject that they tend to feel nervous and uncomfortable when they are required to deal with statistics and research related problems. In order to get a thorough understanding about Unisas students attitude towards research methods and statistics, this research will aim at investigating the factors influencing their attitude, by looking at anxiety, self-efficacy they put into studying statistics as well as their academic achievement. 2.0 Literature review In order to understand the implications of this research, an explanation of the key variables found in the literature review must first be discussed. 2.1 Students attitudes toward statistics The readiness of students to start courses in statistics can, apart from mathematical and intellectual ability, also be viewed in terms of emotional and attitudinal factors (Coetzee 2010, p.1). Attitude toward statistics can be defined as a combination of a students attitude toward the use of statistics in their field of study and the students attitudes towards the statistics course (Coetzee 2010, p.1). Although some students show a positive attitude toward statistics, evidence reveals that unfavourable responses far outweigh any favourable responses (Coetzee 2011, p1). Perepiczka et al. (2011) has reported that students often enter statistics courses with negative views or later develop negative feelings regarding the subject matter of statistics (p.100). According to Perepiczka et al. (2011), statistics courses are regarded by most students as an obstacle to obtaining their degree. These same students often delay taking their statistic courses until they cannot postpone it further. Researchers also found that students negative attitudes toward statistics is an influencing factor in low student performance in statistics courses (Perepiczka et al., 2011, p.101). 2.2 Statistics Anxiety In this study statistics anxiety is one of the three factors that influence students attitude towards statistics. Researchers documented a large amount of information on statistics anxiety over the years. For example, there are multiple definitions of statistics anxiety available in the literature. Elliot and Dweck (2005) defined statistics anxiety as the feeling of anxiety encountered when taking a statistics course or doing statistical analysis (p.243). According to Onwuegbuzie, DaRos, and Ryan (1997) statistics anxiety refers to the apprehension that occurs as a result of encountering statistics in any form at any level (p.28). The existing literature also identifies situation specific nature of statistics anxiety, ranging in intensity from mild to severe. While the mild form of statistics anxiety may induce only minor discomfort, severe forms can result in nervousness, panic and worry (Alauddin Butler, 2004, p.202). According to Onwuegbuzie (2000), majority of graduate students in the social sciences appeared to experience high levels of statistics anxiety, and it was found to be higher among female graduate students in comparison to their male colleagues. Statistics anxiety may be a critical factor in influencing and attaining a students academic and professional goals. Baloglu (2003) identified three categories of variables, situational, dispositional, and environmental, that are related to statistics anxiety (p.856). Situational experiences are factors that surround the student, which includes previous statistics experiences. Dispositional experiences are intrapersonal factors that include psychological and emotional characteristics made up of issues such as perfectionism and perception of abilities at developmental stages in life (Baloglu, 2003, p.856). Environmental experiences are interpersonal factors related to the classroom experience (Onwuegbuzie Daly, 1999), which can include the students experiences with the professor. 2.3 Self-Efficacy to Learn Statistics Perepiczka et al. (2011) defines general self-efficacy as ones judgments of his or her capabilities to organize and carry out courses of action required to attain specific types of performances. In other words self-efficacy to learn statistics is a persons confidence in his or her ability to successfully learn statistical skills necessary in a statistics course. Perepiczka stated that self-efficacy beliefs are manifested from four primary sources, which include the following: personal accomplishments, vicarious learning experiences, verbal persuasion, and emotional arousal. These primary sources lay the foundation for building the concept of self-efficacy to learn statistics. There is a lot of information available on self-ability or self-efficacy related to academic achievement (Balogu, 2003, p.858). However, little is known specifically about self-efficacy to learn statistics. Perepiczka (2011) investigated whether self-efficacy to learn statistics is related to performance in a statistics course and whether self-efficacy to learn statistics increased during a 12-week introductory statistics course. One hundred and three students from a large university partook in the survey. Perepiczka (2011) stated that there was a positive relationship between statistics self-efficacy and academic achievement as well as an increase in self-efficacy to learn statistics over the duration of the course. 2.4 Relationship between Attitude and Academic Achievement There are indeed numerous researches conducted on testing the relationship between attitude and academic achievement. Based on the previous literature, there is a general agreement that attitude could be regarded as a significant determinant of ones academic achievement. Most of these researches illustrated the more positive ones attitude towards an academic subject, the higher the possibility for him/her to perform well academically (Lilian, 2012, p. 156). The same applies vice-versa, students that previously have been performing well in mathematics field, generally have a more positive attitude towards statistics. In a research conducted in the U.S, the academics studied the relationship between students attitudes and academic achievement in college mathematics by inviting 218 freshmen to complete a set of questionnaire. The result indicated that students attitudes were highly correlated with their achievement in college calculus (Lilian, 2012, p. 156). In another longitudinal study also conducted in the U.S., the researchers assessed the relationship between attitude towards mathematics and achievement in mathematics. It was found that attitude had a powerful influence on students academic achievement (Lilian, 2012, p. 156). 3.0 Problem statement Statistics at a tertiary level is often a daunting task facing students undertaking these courses. This attitude amongst students have been shown to directly influence their motivation to study, achievement in statistic modules, and overall enrolment in statistics courses that are not compulsory, especially in the final year of undergraduate degrees and postgraduate years of study. Students attitude towards statistics is essentially either positive or negative, but remains a multifactorial issue. The most common factors that are assessed are preconceptions about statistics, environmental factors (e.g. age, gender, etc.), previous mathematical experience, mathematical aptitude, beliefs, interests, the number of years elapsed since students last statistics course etc. Students with a negative attitude tend to focus only on the method of assessment which only serves to increase their test anxiety. Since students attitudes toward examinations and other non-cognitive factors can affect their performance levels in statistics courses (Onwuegbuzie, 2000), Students also view some forms of assessment as more anxiety inducing than others, thus affecting their performance in the assessments. A programme of assessment also should include means for determining students impressions of the relevance and fairness of the assessment process (Onwuegbuzie, 2000) to determine what can be done to reduce assessment anxiety. Students with positive attitudes towards statistics tend to have a higher performance in statistics courses than students with negative attitudes. With this in mind, it would be an excellent idea for lecturers teaching statistical courses to promote a positive attitude towards statistics, not only as a professional tool, but also a something that can be used every day as a central skill. It might also be plausible that the first goal in teaching statistics should be to reduce the fear of statistics before introducing the course work (Coetzee 2010, p.2). 4.0 Objectives of the research This study primarily has two main objectives. First, the current research intends to test whether attitude is significantly related to anxiety and self-efficacy. Second, the study aims to test whether attitude serves as a mediated factor between anxiety, self-efficacy and academic achievement. From the specified research objectives, the following research questions are derived: What is the graduate student attitude toward statistics? What is the graduate student self-efficacy level? What is the graduate student statistics anxiety? What is the graduate student level of academic achievement? Does attitude play a role in affecting students academic effort? Does self-efficacy play a role in affecting students academic attitude? Does students academic attitude play a role in affecting their academic achievement? Does attitude play a mediating role between anxiety, self-efficacy and academic achievement? What is the extent of the relationship, if any, between graduate students self-efficacy to learn statistics and statistics anxiety and the attitude towards statistics? 5.0 Method of investigation 5.1 Research design In the current research, quantitative research method will be implemented. Concerning the primary data collection method, self-completed questionnaire will be used because it is comparatively timesaving and has the benefit of collecting responses from a large group of subjects with a relatively low cost. 5.2 Sampling Students of both the genders will constitute the population of this study. The study population will consist of all honours students registered for a course in research methodology at a distance education institution in 2012 (N = 2340). The primary reason for targeting students registered for this subject is due to the fact that all of them have almost completed the research methods and statistics course; hence it will be easier for them to answer the survey questions. Concerning the sampling method, convenience sampling and snowball sampling will be used in the process of selecting samples from the target population. Regarding convenience sampling, it is a sampling method in which samples are selected on the basis of easy availability. Since I as the researcher am also an honours student at a distance education institution I can easily approach students studying the same course via online forums, email, etc. After distributing the questionnaires to those students that i personally will come in touch with, I will then invite the respondents to further recruit or encourage the subjects from among their acquaintances to fill out the questionnaire to boost participation, and this is known as the snowball sampling. 5.3 Data collection Ethical considerations An introductory letter explaining the purpose of the study will go with each questionnaire. The participants will also be assured in the letter about the confidentiality and the non-disclosure of information that they will provide. Additionally, respondents will not be required to provide sensitive or detailed personal information, like their full name. Instead, respondents will only need to indicate their gender, race, major and year of study. In order to further guarantee anonymity, and so there is no way for a researcher to identify which questionnaire belongs to which respondent, further measures will be implemented. Participants will not be required to hand in the questionnaire to the researcher directly but to put the completed questionnaires in a collection pile. The questionnaires will be made up of some open and closed questions as well as some multiple choice questions. Also, a meeting with the respondents will be arranged at the selected Unisa venue. At this session the objective of the study will briefly be explained and any questions that the respondents might have will be answered. The respondents will then be encouraged to complete the questionnaire during the meeting. If a participant requests a removal from the study at any time, he or she will be removed immediately. 5.4 Data analysis As one of the main aims of this research is to establish weather a relationship exists between students attitude towards statistics with respect to statistics anxiety, self-efficacy as well as academic performance, correlational analyses will be conducted. Correlational studies are those in which an attempt is made to relate two or more variables to each other. However, there is a caution by researchers that a correlation between variables does not necessarily allow us to claim that the values of one variable cause changes in the values of another variable (Linden, 1982, p.17). A simple linear regression analysis will be computed in order to determine which variables predicted students attitudes towards statistics. In this analysis, a single variable depends on or is influenced by one or more variables (Linden, 1982, p.17). In analysing the relationship between the variables, reliability test will be conducted to estimate the reliability of the scales adopted in the current study. Descriptive statistics will be used to show the demographic characteristics of the respondents. And finally, the multiple regression analyses will be used to estimate the prediction power of statistics anxiety and self-efficacy on attitude; and the prediction power of attitude, self-efficacy, and statistics anxiety on academic achievement. 6.0 Conclusion The present research further supports that there is a direct relationship between attitude, anxiety, and self-efficacy and academic achievement as suggested in past literature. It is detected that attitude has a direct effect on academic achievement while self-efficacy also has a direct effect on academic achievement. Researching predictors of graduate students statistical self-efficacy beliefs is important to identifying possible barriers to professional growth and development. Exploring how statistical self-efficacy beliefs relate to predicting future academic expectations, performance, effort, persistence, and course selection also is important to explore as a means of promoting professional development (Perepiczka et al., 2011, p.106). Teaching graduate students how to reduce their anxiety and improve their attitude will likely enhance their value of statistics and further encourage their professional development in the profession that requires work with statistics.