Digital Fortress Chapter 32

David Becker stood in the hallway outside suite 301. He knew that somewhere behind the ornately carved door was the ring. A matter of national security. Becker could hear movement inside the room. Faint talking. He knocked. A deep German accent called out. â€Å"Ja?† Becker remained silent. â€Å"Ja?† The door opened a crack, and a rotund Germanic face gazed down at him. Becker smiled politely. He did not know the man's name. â€Å"Deutscher, ja?† he asked. â€Å"German, right?† The man nodded, uncertain. Becker continued in perfect German. â€Å"May I speak to you a moment?† The man looked uneasy. â€Å"Was willst du? What do you want?† Becker realized he should have rehearsed this before brazenly knocking on a stranger's door. He searched for the right words. â€Å"You have something I need.† These were apparently not the right words. The German's eyes narrowed. â€Å"Ein ring,† Becker said. â€Å"Du hast einen Ring. You have a ring.† â€Å"Go away,† the German growled. He started to close the door. Without thinking, Becker slid his foot into the crack and jammed the door open. He immediately regretted the action. The German's eyes went wide. â€Å"Was tust du?† he demanded. â€Å"What are you doing?† Becker knew he was in over his head. He glanced nervously up and down the hall. He'd already been thrown out of the clinic; he had no intention of going two for two. â€Å"Nimm deinen Fu? weg!† the German bellowed. â€Å"Remove your foot!† Becker scanned the man's pudgy fingers for a ring. Nothing. I'm so close, he thought. â€Å"Ein Ring!† Becker repeated as the door slammed shut. David Becker stood a long moment in the well-furnished hallway. A replica of a Salvador Dali hung nearby. â€Å"Fitting.† Becker groaned. Surrealism. I'm trapped in an absurd dream. He'd woken up that morning in his own bed but had somehow ended up in Spain breaking into a stranger's hotel room on a quest for some magical ring. Strathmore's stern voice pulled him back to reality: You must find that ring. Becker took a deep breath and blocked out the words. He wanted to go home. He looked back to the door marked 301. His ticket home was just on the other side-a gold ring. All he had to do was get it. He exhaled purposefully. Then he strode back to suite 301 and knocked loudly on the door. It was time to play hardball. The German yanked open the door and was about to protest, but Becker cut him off. He flashed his Maryland squash club ID and barked, â€Å"Polizei!† Then Becker pushed his way into the room and threw on the lights. Wheeling, the German squinted in shock. â€Å"Was machst-â€Å" â€Å"Silence!† Becker switched to English. â€Å"Do you have a prostitute in this room?† Becker peered around the room. It was as plush as any hotel room he'd ever seen. Roses, champagne, a huge canopy bed. Rocio was nowhere to be seen. The bathroom door was closed. â€Å"Prostituiert?† The German glanced uneasily at the closed bathroom door. He was larger than Becker had imagined. His hairy chest began right under his triple chin and sloped outward to his colossal gut. The drawstring of his white terry-cloth Alfonso XIII bathrobe barely reached around his waist. Becker stared up at the giant with his most intimidating look. â€Å"What is your name?† A look of panic rippled across the German's corpulent face. â€Å"Was willst du? What do you want?† â€Å"I am with the tourist relations branch of the Spanish Guardia here in Seville. Do you have a prostitute in this room?† The German glanced nervously at the bathroom door. He hesitated. â€Å"Ja,† he finally admitted. â€Å"Do you know this is illegal in Spain?† â€Å"Nein,† the German lied. â€Å"I did not know. I'll send her home right now.† â€Å"I'm afraid it's too late for that,† Becker said with authority. He strolled casually into the room. â€Å"I have a proposition for you.† â€Å"Ein Vorschlag?† The German gasped. â€Å"A proposition?† â€Å"Yes. I can take you to headquarters right now†¦Ã¢â‚¬  Becker paused dramatically and cracked his knuckles. â€Å"Or what?† the German asked, his eyes widening in fear. â€Å"Or we make a deal.† â€Å"What kind of deal?† The German had heard stories about the corruption in the Spanish Guardia Civil. â€Å"You have something I want,† Becker said. â€Å"Yes, of course!† the German effused, forcing a smile. He went immediately to the wallet on his dresser. â€Å"How much?† Becker let his jaw drop in mock indignation. â€Å"Are you trying to bribe an officer of the law?† he bellowed. â€Å"No! Of course not! I just thought†¦Ã¢â‚¬  The obese man quickly set down his wallet. â€Å"I†¦ I†¦Ã¢â‚¬  He was totally flustered. He collapsed on the corner of the bed and wrung his hands. The bed groaned under his weight. â€Å"I'm sorry.† Becker pulled a rose from the vase in the center of the room and casually smelled it before letting it fall to the floor. He spun suddenly. â€Å"What can you tell me about the murder?† The German went white. â€Å"Mord? Murder?† â€Å"Yes. The Asian man this morning? In the park? It was an assassination-Ermordung.† Becker loved the German word for assassination. Ermordung. It was so chilling. â€Å"Ermordung? He†¦ he was†¦?† â€Å"Yes.† â€Å"But†¦ but that's impossible,† the German choked. â€Å"I was there. He had a heart attack. I saw it. No blood. No bullets.† Becker shook his head condescendingly. â€Å"Things are not always as they seem.† The German went whiter still. Becker gave an inward smile. The lie had served its purpose. The poor German was sweating profusely. â€Å"Wh-wh-at do you want?† he stammered. â€Å"I know nothing.† Becker began pacing. â€Å"The murdered man was wearing a gold ring. I need it.† â€Å"I-I don't have it.† Becker sighed patronizingly and motioned to the bathroom door. â€Å"And Rocio? Dewdrop?† The man went from white to purple. â€Å"You know Dewdrop?† He wiped the sweat from his fleshy forehead and drenched his terry-cloth sleeve. He was about to speak when the bathroom door swung open. Both men looked up. Rocio Eva Granada stood in the doorway. A vision. Long flowing red hair, perfect Iberian skin, deep-brown eyes, a high smooth forehead. She wore a white terry-cloth robe that matched the German's. The tie was drawn snugly over her wide hips, and the neck fell loosely open to reveal her tanned cleavage. She stepped into the bedroom, the picture of confidence. â€Å"May I help you?† she asked in throaty English. Becker gazed across the room at the stunning woman before him and did not blink. â€Å"I need the ring,† he said coldly. â€Å"Who are you?† she demanded. Becker switched to Spanish with a dead-on Andalusian accent. â€Å"Guardia Civil.† She laughed. â€Å"Impossible,† she replied in Spanish. Becker felt a knot rise in his throat. Rocio was clearly a little tougher than her client. â€Å"Impossible?† he repeated, keeping his cool. â€Å"Shall I take you downtown to prove it?† Rocio smirked. â€Å"I will not embarrass you by accepting your offer. Now, who are you?† Becker stuck to his story. â€Å"I am with the Seville Guardia.† Rocio stepped menacingly toward him. â€Å"I know every police officer on the force. They are my best clients.† Becker felt her stare cutting right through him. He regrouped. â€Å"I am with a special tourist task force. Give me the ring, or I'll have to take you down to the precinct and-â€Å" â€Å"And what?† she demanded, raising her eyebrows in mock anticipation. Becker fell silent. He was in over his head. The plan was backfiring. Why isn't she buying this? Rocio came closer. â€Å"I don't know who you are or what you want, but if you don't get out of this suite right now, I will call hotel security, and the real Guardia will arrest you for impersonating a police officer.† Becker knew that Strathmore could have him out of jail in five minutes, but it had been made very clear to him that this matter was supposed to be handled discreetly. Getting arrested was not part of the plan. Rocio had stopped a few feet in front of Becker and was glaring at him. â€Å"Okay.† Becker sighed, accentuating the defeat in his voice. He let his Spanish accent slip. â€Å"I am not with the Seville police. A U.S. government organization sent me to locate the ring. That's all I can reveal. I've been authorized to pay you for it.† There was a long silence. Rocio let his statement hang in the air a moment before parting her lips in a sly smile. â€Å"Now that wasn't so hard, was it?† She sat down on a chair and crossed her legs. â€Å"How much can you pay?† Becker muffled his sigh of relief. He wasted no time getting down to business. â€Å"I can pay you 750,000 pesetas. Five thousand American dollars.† It was half what he had on him but probably ten times what the ring was actually worth. Rocio raised her eyebrows. â€Å"That's a lot of money.† â€Å"Yes it is. Do we have a deal?† Rocio shook her head. â€Å"I wish I could say yes.† â€Å"A million pesetas?† Becker blurted. â€Å"It's all I have.† â€Å"My, my.† She smiled. â€Å"You Americans don't bargain very well. You wouldn't last a day in our markets.† â€Å"Cash, right now,† Becker said, reaching for the envelope in his jacket. I just want to go home. Rocio shook her head. â€Å"I can't.† Becker bristled angrily. â€Å"Why not?† â€Å"I no longer have the ring,† she said apologetically. â€Å"I've already sold it.†

I Feel That Men Want Sex More Than Women For Both Biological and Social Reasons

The old saying â€Å"it is a man’s world† attributes to the chauvinist characteristic of men; where clinical experts hinted on the findings that men are genetically made to primarily lead the procreation with women. As cited from the electronic article of Steve Connor (2008) in the Agonist.Org, the common notion could be relevant to the instinctive nature of men with regard to their sexual desires towards the opposite sex, wherein men prefer casual sex than women (1).Therefore, the question is; do men want sex more than women for both biological and social reasons? This hypothetical question will be the topical discussion of this paper, examining the basis of agreement or disagreement through the use of empirical findings.Situational analysisTo relate the above hypothetical question, I agree that men want sex more than women for both biological and social reasons. On the contrary, the viewpoint of Dick Masterson (2009) of MenAre BetterThanWomen.Com claims that women hav e their pitfalls as a physical and emotional weakness.Thus, my agreement will be proven by the succeeding situational analysis on the circumstance of men’s natural characteristic, relating the biological and sociological advances to women.In ‘Peeking inside the Mind of the Boy Dating Your Daughter’ by Tara Parker-Pope, which was published in 2008 by The New York Times electronic magazine, has cited that the â€Å"peer factor† critically influences the discovery of the boys about girls (1). Tara Parker-Pope (2008) has written and described the following findings:â€Å"Physical attractiveness and the desire to be acquainted with someone are the usual and familiar reasons of   boys who are sexually active, and most likely said they pursued sex without commitment of love and primarily want to explore sex or to satisfy physical desires† (2).Based on the findings, it shows that most of young men are driven by their likings getting acquainted first with women, discovering the feelings or desires for the opposite sex. It may be then analyzed that the situation of â€Å"getting acquainted† is attributed by the peer factor.As cited, many young men [especially the teenagers between the ages of 14-16] are willing to lose their virginity at the very young age since they are vulnerable to peer-pressures, and most likely willing to explore the company of women (2).On the other hand, there seems a â€Å"balance† on the attitude of men towards a sexual partner, in which adult males thinks about the idea how could the social and biological life of women adopt to the same gender relationship, pertaining to the willingness of a girl in discovering or experimenting the kind of relationship (2).However, there is case to case basis or â€Å"social circumstance† when a girl get into the same gender relationship, of which one of the factors is socio-economic survival (3).From the article ‘A New Kind of Date Rape’ by Laura Sessions Stepp (2009) which was published by Cosmopolitan electronic magazine, the varying circumstances of men’s insatiable attraction to women has been emphasized.Accordingly, there is the so-called â€Å"gray rape† which refers to having sexual relationship with someone in between consent and denial (2). Stepp (2009) implied this kind of circumstance as trauma to a woman who questions herself after having sex with someone.In other words, the â€Å"tolerance† that first instinctively happened with a partner was uncertain and could have been persistently encouraged or lured by the male partner.The circumstance of rape is always evidently demonstrating the chauvinist character of men, although there are very remote cases when women are accused of raping men. What shows in the first evidence of rape is the enticement of a man to woman (2).Like for instance is the encouragement of a man for dating a woman, showing the desire of â€Å"insistent emotion† which a woman has a weak spot of being passionately desired for neither loved or needed (3). However, this kind of insistent emotion makes women vulnerable to â€Å"gray rape† to the point of statutory sexual assault (3).Stepp (2009) pointed out that insistent emotion of men towards women are merely physical desires, aside from the â€Å"psychosocial esteem† which men commonly feels satisfied or fulfilled once they have achieved the confidence of women.As cited, several cases of rape come first as a date, wherein men stereotype the approach of seduction and intimidations (3). Further, many rape victims in urban cities were dating partners who were allured to alcohol drinking or pot sessions leading to use of drugs and other illegal substances (3).It shows that women are vulnerable to the advantages of men. On the other hand, the vulnerabilities can be found on the physical and emotional weaknesses of women which are the pitfall (3).Thus, this can be equated to the à ¢â‚¬Å"gray rape† which refers to the unpredictable or indecisive tolerance of women to accept or deny the desires of men. However, this finding is still analogous to deceitful acts of men in terms of taking the advantages or opportunity of the situation. At this juncture, Stepp (2009) categorized and wrote the findings, as follows:â€Å"Numerous studies found â€Å"gray rape† as an outcome of the modern day socio-cultural groupings of men and women where plentiful interactions through social gatherings entices flirtations as additionally triggered by alcohol and drugs, of which even encourages men to be more sexually daring and harmful† (3).In which case, Stepp (2009) also proves the â€Å"social factor† or reasons why aside from the biological aspect, men can become more viciously desiring women.Reflective of the social factor, it may be perceived that the situation tends to justify the means, pertaining to providing understanding why men commit sexual ab use. But, certain understanding to the social factor owes the analysis that men links social interactions as the â€Å"given opportunity† or established venue to entrap the vulnerability of women.As cited, social interaction can be an easement for men to set the â€Å"social rules†, misunderstanding women who look for relationship and not free-and-easy sex (3).Another sociological finding explores why men do not separate from being boys, referring to the idea that men always retain the â€Å"teenage attitude† as they grow old. Michael Kimmel in his book ‘The Perilous World Where Boys Become Men’ which was published in 2008 by Harper-Collins Publishers has argued that contemporary matured men â€Å"drift† in a life-threatening social system (2).As a sociologist, Kimmel (2008) has accounted his findings through the conduct of interviews to numerous young and adult men with different types of occupation. Kimmel wrote his following findings:  Ã ¢â‚¬Å"The typical young American man nowadays is phasing in to a newly developed social culture not perturbed or put out by the burden of family, a girlfriend, workplace and other annoyances of adult-life† (3).Kimmel (2008) implies the retention of men’s masculinity that establishes the societal structure of what he described as â€Å"guyland† being a territorial ground of men where women competes.Based on the book, the competing genre of women challenges the â€Å"guyland† which makes women more vulnerable to the effects of competition. Like for example, the prevalence of sexual harassments in workplaces manifests the dominant character of men to the opposite gender (3).Kimmel (2008) explained that the emerging â€Å"gender competition†, pertaining to the emerging women interaction to the usual men’s occupation or life-interests, poses a challenging stance to the men’s world (guyland) that entices men to explore the personality of wom en competitors.As cited, exploring the personality of woman competitor varies in a challenging discovery from simple seduction to grave intimidation (4). Thus, Kimmel (2008) critically considers the â€Å"intuition† as part of a social factor.Correlating the findings of Kimmel (2008) to the topical discussions, biological and social reasons or factors favors the agreement that men want sex more than women. The aspect of â€Å"men’s world† conjugates the natural characteristic of men for being a â€Å"pre-dominant entity† in the social structure of gender and societal personality of women.This analogy can be deduced from what Kimmel (2008) described as the â€Å"territorial ground† of men, in which also means as a social structure or system that is only ruled by men. Therefore, women must submit to the harmful challenge of men and live with it.It can be reflected that what the contemporary needs today is a crucial co-existence regardless of gender o r personality in the social system. Men and women alike must redefine their vital roles in the perspectives of developing family values so that the new generation of young men and women would be responsible procreators. At this point, Kimmel (2008) wrote the following prognosis:â€Å"To map-out the future social-world of men must redefine what men are presently made;   enabling the integral role of women in nurturing the path of their young boys from the vicious effects of society where â€Å"guyland† must reciprocate the reputation of reliable and responsible men† (6).Indeed, women have a vital role in reforming the biological and social factors affecting the behavior of men. Of which Kimmel (2008) pointed out that if women actively participate in liberating the society, then, why not specifically persevere in the parental function of women to redirect the socio-cultural reorientation within the family (7).This proposition can be acknowledged by the fact that the ro le of women in the family is to provide guidance to the children, specifically the role of mothers. At least, but not just an option, the family-value orientation stirs the consciousness of the children, becoming aware of the sociological influences that patterns behavior and beliefs of children as they grow up (7).On the same reasons, Kimmel (2008) emphasized the importance of â€Å"converting the guyland† as a territorial ground for the virtuous men who are sympathetic and ethically conforming to the morality of women (8).ConclusionThe sexual desires of men symbolize his dominant character to the opposite sex, wherein women are treated as a â€Å"utility† in the fulfillment of masculinity or chauvinism. Additionally, women’s desires for a responsive relationship are being perceive or misunderstood as a pitfall. The personality of women in the classification of gender becomes a defenseless weaker sex.

Police Description In The Media Essay

In maintaining peace and order in the society, the police force specifically the police officers definitely play a profound and significant role that they need to accomplish (â€Å"Police Discretion,† n. d. ). As such, in any given social disturbance or violence, the police officers are the primary people that commonly respond in order to address these issues (â€Å"Police Discretion,† n. d. ). In addition to this, the function and presence of police officers in these given situations are essential wherein these people commonly represent the law and usually serve as a mediator that resolve differences or problems of the situation (â€Å"Police Discretion,† n. d. ). With the above written facts and information, and the reality of the nature of a police officer’s job, it entails various difficulties, it is evident that the duty and the profession of a police officer is indeed important towards the achievement of a healthy human community (â€Å"Police Discretion,† n. d. ). Likewise, such complex and risky job of a police officer is absolutely helpful in protecting the safety of the public against any detrimental acts such as violence, crime and street transgression (â€Å"Police Discretion,† n. d. ). However, what supposed to be a positive and uplifting profession that would be essential and helpful in the community is sometimes affected by the presence of media (â€Å"Police Discretion,† n. d. ). At the present time, the media is responsible in the numerous names or labels, which characterizes police officers according to their role in the society. In a sense, police officers are often identified with several definitions that have been already established in the past. One of the main roles of police officers in the society is the perception of people that they are the protector of the public against situations and individuals that might threaten their well-being. Nevertheless, there are also other roles that police officers are associated with such as: Crime Fighter, Social Servant, Order Maintainer, and Crime Preventer. Crime Fighter The major responsibility of police officers is to assure that the law is properly implemented. They have to make sure that all individuals abide by the rules of the country. By doing so, they have to combat all those individuals who disobey what the law states. A good example of this is when police officers arrested 175 Mexican drug trafficking suspects. The prosecutors stated that this incident is a momentous step in addressing the problem of drugs that is observable on the U. S. -Mexico border. In relation with this, the Justice Department said that the 175 people that were captured are believed to have relations with the violent drug cartels of Mexico (Schmitt, 2008). This article that was written in The Los Angeles Time, explains the efforts of the Justice Department to address the worsening problem of drug trafficking. The police force has an essential part in capturing the 175 suspected member of the drug cartel. However, this importance is not seen in the article. The writer did not give much emphasis or consideration in the pivotal contribution of the police officers in the success of this operation. As such, the role of police officers is not given the appropriate recognition that it deserves. This should not be the case because they are the one who are risking their lives in order to fight crime. Social Servant The function of police officers does not stop in fighting crime but they also see to it that they attend to the other needs of the people. They are also considered as public servants that give attention to other social issues. The mere fact that there job entails a huge amount of responsibility as well as putting their own life at risk is enough proof that they are indeed a servant for others. This is clearly seen in the case of new Detroit Police Chief James Barren. Even though accepting this kind of position is very difficult with all the duties that he needs to accomplish he still took the job. Furthermore, he is willing to exert the extra effort in order to provide a safe environment for those under his responsibility. He showed this when he said, â€Å"It’s no secret that public safety and the safety of our city are among my top priorities†. â€Å"We need to work hard to restore faith and trust and integrity back to the police department and to the great people of this city† (Schmitt, McGraw, and Gorchow, 2008). The media was able to highlight the new task that Barren has to face through this article. Order Maintainer Public order is also the job of police officers. It is part of their task to protect and uphold the society and deal with any incident or individual who poses a threat to it. There are cases wherein some people are often the cause of public disturbance, which can inflict harm on other people as well as on his or her self. A good example of this is when a chief officer pulled a gun off a teen that was running amok and fighting with his fellow classmates right after dismissal. The police chief was relived that he was able to take the gun because the situation could have been worse (Van Sack, 2008). The portrayal of the police officer in this article shows his role as someone who implements social order. He appears as a hero who was able to save the day and prevent people from being hurt. Crime Prevention As they say, â€Å"prevention is better than cure†. In the same manner, Police officers are also doing the necessary steps in order to address the causes of problems before they even materialize. This is exemplified by the police force initiative to unite together in order to combat marijuana. Law enforcement officials of the whole state are doing the necessary action against campaigns that encourage teenagers to use marijuana. In relation to this, they also call for the participation of parents to closely monitor the development of their children so that they could avoid any bad influences that might affect their children (Ellement, 2008). The image of police officers tends to vary based upon how a particular tool of media portrays them. The discussed articles above mostly shows a police officers that is all powerful who could with stand anything. However, it must be remembered that these police officers are also humans that have to be given protection and due consideration. In order to do so, the media should treat them with respect even if other officers are not rightfully doing their duties, not all police officials should be generalized as such because there are still those who are doing their jobs like the officers exemplified in this paper.

Assignment Week 4 Essay Example | Topics and Well Written Essays - 500 words

Assignment Week 4 - Essay Example The ordinary parking zone can be occupied by students who have opted for ordinary parking passes. A parking spot in this zone is not guaranteed but is rather filled up on a first-come first-served basis. The restriction imposed on ordinary parking zone would be that no special pass holder will be allowed to park their vehicles here. On the other hand if the peak hour parking slot is unoccupied after the designated time, it can be occupied by the ordinary pass holder if all ordinary parking zone is full to capacity. e.g.: If the peak hours are between 10:00 am - 12:00 noon and all parking spots are full except for a few peak hour parking spot, the same can be occupied by an ordinary pass holder after 1 hour from the end of peak time (i.e., 1:00 pm or later). In effect peak hour parking zone transforms into ordinary parking zone if spots are empty after end of peak hours to accommodate more vehicles. In this way students who regularly use the parking facility can be given a peak-time parking spot at higher rates to ensure maximum revenue, and additional revenue generated from ordinary parking zone where parking depends on first-come first-served. Parking slots for students, who require parking spots during peak hours, should be assigned only in the special parking zone. The ordinary parking zone can have students driving in and out of the parking lot and spots will not be reserved, thus ensuring that parking spots are not wasted. 3. The condition of the global market / the larger chain of consumers, clients, partners, competitors i.e. the linked organisations and entities that form the channel for revenue flow in and out of the industry and within the industry. If the target market is performing well and there is surplus demand than availability of resources then the pricing strategy should be adopted accordingly. Secondary factors that play a deciding role in the choice of a

Reaction paper Research Example | Topics and Well Written Essays - 250 words

Reaction - Research Paper Example This would be a positive development in the field of psychology as early diagnosis would also mean early medical intervention. With DCN, I believe that the causes and symptoms of various mental disorders such as schizophrenia, amnesia, autism and Alzheimer’s will be brought to a better light. From the article, it was mentioned that in DCN, the â€Å"methods involve the imaging of brain function in noninvasive ways that are very safe and friendly to infants and their parents.† Although the proponents of this method being used for imaging the brain function claim that it is safe, I still doubt whether there a number of parents who would allow their babies to become â€Å"guinea pigs† and undergo such experiments. I think that this can be a possible hindrance in the further advancement of DCN in the area of infant brain development. I also wonder whether this method of studying brain functions could be applied not only to babies but to geriatric individuals as well. If it is possible, then the medical world will probably have a better understanding of mental disorders like Alzheimer’s, which is common to old people.

Learning to Read and Write by Frederick Douglass and Learning to Read Essay

Learning to Read and Write by Frederick Douglass and Learning to Read by Malcolm X - Essay Example As the discussion stresses even though both Malcolm X and Douglass underwent very unconventional forms of learning, the details about these experiences are different. Moreover, both writers used very logical and persuasive arguments to convey the information about their endeavors; however, their different time periods explain the divergent appreciation they had about these life lessons. These similarities and differences will be deeply analyzed throughout the paper in order to come out with a better understanding of these great historical figures. Many similarities exist between Malcolm X’s and Douglass’ essays that put forward their unconventional ways of learning how to read and write. Indeed, the unusual setting constitutes the first common experience the two men had to undergo. Thus, Malcolm X’s imprisonment provided him with a true opportunity to become literate.   From this paper it is clear that the process continued until he knew all the words from the dictionary and their meaning, thereby, revealing his devotion. Similarly, Douglass’ learning had also been very unconventional in the sense that even though he had a mistress who taught him the alphabet, his training was discontinued and he had to strive through unorthodox ways. Disappointed at being denied education, he managed to learn how to read and write the best way he could. He recalled the challenge: â€Å"The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read†. Forbidden to read in his masters’ house, he found refuge in the streets where white boys were willing to help him learn how to read. Ironical ly, the parents of the same white boys symbolize the mainstream that denied him education. However, as children displaying their innocence, these white boys did not see their racial difference as a handicap and, therefore, agreed to teach him how to read.  

Marketing Audits Coursework Example | Topics and Well Written Essays - 3500 words

Marketing Audits - Coursework Example Changing perspectives in marketing planning for Parcelforce The age of globalisation and competition has spurred up the need to ensure more planning and effective strategies in order to counter the threats of competition prevailing in the markets. Business environment in the present date is characterised by cut throat competition among the market players that are engaged in attaching strategies like predatory pricing and ambush marketing to attack competitors. The industry due to high competition is characterised by low margins that has severely changed the business dynamics and has also ensured change in marketing planning tactics so as to ensure sustainability in the market (Global Express Parcels, 2011, p.1). Parcelforce Appraisal for capability for planning its future marketing activity Parcelforce is one of the largest courier and parcel delivery companies operating out of UK and has operations in numerous nations with a cutting edge technology and an effective service delivery mechanism. The company should use its technological advancements and the good brand image of the company owning to its long association with the industry to derive competitive advantage. The company should try to use its massive global presence and couple it with innovation in service delivery mechanism so as to generate competitive advantage.... The company should use its technological advancements and the good brand image of the company owning to its long association with the industry to derive competitive advantage. The company should try to use its massive global presence and couple it with innovation in service delivery mechanism so as to generate competitive advantage. All its marketing efforts must not only be solely directed towards attracting new customers but focus should be made on CRM approaches that can help in not only attracting new customers but also in retention of the existing customers. The efficient technological base of the company along with a team of qualified and talented employees can help generate greater value for the customers. Spending must also be induced in the research and development aspect so as to generate innovation as it is the only way in which the company can distinguish itself from its competitors in the market and generate competitive advantage. SWOT Analysis SWOT stands for Strengths, Weakness, Opportunities and Threats and is used to analyse the internal environment of an organization. The SWOT analysis for Parcelforce is stated below: Strengths The main area of strength for the company includes its long association with the industry as well as a formidable presence across UK. The company also has an effective brand image and has been associated with the royal mail service. Strengths also emerge in the areas of efficient use of technology and effective logistics management and also a good reputation for quality service delivery among the customers (Parcelforce, 2012). Weakness Certain areas of weakness for the company include a limited offering to the customers that is matched

Discuss the purpose and process of budgetary control Assignment

Discuss the purpose and process of budgetary control - Assignment Example Budget control is the process of managing individual items in a budget such that expenses arising from them do not rise above the forecasted amount in the budget estimates. Budget control helps an organization/ entity to plan adequately for the future. It also helps the organization to evaluate adherence to set policies. Through budgetary control, the organization is able to minimize wastage and inefficiency (Pollitt, 2001). In itself, the budget is a tool for expenditure control within a firm. In order to stick to the laid out expenditure program and prevent excessive spending, the organization has to carry out effective budget control measures, both before and after planning. Below is an outline of the main steps of budgetary control. This phase involves drawing up a list of policy guidelines for the firm that will guide both the management and lower-level employees in their daily operations. Integrating long term policies with short term ones forms a basis for periodic evaluation of success in implementing a set of policy guidelines. Several objectives that guide the business are laid out in order of prioritization. Besides profitability, which is the key objective of most business organizations, quality, market positioning, product differentiation and cost leadership form some of the more common goals that guide policy formulation (Toigo and Woods, 2006). Whereas policy harmonization is key to achievement of set goals, each level of management rolls out several objectives that guide its specific situation. However, the goals must work towards achieving the corporate objectives laid out by the top management. Each function that is deemed to complement achievement of policies formulated is listed together with its expected costs/ revenue. The forecasts should be made at both the micro and macro levels. Micro level forecasts involve activity based costs, while macro level forecasts involve transaction

International Economics Essay Example | Topics and Well Written Essays - 750 words

International Economics - Essay Example Services sector as it contributes almost 78 percent in U.S economy. If U.S. or for that matter any of the developed countries such as UK, France, Germany, Japan has to increase the international trade, their contribution has to come through the services sector because they are dominant contributors in the GDP. The reasons that services cannot be traded as freely as goods can be are attributed to the following. 1. Many services are non-transportable; it requires geographic proximity between producer and consumer countries. 2. Many services cannot be mass produced; mostly they are tailored as per the geographical needs posing a difficulty in the international trade. 3. Many services go along with the supply of the goods and they cannot be separated to impart the benefits to the consumers. Example is cars imported from Japan or China into US with 3-4 years warranty. Servicing cost is included in the original price. 4. It is difficult to export the services from developed countries (U.S) to developing countries such as India. The reason is that the cost of producing the services in a developing country is much lower than the cost incurred in developed economies. The glaring example is IT (Information Technology) services outsourced to countries like India, China where the cost of production is much less. Answer 2. Difficulties in the Balance of Payment (B.O.P) of the U.S in the present time US is facing Balance of Payment problem since last many years and it is steadily increasing from 1 percent in 1995 to almost 8 percent of the GDP now. The reasons for such high deficits are many and varied and can be enumerated as per the following. (Riley, Geoff 2006) 1. It is an indication of high consumption with a weaker industrial sector. Consumers are spending beyond their means leading to higher household debt. 2. A trade deficit is also an indication of loss of employment and output. It is a net leakage between income and spending. 3. Currency value (read $) comes under pressure against other leading currencies and continue to depreciates as deficit continues or rises. This also necessitates an increase in interest rates by the central bank. Answer 3. Compare and contrast the structure of the E.U and the USA (NAFTA). NAFTA (North American Free Trade Agreement) is a treaty between Canada, Mexico, and the United States. NAFTA has been operational since 1994. It governs the entire North American trade. NAFTA agreement has removed the tariffs between the member countries Mexico, Canada, and U.S for goods shipped between them. This has resulted into the purchase of goods by Mexico in large quantities from U.S. This results into savings for Mexican companies on imports and it saves American company considerably on shipping costs. In contrast, EU has large number of member countries in it fostering similar cooperation among them. The major difference between these two is that EU members trade in a common currency but NAFTA members do not have any common c urrency. Moreover, EU has its own political charter in contrast to NAFTA who does not have any. Answer 4. Explain Ricardo’s theory of trade and compare it to the H-O theory of trade? The theory of comparative advantage is behind the international trade in which both the countries benefit from the trade. Ricardo explained this in his book on the Principles of Political Economy and Taxation giving example of England and Portugal. Portugal produces wine and cloth with less labor compared to England for the

3three Case Study Example | Topics and Well Written Essays - 500 words

3three - Case Study Example The student has spelling mistakes and grammatical error in the written response. The error is as a result of mixture of Spanish language and English. She does not know how to differentiate the correct English word from other Spanish language. The other issue is oral presentation among the group’s members. She speaks English that is mixtures of different languages which her fellow students could not understand even the teacher. Sentence construction also was a problem. She does not follow the order, she starts from any word. The words are not in a logical sequence which disobeys the order of grammar and sentence construction. The instructional strategy that could be challenging to the student is group discussion. The student could not interact with other student because of her oral presentation. She could not comprehend and give meaning as she interacted with other class member. The student could not interact with other students because of the difficulty in language. Interaction involves communication between and among the students. If she could not speak fluent English, others could not understand her. Group discussion becomes lively and appreciative if the entire student can speak and understand each other. The student could express herself but not fully because of inadequate vocabularies among her friends. The group discussion a strategy toward the student could be adjusted in order to accommodate the students. Before involvement in the group, the student could be taken through English vocabularies and how to arrange the sentence that could be used to guide the students before the group discussion. Close interaction with other students would give the student another opportunity to learn new language. Intensified written work would help to support. Learning vocabularies, written presentation and close interaction would give the student the opportunity to learn new ideas and words that would help her in interacting with other students

Corporate Social Responsibility and Corporate Governance Research Paper

Corporate Social Responsibility and Corporate Governance - Research Paper Example CSR- related policies function as built-in, mechanisms through which the business evaluates and ensures that it operates actively in compliance with ethical standards, the law, and international expectations. As such, CRS activities are supposed to impact the stakeholders, environment, communities, consumers, employees and the overall public sphere positively. There are a number of goals that drive businesses into engaging in corporate citizenship. However, the key objective of the activity relates to the establishment of sustainable businesses, which, in fact, need healthy communities, markets, and economies. Some of the drivers of corporate social responsibility include enlightened self-interest, social investment, trust and transparency, and increased expectations of enterprises by the public according to ASOCIO (2004). There are various approaches that corporate entities can take in regard to social responsibility. While for example, some will opt for philanthropy, others will op t for a community-based development approach. Yet again, others will prefer to go the Creating Shared Value (CSV) way. Whichever method or approach is assumed, however, the organization somehow commits some of its resources for the good of other parties as earlier mentioned. Research on corporate social responsibility (CSR) has blossomed in the 21st century. There is also an increased interest in the topic by different firms and people as seen in table 1. This is attributed to various factors like pressure exerted on organizations to demonstrate high ethical standards and the increasing concern about CSR expressed by policymakers. Firms from developing countries are driven by heightened demands on forms exporting to their products to Europe and other western countries do document their compliance to high ethical standards so as to be competitive. Generally, various organizations develop and express CSR because of various factors that can be summarised as internal and external factor s. In this paper, three international companies namely Monsanto Company, Microsoft Corporation, and Coca-Cola Company will be used to illustrate the various arguments. All the three companies already have a CRS in place.   Why International firms are showing increasing interests in corporate social responsibility and corporate governance There are internal and external factors that are making or motivating international firms to show increasing interests in CSR and corporate governance. Internal factors include managers, shareholders, employees, customers, and suppliers while external factors include social, economic, cultural, legal/government regulations, technological, global standard and nongovernment organizations. Economic and Social factors Researchers have given a special attention to the connection between CSR and the financial performance of an organization.

The public education system Essay Example for Free

The public education system Essay â€Å"Effectiveness in the principal-ship is the extent to which all learners in the school are doing as well as they should be doing.† (Webster, 1, 1994) The public education system has perhaps never faced more challenges than it does today. With increasing diversity in the school system, teachers and administration have to be prepared to teach students with minimal English. Increased violence in schools has created a situation where providing security for students takes precedence to learning. Drug use among students and domestic violence place teachers and administration in a social services role, rather than focused on education. Increased accountability standards with an ever-shrinking budget challenges teacher’s time to be responsive to individual student needs. Each of these challenges are faced by the school as a whole, with increased pressure placed on the role of the principal to meet these needs. The role of the principal has changed over the past twenty to thirty years. Ideally the principal should be responsible for creating a climate of learning, and assuring that teachers have the resources they need to do their job effectively. â€Å"The principal establishes a climate for excellence, puts forth a vision for continuous improvement in student performance, promotes excellence in teaching, and commits to sustained, comprehensive professional development for all staff members. The principal ensures that curriculum, instructional strategies, and assessment of student progress are coherent components in the teaching and learning process. In short, the principal engages herself or himself as an instructional leader.† (Tirozzi, 1, 2001) Educational research, focusing on school effectiveness, often examines the concept of the principal as leader as one of the critical factors. Research indicates that the role of principal as leader in creating a climate that can lead to higher student academic performance, â€Å"conditions such as setting high standards and goals, planning and coordinating with staff, having an orientation toward innovation, frequent monitoring of staff and student performance, and involving parents and the community.† (Blank, 1, 1987) This increased emphasis on the principal as a leader, has ultimately changed the role of the school principal. Historically, principals wereelected and played the role of educator. The increased need for the principal to take the part of leader requires the principal to also take on the role of administrator. Along with this role, there is a increased emphasis on the principal as a primary contributor to the educational effectiveness of the school. This expanding role of the principal has created a new set of expectations, including fulfilling the role of leader as both educator and administrator, including responsibility for the school curriculum. During the 1980s, school districts introduced programs to increase school effectiveness, including greater instructional leadership by principals. (Blank, 1, 1987) According to Elaine Fink and Lauren Resnick, there is widespread appeal for principals to assume the role of leaders in education, but this role is not being fulfilled in practice. â€Å"In practice, though, few principals act as genuine instructional leaders. Their days are filled with the activities of management: scheduling, reporting, handling relations with parents and the community, and dealing with the multiple crises and special situations that are inevitable in schools. Most principals spend relatively little time in classrooms and even less time analyzing instruction with teachers. They may arrange time for teachers meetings and professional development, but they rarely provide intellectual leadership for growth in teaching skill.† (Fink Resnick, 1, 2001) Fink and Resnick depict principals as becoming more and more distanced from the issues of education and instruction and increasingly focused on administrative and budgetary issues. According to Fink, building an effective community of principals should focus on the craft of teaching and learning and the building of strong interpersonal relationships. The role of principal maintains five major controls or sources of power or authority including the authority (1) to exert administrative control, (2) to exert aggressive instructional leadership, (3) to control the evaluative framework of the school, (4) to control the distribution of rewards, and (5) to control the timing and flow of information and resources in the school. (Webster, 44, 1994) The effective principal has the ability to define what tasks ar e important and create a framework in which those tasks can be accomplished. The effective principal should focus on the role of â€Å"principal teacher,† or that which is the teacher of teachers. Effective principals, who have the responsibility of teaching both new and experienced teachers, must be knowledgeable about a wide variety of teaching strategies, with a focus on that which will enhance learner growth. Effective principal must possess problem-solving as a skill. The effective principal should operate as a leader. (Webster, 93, 1994) Leadership is often defined as the ability to influence others in the group, focused on the two basic functions of leadership: task and human. Task effectiveness relates to teaching as the major task and learner growth as the outcome. The second function of human effectiveness recognizes that teachers and other staff members need occasional strengthening, refocusing, morale boosting, and listening to, as well as remediation and correction. According to Webster, task effectiveness and human effectiveness roles of leaders overlap, across all domains. Principals must display task effectiveness in the learning or learner-centered domain as well as in the management domain. (Webster, 46, 1994) Portin and Shen studied the changing role of the principal in the Washington State education system. They identified the school effectiveness research of the last twenty years in affirming the role of principal leadership in school success. Principals were identified as key individuals as instructional leaders, initiators of change, school managers, personnel administrators, and problem solvers. The principal is in the center of multiple demands to reform schools and to meet the challenges of future leadership. (Portin Shen, 1, 1998) â€Å"If education, in general, and schools, in particular, are seen as tools for social change, educational leaders are assumed to be among the most critical artisans. This assumption is widely held by the public-at-large, as well as by education professionals. It is also an assumption warranted by relevant evidence. Indeed, the leadership effect becomes increasingly prominent the more one focuses attention on schools as opposed to other types of organizations.† (Portin Shen, 1, 1998) Despite changes in shared leadership and teacher empowerment, the principal remains the center of leadership in the school. The unique role of the principal includes instructional, organizational, and statutory leadership. As an instructional leader, the principal is expected to retain knowledge of effective instructional practice, both curricular and pedagogical. The role of the principal as evaluator of instruction underlines the organizational leadership expected. Principals are given responsibility for most school operations. Despite changes in school policy, and societal changes, the assumption is made that principals have the capacity to lead and supervise the implementation of new programs and regulations while continuing to provide previously assigned responsibilities. Research indicates that this ever-changing role of the principal may not allow for them to meet of the expectations. â€Å"Numerous factors have been identified that contribute to the ways in which principals spend their time. Analyses of the principals role reveal constant interruptions, lack of planning time, fragmentation of activities, compliance with numerous rules and regulations. Clearly, the role of the principal is changing as more is expected of them.† (Portin Shen, 1, 1998) In a study of schools in Washington State, more than three quarters of principals surveyed, reported that in the last five years they have had more responsibility for site-based decisi ons, monitoring truancy, dealing with the impact of student diversity, interacting with parents, improving school-community relationships, and administering special education programs. These changes suggest that principals are expected to provide more leadership, on one hand, and to take on more managerial responsibilities, on the other. This has led to a growing tension between the leadership and managerial responsibilities of the job. The role of principal is becoming increasingly more challenging. Ninety-one percent of the principals surveyed indicated they are in districts that are decentralizing decision making to the local school site, 76 per cent were in districts that were initiating or encouraging the use of site councils, 79 per cent indicated the need to establish school/business partnerships. Seventy-six percent reported working in sites with increased student diversity that has had an important impact on the school, 83 per cent increased interactions with parents that have had a significant impact on their work, 91 per cent reported it was important to consider client satisfaction when making decisions. As might be expected, these changes have had nega tive impact on the ability of principal’s to do their work and increased negative feelings about their job. (Portin Shen, 1, 1998) These changes have required the principal to take on additional responsibilities, resulting in a disproportionate amount of time and attention devoted to these new responsibilities. As new responsibilities are added, principals must take time away from previous demands to meet the changing demands. Despite the addition of new responsibilities, principals have not been relieved of other duties and responsibilities that have traditionally been a part of their job, â€Å"building maintenance and repair, instructional leadership, maintaining a safe and secure environment, responding to teacher and staff requests, conducting legally required teacher evaluations, managing the budget, and maintaining discipline.† (Portin Shen, 1, 1998) Despite these additional responsibilities, authority and instruction did not necessarily follow, resulting in considerable ambiguity. Some principals surveyed reported not feeling they possessed the skills necessary for the increased job responsibilit y. Further, principals surveyed reported feeling greater levels of frustration in their job and less enthusiasm for the work they do. Their decline in morale and enthusiasm stems, instead, from their inability to carry out both their management and leadership functions effectively and efficiently, and their preference to provide leadership. Many principals report work weeks of 50 to 70 hours. They feel they are being forced to make choices about where they will spend their time and attention. Another source of frustration is the shift to managerial rather than leadership responsibilities. They recognize that managing the building is a necessary function for principals, they prefer to focus on their role as instructional leaders, spending time with teachers, students, and parents improving the schools program for student learning. Many principals are finding it difficult to maintain that focus. (Portin Shen, 1998) Principals have the responsibility of making certain that specific tasks are completed by teachers and other staff members. Their job is to coordinate, direct, and support the work of others by â€Å"defining objectives, evaluating performance, providing resources, building a positive climate, fostering positive school-community relations, planning, scheduling, keeping records, resolving conflicts, handling student problems, working cooperatively with central office staff members, and keeping the school running smoothly on a day-to-day basis.† (Wendell, 88, 1994) Their day to day activities are further challenged by factors outside their control. Negotiated teacher contracts, may define working situations that further diminish the resources of the school. (Webster, 86, 1994) Leadership activities are commonly associated with initiative and change that inspire others to accomplish the mission of the organization. â€Å"Through leadership, principals bring an active and personal attitude toward the reaching of goals. Principals who are both successful leaders and managers empower others. The system as a whole begins to function effectively with the improvement of teaching and learning for students. Principals should consider themselves leaders of leaders, not leaders of followers.† (Webster, 201, 1994) Historically, principals have been considered part of the control process within the school. Their job was to distribute incentives for completion by teachers and other staff members. Transformational leadership, that is desired now, works by transforming the goals and aspirations of members of the organization. â€Å"Transformational school leaders pursue three goals: to help staff members develop and maintain a collaborative, professional culture, to foster teacher development; and to help personnel solve problems together more effectively.† (Webster, 192, 1994) This type of leader realizes that an integrated, cohesive group lends itself to effectiveness. Everyone works together to p ursue common goals. A sense of ownership exists within an organization where transformational leadership is practiced. (Wendell, 212, 1994) Instructional leaders need to be knowledgeable about instructional resources, provide resources for their teachers, promote staff development, and obtain resources and support for school goals. Performance appraisals should be based on goals that improve institutional performance. Instructional leaders help solve instructional problems, encourage the use of many strategies and styles, and assist teachers with assessment and evaluation techniques. â€Å"Instructional leaders promote their vision for their schools, communicate to teachers about desired instructional practices and criteria for evaluating performance, and provide frequent feedback to teachers. Principals who would be instructional leaders actively promote staff development activities, are readily available to discuss issues related to teaching and instruction, are visible to staff and students, and make frequent classroom observations. Instructional leaders focus upon instruction and take care of routine managerial task s, such as completion of paperwork, before or after classes as much as possible. Principals who believe that all students can learn and enjoy school are willing to examine how students learn and redirect the focus of schooling upon students learning styles.† (Webster, 182, 1994) According to Wendell, principals can develop instructional leadership by establishing clear goals, objectives, and priorities; expressing high expectations; emphasizing student achievement, attendance, behavior, and attitude; and focusing upon school goals and priorities. Principals can enhance instruction by providing clear communication within their educational system and by keeping curriculum focused upon goals, by working with teachers to improve their instructional skills; and by monitoring school performance. Principals who are effective instructional leaders focus upon five key areas: (1) defining the schools mission, (2) managing curriculum and instruction, (3) promoting a positive learning climate, (4) providing supervision of instruction, and (5) assessing instructional pr ograms. (Webster, 220, 1994) The recent trend toward accountability, and nation-wide educational standards have pressured principals to be more concerned with the bottom line. School systems serving poor and minority students pose an even greater threat to the success of a school system in achieving what is considered to be minimum standards. Codding Tucker reviewed what they believe to be determinates of successful principals. They separate the roles they perform, the qualities that they need to perform those roles, and the knowledge implied by those roles. As have others, Codding Tucker re-iterate the need for the school principal to function both as as a leader and as a manager, and that one role should compliment the other. (Codding Tucker, 84, 2002) In providing effective leadership, principals must be able to provide leadership that results in a shared vision of the directions to be pursued by the school and to manage change in ways that ensure that the school is successful in realizing the vision. â€Å"There is overwhelming evidence from the literature on school effectiveness and improvement regarding the significance of the principal in establishing a school culture that promotes and values learning and that embodies realistic but high expectations of all students and teachers. To the extent that principals have an impact on student learning, this impact is largely mediated through teachers and classroom teaching.† (Codding Tucker, 61, 2002) As a manager, the principal must ensure that the circle of accountability is complete and that investment in the learning of individual members is demonstrated in the student learning outcomes. This needs to be reflected in the staff appraisal process and ongoing processes for evaluating programs and monitoring the performance of the school. â€Å"A key role of the principal is to ensure that each of the elements that contribute to improved student learning outcomes is present, working effectively, and aligned with all other ele ments. When systems aren’t aligned and progress is not noted, it is the role of the principal to make adjustments in the system and make sure those adjustments are communicated throughout the school system. Principals need a strong theoretical foundation of current knowledge about teaching and learning, practical knowledge of the beliefs and understandings of staff in the school, and applied knowledge of how to bring about development and change in those beliefs and understandings.† (Codding Tucker, 64, 2002) Schools with effective learning climates have behavioral standards understood by all students, with consequences for inappropriate behavior administered consistently and fairly, on the basis of a written standard known to all staff members. An effective learning climate in schools should be a major component of the principals vision which serves as the basis for improvement. Principals must understand the meaning as well as ways of improving effective learning climates. A climate that promotes learning includes all the things principals must do to foster teacher and student involvement. According to Webster, the climates of effective schools are characterized by (1) high levels of student involvement with work; (2) teacher-led instruction; (3) students who understand teacher expectations; (4) efficient use of time; (5) minimal confusion and disruption; (6) mutual trust between teachers, students, and administrators; (7) high morale; (8) ample opportunities for input by all factions; (9) feelings of ownership by all; (10) feelings of caring by all; and (11) the presence of one or more ongoing renewal or school improvement projects. (Webster, 182, 1994) Through their leadership abilities, the school principal can have an impact on teacher attitude, student achievement, staff and student morale. According to Webster, the first step that a principal can take toward establishing an effective learning climate in any school is being there, being seen by all, students, teachers, and other staff members. Principals need to maintain personal involvement in the school setting. Students and teachers alike, must have the feeling that the principal is likely to be anywhere and at anytime. Projection of a caring attitude should accompany the high visibility of the principal. Further, Webster provides the following suggestions as a method to improve principal interactions: (1) establish a climate of professionalism with teachers; (2) interact personally with children; (3) get into classrooms; (4) be a teacher advocate, hospitable and sensitive to teacher suggestions; (5) attempt to fund projects of creative, caring teachers; (6) delegate authority wisely; (7) be politicians in dealing with their school communities; (8) offer criticism in a constructive manner; and (9) be human, while han dling unpleasant tasks with fairness, firmness, and dispatch. (Webster, 141, 1998) Webster believes that principals should attempt to establish these elements by focusing on teachers first, then students, and finally, student-teacher relationships in their schools. Traditional training for principals has consisted of theory and policy taught by university professors relying on academic models. Candidates have been taught to manage with a top-down rather than a team approach. Although theory is an important component of principal training, recent studies have shown that the skills and qualities most necessary to succeed include problem analysis, data collection, organizational ability, decisiveness, effective communication skills and stress tolerance. The issue of continuing professional development is also important. Even veteran principals feel that they are not prepared for the reality of the job. Many feel isolated having left their network of peers in the ranks of teachers. They also feel a lack of constructive criticism and supportive supervision. Principals n eed to be prepared to handle the various situations they face in a day. Theory is important, but aspiring principals must be shown that most of what they will be facing will not come out of a book. They must be prepared to be open minded and handle each situation as it comes. Working in collaboration with school districts to create mentoring programs is important. Principals need a network of peers to alleviate the isolation and helplessness many feel. (Ediger, 381, 2000) Leadership within school systems are not built on the qualifications of individuals alone. Typically, the role of principal, as well as that of teachers, has been undervalued. Resources are scarce at best and research has not adequately defined problem areas. Effective models are scarce. â€Å"If existing educational leadership roles are inadequate, they are at least familiar. There is scant research and development to guide principals or superintendents through the onslaught of new policies driving the standards movement. New responsibilities require new job descriptions and redesigned systems to support new learning.† (Fitzgerald, 57, 2000) The focus of school leadership, all too often, has been faced with numerous changes and increasing responsibility. Principals are expected to produce educational results but often lack understanding of how students learn. Principals are expected to evaluate teaching performance with inadequate knowledge of what constitutes good practice. Principals work in isolation with little time to effectively supervise or interact within their schools. (Fitzgerald, 57, 2000) The role of the school principal has changed dramatically and will continue to do so. Principals are required to fill a myriad of roles, with additional responsibilities added on an ongoing basis. New laws, an ever-changing and diverse student base, new standards will all continue to challenge the school principal in fulfilling their role as a leader. Despite these changes, there are some things tha t remain a constant in the life of the principal. The principal will continue to be responsible for creating a culture of learning. The principal will continue to create a climate that encourages teachers to expand their horizons and their own learning in order to serve students better. The principal will continue to be responsible for the budgetary constraints that challenge the educational system today. The principal will still be required to create a standard of education that focuses on quality. The NAESP (www.naesp.org) defined The guide identifies six standards that redefine instructional leadership for todays principals. These standards include: †¢ Leading schools in a way that puts student and adult learning at the center, with the principal demonstrating the role of learner and teacher. †¢ Promoting the academic success of all students by setting high expectations and high standards and organizing the school environment around school achievement; †¢ Creating and demanding rigorous content and instruction that ensures student progress toward agreed-upon academic standards; †¢ Creating a climate of continuous learning for adults that is tied to student learning; †¢ Using multiple sources of data as a diagnostic tool to assess, identify, and apply instructional improvement; and †¢ Actively engaging the community to create shared responsibility for student and school success. These standards, though appropriate, still require the principal to establish priorities within the system and redesign the workplace in order to achieve the overall mission. The first priority of the principal should always be to establish a culture of learning. If learning is the priority, then the rest should follow and it should provide the basis for other decisions to be made. References Blank, R. K. (1987). The Role of Principal as Leader: Analysis of Variation in Leadership of Urban High Schools. Journal of Educational Research, 81(2), 69-80. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=76943658 Ediger, M. (1996). The School Principal with New Responsibilities. Education, 116(3), 381+. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5000367879 Ediger, M. (2000). Role of the Principal and the Social Studies. College Student Journal, 34(3), 423. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001112650 Ediger, M. (2000). The School Principal as Leader in Reading Instruction. Reading Improvement, 37(1), 20. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001752787 Fink, E., Resnick, L. B. (2001). Developing Principals as Instructional Leaders. Phi Delta Kappan, 82(8), 598. Retrieved February 12, 2007, from Qu estia database: http://www.questia.com/PM.qst?a=od=5000979577 Fitzgerald, M. L. (2000, September). Leaders Count in Education, Too. School Administrator, 57, 54. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001205859 Garubo, R. C., Rothstein, S. W. (1998). Supportive Supervision in Schools. Westport, CT: Greenwood Press. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=26185358 Glasman, N. S., Heck, R. H. (1992). The Changing Leadership Role of the Principal: Implications for Principal Assessment. PJE. Peabody Journal of Education, 68(1), 5-24. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=96652390 Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334+. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5014422241 Hart, A. W. (1992). The Social and Organizational Influence of Principals: Evaluating Principals in Context. PJE. Peabody Journal of Education, 68(1), 37-57. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=95763827 Portin, B. S., Shen, J. (1998). The Changing Principalship: Its Current Status, Variability, and Impact. Journal of Leadership Studies, 5(3), 93. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001503219 Sybouts, W., Wendel, F. C. (1994). The Training and Development of School Principals: A Handbook. Westport, CT: Greenwood Press. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=27514555 Tirozzi, G. N. (2001). The Artistry of Leadership: The Evolving Role of the Secondary School Principal. Phi Delta Kappan, 82(6), 434. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5000952847 Tucker, M. S. Codding, J. B. (Eds.). (2002). The Principal Challenge: Leading and Managing Schools in an Era of Accountability. San Francisco: Jossey-Bass. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=109366182 Webster, W. G. (1994). Learner-Centered Principalship: The Principal as Teacher of Teachers. Westport, CT: Praeger Publishers. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=27517699

Hofstedes Cultural Dimensions in Australia

Hofstedes Cultural Dimensions in Australia The word culture stems from a Latin root that means the tilling of the soil, like in agriculture. In many modern languages the word is used in a figurative sense, with two meaning. The first meaning which is more commonly used is civilization, including education, manners, and arts and crafts and their products. It is the domain of a ministry of culture. The second meaning is derived from social anthropology, but in the past decades it has entered common parlance. It refers to the way people think, feel and act (Hofstede, G. Et al. 2011). According to Geert Hofstede, Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values (Geert Hofstede). Categories can refer to nations, regions within or across nations, ethnicities, religions, occupations, organizations, or the genders. He also spoke about culture as the software of the mind that guides us in our daily interactions. Another definition of culture according to Edgar Schein is, Culture is the deeper level of basic assumptions and benefits that are shared by members of an organisation that operate unconsciously and define in a basic taken for granted fashion an organisations view of its self and its environment (Edgar H. Schein. 2004). *According to Peterson (2004), Culture is the relatively steady set of inner values and beliefs commonly held by groups of persons in countries or regions and the visible impact those values and beliefs have on the populations outward behaviour and environment. Hence, culture includes many elements which include behaviour, knowledge, motives, ideas, and customs that differentiate the members of one group from another (Neelankavil and Rai, 2009). The aim of this essay is to discuss and evaluate the key dimensions of national culture of Australia using the cultural dimensions model developed by Hofstede which is based on an extensive study of how values in workplace are influenced by culture. A particular culture will be rated against five distinct categories. These dimensions are Power Distance, Uncertainty Avoidance, Individualism versus Collectivism, Masculinity versus Femininity and Long Term Orientation (Hofsted, 2001). I will also discuss some limitations and criticism of the Hofstede Model of Culture Dimensions, concluding my discussion with a brief summary at the end. National Culture of Australia: *Australia is a well developed country making marks in the world economy. Australian Culture echoes the nations exceptional unification of different cultures. Australias diverse culture and lifestyle reflect its liberal democratic traditions and values, geographic closeness to the Asia-Pacific region and the social and cultural influences of the millions of migrants who have settled in Australia since World War II. Australia is a product of a unique blend of established traditions and new influences. The countrys original inhabitants, the Aboriginal and Torres Strait Islander peoples, are the custodians of one of the worlds oldest continuing cultural traditions (Australiacountrybook. 2011). Australia culture has grown to be one of the most diverse cultures of the world. Heavily influenced by Anglo-Celtic origins the culture of Australia has also been shaped by multi-ethnic migration which has influenced all aspects of Australian life, including business, the arts, cooking, sense of humour and sporting tastes. Australian culture is based on the following principles: Productive diversity- All the people should uplift the cultural, social and economic values. And Cultural respect- All the people of Australia can practice their own religion and culture. Today Australia has a population of more than 21 million people (World News Network. 2011). Hofstedes Cultural Dimensions framework of Australia Power Distance: Power distance is the extent to which less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally. (Hofstede, 2001). This represents inequality (more versus less), but defined from below, not from above. It suggests that a societys level of inequality is endorsed by the followers as much as by the leaders (Geert Hofstede. (2009). In high power distance cultures the following things are observed. Those in authority openly demonstrate their rank. Subordinates are not given important work and expect clear guidance from above. Subordinates are expected to take the blame for things going wrong. The relationship between boss and subordinate is rarely close/personal. Politics is prone to totalitarianism. Class divisions within society are accepted and parents are more highly respected and corporal punishment is more common (Hofstede on Cultural Awareness. 2011). In comparison in low power distance cultures the following things are observed. Superiors treat subordinates with respect regardless of their rank. Subordinates are entrusted with important assignments and tasks. If things go wrong, the blame is generally shared or very often accepted by the superior due to it being their responsibility to manage. Managers may often socialise with their subordinates. Liberal democracies are the norm and societies lean more towards egalitarianism. Power Distance in Australia: Power Distance (PDI) in Australia is relatively low, with an index of 36, compared to the world average of 55. This is indicative of a greater equality between societal levels, including government, organizations, and even within families. This orientation reinforces a cooperative interaction across power levels and creates a more stable cultural environment (Australian Business Culture. 2011). A low power distance implies that power in Australia is spread out to everyone instead of being reserved to a few groups. This relatively low score implies that Australians believe that they are close to power, that they should have access to that power, that the powerful and the powerless should try to live in concert with each other, and that a hierarchy is an inequality of roles established for convenience (Samovar and Porter, 1991). Uncertainty Avoidance: Uncertainty Avoidance deals with a societys tolerance for uncertainty and ambiguity; it ultimately refers to mans search for truth. It indicates to what extent a culture programs its members to feel either uncomfortable or comfortable in unstructured situations. Unstructured situations are novel, unknown, surprising, and different from usual. Uncertainty avoiding cultures try to minimize the possibility of such situations by strict laws and rules, safety and security measures, and on the philosophical and religious level by a belief in absolute truth; there can only be one truth and we have it. People in uncertainty avoiding countries are also more emotional, and motivated by inner nervous energy. The opposite type, uncertainty accepting cultures, are more tolerant of opinions different from what they are used to; they try to have as few rules as possible, and on the philosophical and religious level they are relativist and allow many currents to flow side by side. People within thes e cultures are more phlegmatic and contemplative, and not expected by their environment to express emotions (Geert Hofstede. 2009). Some of the common traits found in countries that score highly on the uncertainty avoidance scale are as follows. They are usually countries/cultures with a long history, where the population is not multicultural, i.e. homogenous. Where risks, even calculated, are avoided in business and where new ideas and concepts are more difficult to introduce (EuroAfricaCentral Network Multicultural Communication Training. 2009). In comparison, some of the common traits found in countries that score low on the uncertainty avoidance scale are as follows. They are usually countries with a young history and where the population is much more diverse due to waves of immigration. Where risks are embraced as part of businesses and innovation and pushing boundaries is encouraged (Hofstede on Cultural Awareness 2011). Uncertainty Avoidance in Australia: The Geert Hofstede analysis shows the high level of individuality Australians hold dear. This is reinforced in their daily lives and must be considered when travelling and doing business in the Country. Privacy is considered the norm and attempts at personal ingratiation may meet with rebuff. Uncertainty avoidance is relatively low with a family centred culture and a stable society (Geert Hofstede. (2009). Australia received a score of 27 on the scale of Uncertainty Avoidance. This score implies that Australians do not like uncertainty, that they want stability for members, they strive for consensus, follow many rules, and tend to have more stress and anxiety (Samovar and Porter, 1991). Individualism/collectivism: According to Hofstede (2001), individualism/ collectivism refer to the extent to which individuals are integrated groups. *Individualism is the opposite of collectivism; together they form one of the dimensions of national cultures. Individualism stands for a society in which the ties between individuals are loose: everyone is expected to look after himself or herself and his or her immediate family only. People in individualistic cultures emphasize their success/achievements in job or private wealth and aiming up to reach more and/or a better job position (International Business Cultures. 2010). Collectivism stands for a society in which people from birth onwards are integrated into strong cohesive in groups, which throughout peoples lifetime continue to protect them in exchange for unquestioning loyalty. Alexandra Giroux. (2011). Highly individualist cultures believe that an individual is the most important unit. In this kind of culture people only take care of themselves and their immediate family. People are self orientated. Identity is based on individual. It is also a kind of a guilt culture. People make decisions on their individual needs. Emphasis is on individual initiative and achievement and everyone has a right to a private life (Ann P. Copeland. (2011). *In comparison, highly collective cultures believe that an individual is the most important unit. In this kind of culture people expect absolute loyalty to a group i.e. extended family. It is group oriented and decisions are based on what is best for the group. Identity is based on a social system and it is also a kind of shame culture. Dependence on organisation and institutions i.e. expects organisations/institutions/groups to take care of an individual. There is an emphasis on belonging and private life is invaded by institution and organisations to which one belongs to. Individualism in Australia: The Geert Hofstede analysis for Australia reflects the high level of individuality Australians hold dear. The Individualism (IDV) index for Australia is 90, the second highest score of any country in Hofstedes survey, behind the United States ranking of 91. This individuality is reinforced in Australians daily lives and must be considered when travelling and doing business in their Country. Privacy is considered the cultural norm and attempts at personal ingratiating may meet with rebuff (International Business Centre. (2008). Masculinity/Femininity: This dimension indicates the extent to which dominant values in a society tend to be assertive and look more interested in things than in concerning for people and the quality of life. Masculinity is the opposite of femininity; together, they form one of the dimensions of national cultures (International Business Cultures. (2010). According to Hofstede, Masculinity stands for a society in which social gender roles are clearly distinct: Men are supposed to be assertive, tough, and focused on material success; women are supposed to be more modest, tender, and concerned with the quality of life. Femininity stands for a society in which social gender roles overlap: Both men and women are supposed to be modest, tender, and concerned with the quality of life. (Hofstede (2001). Masculine cultures tend to be ambitious and need to excel. Members of these cultures have a tendency to polarize and consider big and fast to be beautiful. In workplaces employees emphasize their work to a great extent (live in order to work) and they admire achievers who accomplished their tasks. Feminine cultures consider quality of life and helping others to be very important (Hideyuki SUGAWARA. (2009). A High Masculinity ranking indicates the country experiences a high degree of gender differentiation. In these cultures, males dominate a significant portion of the society and power structure, with females being controlled by male domination. A Low Masculinity ranking indicates the country has a low level of differentiation and discrimination between genders. In these cultures, females are treated equally to males in all aspects of the society. Masculinity/Femininity in Australia: *The Geert Hofstede analysis for Australia in relation to masculinity reflects almost 58% population is male dominated which is just below half level at 48% compared to the rest of the world. This shows that females still are not considered equal to men in different fields of life; however, femininity equality rights are increasing rapidly in Australia according to some online statistics and reports. Long Term Orientation: Long-Term Orientation (LTO) focuses on the degree the society embraces, or does not embrace long-term devotion to traditional, forward thinking values. High Long-Term Orientation ranking indicates the country prescribes to the values of long-term commitments and respect for tradition. This is thought to support a strong work ethic where long-term rewards are expected as a result of todays hard work. However, business may take longer to develop in this society, particularly for an outsider. A Low Long-Term Orientation ranking indicates the country does not reinforce the concept of long-term, traditional orientation. In this culture, change can occur more rapidly as long-term traditions and commitments do not become impediments to change (International Business Centre. 2008). A long term orientation is characterized by persistence and perseverance, a respect for a hierarchy of the status of relationships, thrift, and a sense of shame. Countries include China; Hong Kong; Taiwan, Japan and India. A short-term orientation is marked by a sense of security and stability, a protection of ones reputation, a respect for tradition, and a reciprocation of greetings; favours and gifts. Countries include: Britain, Canada, the Philippines; Germany and Australia (Robert Paterson. (2003). High long term orientation cultures will show respect to traditions and longer work commitments, this is because one believe rewards will come following work even if it is not immediate. Long term rewards are expected for work done today. Low long term orientation societies do not confirm to traditions and long term rewards. Traditions and commitments in cultures with low long term orientation are likely to change with time (Confucius Institute. (2008). Long Term Orientation in Australia: Long term orientation in Australia is at 30% which is just below half level at 44% compared to the rest of the world. This shows that long term orientation is at a low level in Australia. This might also means that Australia leans more towards short term orientation than long term. Limitations of the Hofstede Model of Culture Dimensions: Even though Hofstedes model is generally accepted as the most comprehensive framework of national cultures values, its validity and its limitations have been extensively criticized. Certain criticism has been raised such as the following. Firstly, the averages of a country do not relate to individuals of that country. Even though this model has proven to be quite often correct when applied to the general population, one must be aware that not all individuals or even regions with subcultures fit into the mould. It is to be used as a guide to understanding the difference in culture between countries, not as law set in stone. As always, there are exceptions to the rule. Secondly, there is no certainty concerning the accuracy of the data. The data has been collected through questionnaires, which have their own limitations. In some cultures the context of the questions asked are as important as their content. Especially in group orientated cultures, individuals might tend to answer questions as if they were addressed to the group he/she belongs to. Lastly, the question is as to how up to date is the data considering factors such as how much does a country change over time, either by internal or external influences. Conclusion After discussing in detail, Hofstedes Cultural Dimensions framework for Australia, it can be seen that the power distance situation in Australia is relatively low. A low power distance implies that power in Australia is spread out to everyone instead of being reserved to a few groups. This also indicates that there is good equality between social level, including government, and organisations. This orientation reinforces a cooperative interaction across power levels and creates a more stable cultural environment. In relation to uncertainty avoidance, it is also relatively low with a family centred culture and a steady society. It can also be seen that Australians do not like uncertainty, that they want stability for members, they strive for consensus, follow many rules, and tend to have more stress and anxiety. It can also be witnessed that there has been a high level of individuality. The masculinity / femininity level seems to be balanced as well with both genders sharing equality in business and ethics. As for orientation, you can see both long and short term as Australia is a product of a unique blend of established traditions and new influences. Overall this portrays that Australia has come a long way from where it once stood has improved on many issues and fields heading towards a strong, solid and promising future in terms of culture.

LOP Effect on Memory Types

LOP Effect on Memory Types Memory and its complexity involve systematic processes intent on successfully accessing and retrieving information (Atkinson, Shiffrin, 2016). The depth in which people process external information contributes to memory formation (Craik Lockhart, 1972). Moreover, the capacity for people to remember acquired knowledge depends on attention level, encoding level, and rehearsal level in which the information was processed (Craik Tulving, 1975). types of memory (implicit and explicit) along with the level-of-processing (LOP) involved in each. There is two types of memory implicit and explicit memory. Implicit memory can be described as habitually executing tasks that do not require intentional recall (Schacter, 1987). It has been suggested that implicit memory begins to develop in early infancy and remains constant in terms of improvement or deterioration through the progression of life (Và ¶hringer et al., 2017). Explicit memory can be described as intentionally executing tasks that require critical thinking and relies on the ability to recall (learned or experienced) information (Ullman, 2004). Explicit memory begins to develop after implicit memory and has a prolonged emergence (Richmond Nelson, 2007). Both types of memory are crucial and each serves a purpose (Sun, 2012). Adding depth to the type of memory is practical in terms of improving peoples memory. For shallow processing, stimuli are analyzed regarding sensory characteristics. On the other hand, deep processing is involved with the analysis regarding the meaning of the stimuli (Galli, 2014). Material processed while interpreting the meaning behind it is better for explicit memory than items processed using shallow operations at any level of depth. As a result, the characteristics of shallow and deep LOP are associated with the significance of the memory. The deeper the LOP, the easier the information could be recalled. The shallow LOP involves superficial aspects of stimuli and leads to the formation of a fragile memory. Conceptually-driven task and perceptually-driven task performance both depend on previously learned information pertaining to the stimuli in the task (Schwartz Yovel, 2016). Perceptual information can be described as physical aspects of the stimulus such as color while conceptual information can be described in terms of the stimulis purpose or meaning (Schwartz Yovel, 2016). Conceptual tests show implicit memory effect implying that only conceptually driven tests can affect the LOP. Perceptual reasoning only takes effect under explicit memory thus has no effect as far as LOP is concerned (Craik Tulving, 1975). In determining factors with LOP effect, studies show that only implicit triggers have an association with LOP thus concluding that only conceptually driven tests can show significant LOP effects. Major criticism on LOP and memory has been accounted by Craik (Craik Lockhart, 1972). Suggestions made that the conceptual framework of memory has advantages as it directs attention to the mental events and processes (Craik Lockhart, 1972). However, the issue of LOP has posed major difficulties, as retention ability is a function of depth and spread of processing (Craik Tulving, 1975). It offers no suitable criteria for indexing either depth or spread of the encoding. Craik also argues that encoding depth and spread appears to affect the retrieval ability to recall but are irrelevant in the determination of retrieval strategies. Both explicit and implicit memories have core functions in human functioning (Richmond Nelson, 2007). Different tests are carried out based on the two memories to determine their relationship with LOP. LOP should show strong effect with the explicit memory than implicit memory (Craik Lockhart, 1972). LOP is high for explicit memory as compared to implicit memory (Richmond Nelson, 2007). The hypothetical analysis aimed to determine the number of words remembered under the two models (Craik Lockhart, 1972). Deeper LOP should allow for remembrance of many words as opposed to shallow LOP. The purpose of the current experiment was to examine the LOP effect on the type of memory. It was hypothesized that deep LOP would result in the greater recall of words that were previously presented to participants during the deep LOP task compared to shallow LOP in both implicit and explicit memory. The main effect would occur and individuals in the deep LOP would remember more words in comparison to individuals in the shallow LOP and the outcome of LOP would be greater in the explicit memory task compared to implicit memory. It was further hypothesized that a dissociation between LOP and type of memory interaction effect would occur as deep LOP having a greater effect on the explicit condition. Method Participants Participants in the experiment consisted of 242 psychology students, 46 were male and 196 were female. The age in years amongst participants ranged from 19 years old to 60 years old (M = 25.22). Of the participants, 5.8% were Asian, 10.7% were African-American, 19.4% were Caucasian, 59.5% were Latino and 4.5% identified with other. All participants were english speakers, drafted within the San Bernardino area in California, and were considered a convenient sample. No incentives were given to participants. All participants were treated in accordance with the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2002). Materials A computer compatible with Microsoft powerpoint software and testing booklets was needed. The computer program included two types of orienting tasks (shallow and deep LOP). Each oriented task included 10 positive words and 10 negative words (see Appendix1). Shallow LOP task contained 20 words, 10 were positive, 10 were negative, half were presented in red and half were presented in green. The deep LOP task contained 20 words all presented in black. The experimental booklets included instructions for completing the test along with a consensus form for participants to mark giving consent to the experiment, a designated area containing several common traits used to identify or describe participants demographics in terms of gender, age and ethnicity. The experimental booklets included a distracter task of fill-in the blanks by beginning with the number 725 and counting backward by threes until all blanks were filled. The booklets designed to evaluate shallow LOP contained a word stem com pletion task. The word stem task contained partial words that were presented during the computer task. Participants were instructed to recall the words and complete the word stem. The booklets designed to measure deep LOP contained blank spaces and participants were instructed to fill in the blanks relying solely on the ability to recall the words presented to them on the computer task. The last piece of material provided participants with the debriefing statement and contact information for the corresponding coordinator. Procedure All participants were first invited to participate in the experiment. They were randomly assigned to one of four groups (DLEM, DLIM, SLEM, SLIM). Participants were placed in an environment without distractions while they carefully read the instructions. If they were in agreeance, participants were asked to mark the informed consent sheet and fill in the demographic information that best described them. Once participants were ready to begin, they initiated the start of the computer task. On the computer screen, participants were asked to respond to the given stimuli as fast as possible without the ability to regress and given two practice rounds. The participants in groups DLEM and DLIM were presented with deep LOP stimuli on the computer. While, participants in groups SLEM and SLIM, were given shallow LOP stimuli on the computer. Following the computer task, participants had to complete the distracter sheet. The final step to the packet was for either measuring implicit memory (parti cipants had a word stem completion task) or for measuring explicit memory (contained blank spaces for participants to fill in the blanks). Before participants departed they were handed a copy of the debriefing statement and simultaneously thanked for their participation in the study. Design A two-factorial design was implemented for the current study. The independent variable in the experiment was the LOP and qualifies as a categorical, qualitative variable with two levels (shallow and deep). The other independent variable of the experiment was the type of memory and qualifies as a categorical and qualitative variable that contained two levels (implicit memory and explicit memory). The dependent variable was the number of words correctly completed or correctly recalled meaning it was a quantitative variable. The main effect of the LOP on the total number of words completed or recalled correctly and the interaction effect between LOP and the type of memory on the total number of words completed or recalled correctly. A two-way analysis of variance (ANOVA) was used to examine significance (p t-test to further examine significance (p Results The purpose of the current study was to examine LOP and types of memory with the intention to measure the difference between deep LOP and shallow LOP. It was expected that participants in deep LOP would recall more words than participants in the shallow LOP. The study found that there was a significant main effect of LOP, F(1, 238) = 68.05, p = .000, this had a large effect size (Np2=.22).This means that deep LOP (M = 5.24) was better at word recall when compared to shallow LOP (M = 2.88). There was a significant interaction effect between LOP and type of memory, F(1, 238) = 12.51, p Np2 = .05). The effect of the deep LOP was greater on explicit tasks (M = 6.00) when compared to implicit tasks (M = 4.34). While shallow LOP had a greater effect on implicit tasks (M = 3.03) compared to explicit tasks (M = 2.73). Furthermore, two t-test showed that deep LOP was significantly better for explicit tasks, t(124) = 8.38, p t(114) = 3.32, p Figure 1). This means that participants in deep LOP remembered more words in comparison to participants in shallow LOP as expected. Discussion The purpose of the experiment was to establish whether different LOP would have an influence on types of memory. The LOP examined were shallow LOP and deep LOP along with the type of memory implicit and explicit memory. It was hypothesized that deep LOP would have a higher amount of recalled words compared to shallow LOP in terms of implicit memory and explicit memory. The results show the effect of deep LOP was greater on explicit tasks in comparison to implicit tasks this illustrations clear distinction with shallow LOP resulting with a greater effect on implicit tasks compared to explicit tasks. Additionally, it was further hypothesized that a dissociation would occur as an interaction effect between LOP and type of memory the results were as expected and the effect was greater at deep LOP and was reflected in the explicit condition. The current experiment expected that more words would be recalled at the deep LOP. The logic behind the hypothesis was that tasks involving deep LOP would require interpretation of the stimuli. As a result, in order to correctly interpret stimuli, individuals must concentrate on the task. Consequently, inciting deep LOP would force participants to pay more attention and would result in higher number of recalled words for the deep LOP task compared to the shallow LOP task. Deep LOP provides an opportunity to learn because it demands attention and if undivided attention is given to a task the deeper the LOP (Treisman, 1964). It was further hypothesized that a dissociative interaction effect would occur between LOP and type of memory with deep LOP having a greater effect on explicit memory. The logic behind the hypothesis is that dissociations are to be expected between conceptual and perceptual tasks (Weldon, Roediger, Beitel, Johnston, 1995). Moreover, unlike explicit memory, previous research has distinguished that aging has a small effect on implicit memory (Parkin, 1993). This means that it is possible for implicit memory to remain constant with permanency prevailing while explicit memory declines through the progression of age (Và ¶hringer et al., 2017). Such studies indicate that there are dissociative characteristics between processes and dissociative characteristics between the types of memory. The experimental results were expected. However, limitations of the experiment manifested in the form of intangible measures. Such measures include the difficulty of separating the depths of processes and systems. For instance, explicit memory also involves conceptual processes (Weldon et al., 1995). Future research must contribute to the formation of fixed stages of processing with corresponding thresholds. Doing so would mean a framework that theorizes on the overlapping of interaction between mental processes and types of memory. The current experiment could have implications in the mental health field. As mental disorders interact with types of memory much like amnesiac patients showing little impairment on implicit memory while demonstrating impairment on explicit memory (Warrington Weiskrantz, 1970). The experiment can aid in the interaction LOP could have on memory related mental disease. Such as a study involving diagnosed Alzheimers patients, which reported that Alzheimer patients showed little impairment in implicit test (Scott, Wright, Rai, Exton-Smith, Gardiner, 1991). Exercising procedures that incorporating implicit memory should help and improve mental state, however, because of the nature of the disease the benefits could be brief (Scott et al., 1991). In closing the current experiment has provided valuable information and insight into LOP and memory. 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Journal Of Memory And Language, 34(2), 268-285. doi:10.1006/jmla.1995.1012 Appendix # (Title for it) HAPPY WORDS: Kindness, Intelligent, Wisdom, Hero, Lucky, Creative, Pleasure, Beauty, Calm, Success SAD WORDS: Hate, Ugly, Poverty, Anger, Murder, Pain, Disaster, Slavery, Damage, Awful Placed above Figure 1: Table