The History of Algebra

The History of Algebra The dissertation will discuss about history of algebra, which is one of most important branch of arithmetic, the founder of algebra, meanings of algebra and its benefit in our daily life, how we can learn and teach in the best way? What is Algebra? Algebra is a branch of mathematics, as we know maths is queen of science, it plays vital role of developing and flourishing technology, we use all scopes in past and newly, the algebra is not exceptional the maths. Algebra is one of the main areas of pure mathematics that uses mathematical statements such as term, equations, or expressions to relate relationships between objects that change over time. Here is a list of names who have contributed to the specific field of algebra. Algebra is seen by much arithmetic with letters and a long historical precedent the textbooks, stretching back of the 14th century. As such it deepens upon experience and facility with arithmetic calculations. It provides student with skill to carry out algebraic manipulations .many of the which parallel arithmetic computation. At the very least ,school algebra is a collection of mathematical practices and procedure to be internalised and integrated into learners functioning ,at the very most in its tradition form its afford glimpse of a powerful tool for modelling and thus resolving problems, (page 559 jifa cai) Word Algebra The word algebra is a shortened misspelled transliteration of an Arabic title al-jebr wal-muqabalah (circa 825) by the Persian mathematician known as al-Khwarizmi [words, p. 21]. The al-jebr part means reunion of broken parts, the second part al-muqabalah translates as to place in front of, to balance, to oppose, to set equal. Together they describe symbol manipulations common in algebra: combining like terms, moving a term to the other side of an equation, etc. In its English usage, in the 14th century, algeber meant bone-setting, close to its original meaning. By the 16th century, the form algebra appeared in its mathematical meaning. Robert Recorde (c. 1510-1558), the inventor of the symbol = of equality, was the first to use the term in this sense. He, however, still spelled it as algeber. The misspellers proved to be more numerous, and the current spelling algebra took roots. Thus the original meaning of algebra refers to what we today call elementary algebra which is mostly occupied with solving simple equations. More generally, the term algebra encompasses nowadays many other fields of mathematics: geometric algebra, abstract algebra, Boolean algebra,s-algebra, to name a few. Algebra is an ancient and one of the most basic branch of mathematics, invented by Muhammad Musa Al-Khwarizmi, and evolve over the centuries. The name algebra is itself of Arabic origin. It comes from the Arabic word al-jebr. [1] http://www.cut-the-knot.org/WhatIs/WhatIsAlgebra.shtml The English invented the world (Kelly 1821-1895) algebra of matrices and the research (Paul 1815-1864) may have emerged since 1854 and from this research Boolean algebra, also appeared in 1881 forms of art to illustrate the Boolean algebra, (availablhttp://www.jeddmath.com/vb/showthread.php?t=5330/15/052011). History of algebra In history, we find some following mathematicians who have great contributions in development of algebra. Cuthbert Tunstall Cuthbert Tunstall (1474 -1559) was born in Hackforth, Yorkshire, England and died in Lambeth, London, England. He was a significant royal advisor, diplomat, and administrator, and he gained two degrees with great proficiency in Greek, Latin, and mathematics. In 1522, he wrote his first printed work that was devoted to mathematics, and this arithmetic book De arte supputandi libri quattuor was based on Paciolis Suma. Robert Recorde Robert Recorde (1510-1558) was born in Tenby, Wales and died in London, England. He was a Welsh mathematician and physician and in 1557, he introduced the equals sign (=). In 1540, Recorde published the first English book of algebra The Grounde of Artes. In 1557, he published another book The Whetstone of Witte in which the equals sign was introduced. John Widman John Widman (1462-1498) was born in Eger, Bohemia, currently called Czech Republic and died in Leipzig, Germany. He was a German mathematician who first introduced + and signs in his arithmetic book Behende und hupsche Rechnung auf Allen kauffmanschafft. Thomas Harriot Thomas Harriot (1560 -1621) was born in Oxford, London and died in London England. He was an astronomer and mathematician, and founder of the English school of algebra. William Oughtred William Oughtred (1575-1660) was born in Eton, Buckinghamshire, England and died in Albury, Surrey, England. He was one of the worlds great and formally trained mathematicians. Oughtred, in his book Clavis Mathematicae included Hindu-Arabic notation, decimal fractions and experimented on many new symbols such as ÃÆ'-,::, >, and John Pell John Pell (1611-1685) was born in Southwick, Sussex, England, and died in Westminster, London, England. Pells work was mostly based on number theory and algebra. Pell published many books on mathematics such as Idea of Mathematics in 1638 and the two page A Refutation of Longomontanuss Pretended Quadrature of the Circle in 1644. Reverend John Wallis John Wallis (1616-1703) was born in Ashford, Kent, England and died in Oxford, England. In 1656, Wallis published his most famous book Arithmetica Infinitorum in which he introduced the formula /2 = (2.2.4.4.6.6.8.8.10)/ (1.3.3.5.5.7.7.9.9). In another of his works, Treatise on Algebra, Wallis gives a wealth of information on algebra. John Herschel John Frederick William Herschel (1792-1871) was born in Slough, England and died in Kent, England. He was a great astronomer who discovered Uranus. In 1822, he published his first work on astronomy, a small work to calculate the eclipses of the moon. In 1824, he published his first major work on double stars in the Transactions of the Royal Society. Charles Babbage Charles Babbage (1791 -1871) was born in London, England and died in London, England. In 1821, Babbage made the Difference engine to compile tables of mathematics. In 1856, he invented Analytical Engine, which is a general symbol manipulator and similar to todays computers. Sir Isaac Newton Sir Isaac Newton (1643-1727) was born in Lincolnshire, England and died in London, England. He was a great physicist, mathematician, and one of the greatest scientific intellects of all time. In 1672, he published his first work on light and color in the Philosophical Transactions of the Royal Society. In 1704, Newtons works on pure mathematics was published and in 1707, his Cambridge lectures from 1673 to 1683 were published. ( http://www.barcodesinc.com/articles/algebra-history.htm) How is Algebra used in daily life? Every day in our life and all over the world we use Algebra many places as well as finances, engineering, schools, and universities we cant do most scopes without maths.( It is actually quite common for an average person to perform simple Algebra without realizing it. For example, if you go to the grocery store and have ten dollars to spend on two dollar candy bars. This gives us the equation 2x = 10 where x is the number of candy bars you can buy. Many people dont realize that this sort of calculation is Algebra; they just do it). (http://wiki.answers.com and http://wiki.answers.com) Other Definitions Algebra is the parts of mathematics where numbers and letters are used like A B or X and Y, or other symbols are used to represent unknown or variable numbers. For examples : in A +5 = 9, A is unknown, but we can solve by subtracting 5 to both sides of the equal sign (=), like this: A+5 = 9 A+ 5 5 = 9 5 A +0 = 4 A = 4 3b+12=15 subtract both sides 12 3b+12-12=15-12 3b=3 divide both sides 3 to get the value of b which is 1 and so on 5x/5x=1 if you substitute x any number not zero the equation will be true (Algebra is branch of mathematics that substitutes letters for numbers. An algebraic equation represents a scale, what is done on one side of the scale with a number is also done to the other side of the scale. The numbers are the constants. Algebra can include real numbers, complex numbers, matrices, vectors etc. Moving from Arithmetic to Algebra will look something like this: Arithmetic: 3 + 4 = 3 + 4 in Algebra it would look like: x + y = y + ) artical http://math.about.com/cs/algebra/g/algebradef.htm Terminology used in algebra to make algebra easy or any other branches of maths, we must understand well all basic sign in all operations and use it right way, these signs are , subtractions ,division, addition ,multiplication. variable is also called an unknown and can be represented by letters from the alphabet letters. Operations in algebra are the same as in arithmetic: addition, subtraction, multiplication and division. An expression is a group of numbers and variables, along with operations. An equation is the equality of two expressions. (Polynomials are often written in descending order, in which the terms with the largest powers are written first (like 92 3x + 6). If they are written with the smallest terms appearing first, this is ascending order (like 6 3x + 92). equation An equation is a mathematical statement that contains an equal sign, like ax + b = c. exponent An exponent is a power that a number is raised to. For example, in 23, the exponent is 3. expression An algebraic expression consists of one or more variables, constants, and operations, like 3x-4. Each part of an expression that is added or subtracted is called a term For example, the expression 42-2x+7 has three terms. factor The factor of a number is a number that divides that number exactly. For example, the factors of 6 are 1, 2, 3 and 6. formula A formula shows a mathematical relationship between expressions. fraction A fraction is a part of a whole, like a half, a third, a quarter, etc. For example, half of an apple is a fraction of an apple. The top number in a fraction is called the numerator; the bottom number in a fraction is called the denominator. inequality An inequality is a mathematical expression that contains an inequality symbol. The inequality symbols are : > greater than (2>1) à ¢Ã¢â‚¬ °Ã‚ ¤ less than or equal to à ¢Ã¢â‚¬ °Ã‚ ¥ greater than or equal to à ¢Ã¢â‚¬ °Ã‚   not equal to (1à ¢Ã¢â‚¬ °Ã‚  2). integer The integers are the numbers , -3, -2, -1, 0, 1, 2, . inverse (addition) The inverse property of addition states that for every number a, a + (-a) = 0 (zero). inverse (multiplication) The inverse property of multiplication states that for every non-zero number a, a times (1/a) = 1. matrix nth operation An operation is a rule for taking one or two numbers as inputs and producing a number as an output. Some arithmetic operations are multiplication, division, addition, and subtraction. polynomial A polynomial is a sum or difference of terms; each term is: a constant (for example, 5) a constant times a variable (for example, 3x) a constant times the variable to a positive integer power (for example, 22) a constant times the product of variables to positive integer powers (for example, 2x3y). monomial is a polynomial with only one term. A binomial is a polynomial that has two terms. A trinomial is a polynomial with three terms. prime number A prime number is a positive number that has exactly two factors, 1 and itself. Alternatively, you can think of a prime number as a number greater than one that is not the product of smaller numbers. For example, 13 is a prime number because it can only be divided evenly by 1 and 13. For another example, 14 is not a prime number because it can be divided evenly by 1, 2, 7, and 14. The number one is not a prime number because it has only one factor, 1 itself. quadratic equation A quadratic equation is an equation that has a second-degree term and no higher terms. A second-degree term is a variable raised to the second power, like x2, or the product of exactly two variables, like x and y. When you graph a quadratic equation in one variable, like y = ax2 + bx + c, you get a parabola, and the solutions to the quadratic equation represent the points where the parabola crosses the x-axis. quadratic formula The quadratic formula is a formula that gives you a solution to the quadratic equation ax2 + bx + c = 0. The quadratic formula is obtained by solving the general quadratic equation. radical A radical is a symbol à ¢Ã‹â€ Ã… ¡ that is used to indicate the square root or nth root of a number. root An nth root of a number is a number that, when multiplied by itself n times, results in that number. For example, the number 4 is a square root of 16 because 4 x 4 equals 16. The number 2 is a cube root of 8 because 2 x 2 x 2 equals 8. solve When you solve an equation or a problem, you find solutions for it. square root The square roots of a number n are the numbers s such that s2=n. For example, the square roots of 4 are 2 and -2; the square roots of 9 are 3 and -3. symbol A symbol is a mark or sign that stands for something else. For example, the symbol à · means divide. system of equations A system of equations is two or more independent equations that are solved together. For example, the system of equations: x + y = 3 and x y = 1 has a solution of x=2 and y=1. terms In an expression or equation, terms are numbers, variables, or numbers with variables. For example, the expression 3x has one term, the expression 42 + 7 has two terms. variable A variable is an unknown or placeholder in an algebraic expression. For example, in the expression 2x+y, x and y are variables. +, (www.EnchantedLearning.com) Learn algebra Symbolizes the number in the account to a group that contains that number of things, for example, No. 5, always stands for a set containing 5 things. In algebra, the symbols may be replaced by numbers, but it is possible to solve the number one or more replace one icon. To learn algebra, we must first learn how to use symbols replace the numbers. And then how to create a constraint for strings of numbers. Groups and variables. There is a relationship between the symbols in algebra and groups of numbers. It is certain that each of us has some knowledge of groups of objects, such as collections of books, collections of postage stamps, and groups of dishes. And groups of numbers are not different for these groups a lot. One way to describe sets of numbers in algebra is that we are using one of the alphabet, such as the name of her p.. Then half of the numbers of this group Bhzaretha brackets of the form {}. For example, can be expressed set of numbers from 1 to 9 as follows: A = {1, 2.3, 4, 5.6, 7, 8.9}. The group of odd numbers under 20 are: B = {1.3, 5, 7.9, 11, 13.15, 17, 19}. These examples demonstrated the models of the groups used in algebra. Suppose that the age of four persons were respectively: 12, 15.20, 24. Then can be written in this age group numbers. A = {12.15, 20, 24}. How is the age of each of them after three years? One way to answer this question is that we write 12 +3.15 +3.20 +3 and 24 + 3. We note that the number 3 is repeated in each of the formulas  ¸ à ¢Ã¢â€š ¬Ã‚ ¢ four. In algebra we can express all previous versions form a single task is m + 3 where m is any number of numbers of a group. That is, it can replace any of the numbers 12, 15, 20 or 24 m are indicated. Is called the symbol m variable, called the group a field of this variable, but No. 3 in the formula m+3 is called hard because its value is always one. Known variable in algebra as a symbol can be compensated for the number of one or more belongs to a group. We can replace any names lead to correct reports or reports the wrong variable. For example: Hungary is bordered by the State of the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ Report of the wrong, as in fact can not be like this report is correct only if compensated by the variable r one of the States: Bulgaria or Romania, or Turkey. The report shall be  ¸ Turkey is a country bordered by the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ for example, the right one called the compensation that makes the report and called the right roots group consisting of all roots with a solution. The solution set is the previous example. {Bulgaria, Romania, Turkey}. And in reparation for not use the names to compensate for variables, but we use the numbers. Equations known as the camel sports is equal to reflect the two formats. Phrase: Q +7 = 12 For example, an easy equation  ¸ mean the sum of the number 7 with the number equal to 12 à ¢Ã¢â€š ¬Ã‚ ¢ To solve this equation, we can do to compensate for different numbers of Q until we get a report of the equation makes the right one. If we substitute for x the equation becomes number five report is correct, and if we substitute for x any number of other reports, the equation becomes wrong. So to solve this equation set is {5}. This group contains only one root. It is possible that the equation more than one root: X  ² + 18 = 9 o. No. 2 highest first variable x means that the number of representative variable Q is the number of box, that number multiplied by itself once. See: box. In this equation, we can make up for X number 3: 3 ÃÆ'- 3 + 18 = 9 ÃÆ'- 3 9 + 18 = 27 27 = 27 We can also compensate for X number 6: 6 ÃÆ'- 6 + 18 = 9 ÃÆ'- 6 36 + 18 = 54 54 = 54 Any other compensation for making the equation Q report wrong. Then 3 and 6 are the root of the equation. Thus, the solution set is {3.6}. There are also equations having no roots: X = + 3 If we substitute for x any number, this equation becomes a false report, and a solution is called the group of free and symbolized by the symbol {}. and some of the equations, an infinite number (for high standards) from the roots. (X + 1)  ² = x  ² + 2 x +1 In this equation if we substitute for x any number we get the right report, the Group resolved to contain all the numbers http://nabad-alkloop.com/vb/showthread.php?t=38762 What is best way to learn and teach algebra? Step-by-step equations solving is the key of teaching and learning. To find fully worked-out answers and learn how to solve math problems, one step at a time. Studying worked-out solutions is a proven method to help you retain information. Dont just look for the answer in the back of the book; There are five laws basic principles of math governing operations: multiplication addition subtract and expressing the variables and can be compensated for any number Algebra is an essential subject. Its the gateway to mathematics. Its used extensively in the sciences. And its an important skill in many careers. Many people think, it is a nightmare and causes more stress, homework tears and plain confusion than any other subject on the curriculum but that is not true. The importance of understanding equation Connotation and denotation on extension of a concept two opposite yet complementary aspects is clarified the extension is defined vice versa understanding the concept equation includes its connotation and denotations. This session of observed lessons will show the essential nature or the equation is consolidated by designing problem variation putting emphasis on clarifying the connotation and differentiation the boundary of the set of object in the extension. (Page 559 Jifa cai) Whats the best formula for teaching algebra? Immersing students in their course work, or easing them into learning the new skills or does a combination of the two techniques adds up to the best strategy? Researchers at the Centre for Social Organization of Schools at Johns Hopkins are aiming to find out through a federally funded study that will span 18 schools in five states this fall. The study, now in its second year of data collection, will evaluate two ways to teach algebra to ninth-graders, determining if one approach is more effective in increasing mathematics skills and performance or whether the two approaches are equally effective. Participating schools in North Carolina, Florida, Ohio, Utah and Virginia will be randomly assigned to one of two strategies for the 2009-2010 school year; to be eligible, students must not have previously taken Algebra I. Twenty-eight high schools were studied during the 2008-2009 school year. One strategy, called Stretch Algebra, is a yearlong course in Algebra 1 with students attending classes of 70 to 90 minutes a day for two semesters. This approach gives students a double dose of algebra, with time to work on fundamental mathematics skills as needed. The second strategy is a sequence of two courses, also taught in extended class periods. During the first semester, students take a course called Transition to Advanced Mathematics, followed by the districts Algebra I course in the second semester. The first-semester course was developed by researchers and curriculum writers at Johns Hopkins to fill gaps in fundamental skills, develop mathematics reasoning and build students confidence in their abilities. The question is, Is it better for kids to get into algebra and do algebra, or to give kids the extra time so the teacher can concentrate more on concepts started in middle schools? said Ruth Curran Neild, a research scientist at Johns Hopkins and one of the studys principal investigators. Teachers using both strategies will receive professional development. Mathematics coaches will provide weekly support to those who are teaching the two-course approach; the study will provide teacher guides and hands-on materials for students in Transition to Advanced Mathematics. Johns Hopkins researchers will be collecting data throughout the school year. Findings are expected during the 2010-2011 school year. http://gazette.jhu.edu/2009/08/17/calculating-the-best-way-for-teaching-algebra/ Learn Algebra, the easy way The key to learn and understand Mathematics is to practice more and more and Algebra is no exception. Understanding the concepts is very vital. There are several techniques that can be followed to learn Algebra the easy way. Learning algebra from the textbook can be boring. Though textbooks are necessary it doesnt always address the need for a conceptual approach. There are certain techniques that can be used to learn algebra the fun and easy way. Listed below are some of the techniques that can be used. Do some online research and you will be surprised to find a whole bunch of websites that offer a variety of fun learning methods which makes learning algebra a pleasant experience and not a nightmare. But the key is to take your time in doing a thorough research before you choose the method that is best for you, or you can do a combination of different methods if you are a person who looks for variety to boost your interest. 1. ANIMATED ALGEBRA : You can learn the basic principles of algebra through this method. Animation method teaches the students the concepts by helping them integrate both teaching methods. When the lessons are animated you actually learn more ! 2. ALGEBRA QUIZZES : You can use softwares and learn at your own pace best of all you dont need a tutor to use it. What you really need is something that can help you with your own homework, not problems it already has programmed into it that barely look like what your teacher or professor was trying to explain. You can enter in your own algebra problems, and it works with you to solve them faster make them easier to understand. 3. INTERACTIVE ALGEBRA : There are several Interactive Algebra plugins that allows the user to explore Algebra by changing variables and see what happens. This promotes an understanding of how you arrive at answers. There are websites that provide online algebra help and worksheets. They also provide interactive online games and practice problems and provide the algebra help needed. It is difficult to recommend better methods for studying and for learning because the best methods vary from person to person. Instead, I have provided several ideas which can be the foundation to a good study program. If you just remember all the rules and procedures without truly understanding the concepts, you will have difficulty learning algebra. (http://www.ehow.com/how_4452787_learn-algebra-easy-way.html)

Looking At The Roles Of Media Media Essay

Looking At The Roles Of Media Media Essay Media is described today as the fourth pillar of state, the more powerful is its media for its global impact as evident from BBC, CNN and magazines like Times and Newsweek. The Western media has tremendous impact in shaping opinions, popularizing western values and their whole life style in the world. Napoleon once said, Four hostile newspapers are more to be feared than a thousand bayonets. The media, with specific reference to the collective entity of newspapers, radio, television and the Internet, play a very important role in national development. National development involves changes in a nation aimed at improving the political, economic and social lives of the people. In National development, the media particularly contributes in areas of democracy and good governance, political transparency, foreign policy and human rights. The real influence of the media in national development depends on the media itself, the societies in which it operates and the audience it reaches. None of these factors are the same everywhere, at all times, or under all conditions. The media in dictatorships, for example, are not likely to exercise the same influence as those in democratic societies. Even among similar types of government, other factors, such as technology, the target audience and the message, may influence the extent of media impact in the society. As the Fourth Estate, it provides checks and balances on the activities of the three arms of government; As agenda-setters, they influence the issues on public agenda; As gatekeepers, they decide what information gets to the public; As watchdog, they represent the interests of the people against powerful interests; And as for multipliers, they add to the combat effectiveness of military commanders. In military operations, on one hand the media is capable of building public opinion (e.g. Kargil); but it can also undermine public support by emotional coverage (e.g. Vietnam, Somalia). Information is power. Media can be used as a weapon against the enemy as a tool of propaganda, carrying out psychological operations for instigating public dissent against their government, dividing the enemy and countering enemy propaganda. If used prudently, media is indeed a Force Multiplier as it builds public opinion. In the words of Abraham Lincoln: Public opinion is everything. With it nothing can fail, without it nothing can succeed. Moreover, the more intense media coverage is on national disasters, the more relief materials and funds are made available by donors (e.g. India, Mozambique). In public health, media campaigns immensely contribute in the reduction of diseases, such as AIDS, SARS, leprosy and preventable children diseases (as demonstrated in Uganda, Thailand, India, Nepal and Brazil). Media strongly influences the direction of foreign policy (e.g. US policy on Bosnia and Somalia). In internal conflict situations, the media acts as an instrument of peace contributing to nation-building (e.g. post-Apartheid South Africa), but as potent force, in wrong hands, it is also capable of fuelling divisiveness and violence (e.g. Rwanda). How the media plays its role is a matter of critical importance. Where the media pursue the role in the face of professionalism, truth, fairness and justice, then the society immensely benefits, but where the media become selfish in pursuance of mainly profits and personal gains, then the society is at a disadvantage. For the media to play any meaningful role in national development, it must be free and independent. Free press is one of the built-in mechanisms in democracy, designed to oppose destructive and disruptive attitudes; the more the freedom of media in society, lesser the corruption. Secondly, control of the media by a few individuals, corporations or governments is inimical to the medias ability to effectively carry out their role. Thirdly, to succeed in their role, the media must be professional. Biased attitude, sensationalism, propaganda and distortions, negatively affect the contribution of the media in national development. Freedom of the media must therefore go along with responsibility. The newly unshackled Pakistani media lacks this sense of responsibility. Even the best of pro-people government policies are criticized and facts distorted for the sake of criticism. Pakistani press and electronic media are faced with shortage of professional reporting, inadequate resources, lack of investigative skills and modern technology. National Media, on the other hand, is used as a mouth piece by every sitting government. Indias go global mantra with more professional and material resources is having damaging impact on Pakistan. The perceived threat can be countered by improving the performance of our own media so that a balance could be created in the minds of the viewers. Projection of truth is essential to gain credibility so that the viewer does not feel the urge to seek it elsewhere. Moreover, the media must take cognizance of national security and the welfare of the people. Ownership of the media should be spread to avoid the monopoly of a few, powerful individuals, corporations or governments. Transmission of violent materials should be controlled to reduce negative influence on the society. The effect of media on national security decision-making is significant. There is no doubt of its influence and based on the information provided within this record, there can be no doubt of its power and effect on national security decision-making. It has emerged as a viable element of power. Modern technology has revolutionized the mass media especially the electronic media. While the improved communication and transportation systems accelerated the process of accessibility and verification of the stories for radio and press, the television made media-men sufficiently powerful to considerably influence the policy formation, campaign processes, issue developments etc. In third world countries the television enjoys much more power than in the developed countries. It has been continuously capturing attention and increasing the size of audience. Perhaps thats why it has become almost a rule in Third world countries to retain complete control over this aspect of mass media. The regional and global outreach of Pakistani media is negligible and is abysmally behind the media of our hostile neighbor, which continues to carry out its demonizing Pakistan propaganda. The Pakistani media has to face the challenged posed and take it as opportunity by revising its policies and updating its material and human resources to play a proactive role to project and promote Pakistan.

Psychology in American Beauty Essay -- Film Movies Papers

Psychology in American Beauty Have you ever seen a movie that just simply amazed you and almost disgusted you in a way. Well over this weekend my family and I decided to rent the movie American Beauty. This movie recently has won many awards for performances in acting and best role play. But that is not the reason we choose to watch American Beauty. We choose to rent this movie pending on the fact for me to write my final psychology paper on it. American Beauty struck me in very different ways some including feelings of disgust, truth and reality, but mainly it was filled with many social psychology terms. If you asked to pick a different movie to show and demonstrate the examples of certain psychology terms I don’t think I would have selected a better one. Some of the examples that I have decided to inform you about are ones such as love, discrimination, and social perception. But you will here plenty more about all the psychology factors and how this movie relates, also I provided other references such as the Internet and the dictionary. Well to begin she was very high in neuroticism, is a personal trait meaning an emotionally unstable person that people either learns from watching and observing from other people and is portrayed in the movie American Beauty. Lester’s wife is neurotic for a few reasons and the movie really shows a good example. She is so devoted to becoming successful that she dose not realize what is going on around her and starts to become distant. And when she dose not succeed she start to cry and beat herself up over it. Making her emotionally unstable. Her Attitude(a negative or hostile state of mind b : a cocky or arrogant manner ) towards Lester is also very negative. There are a few se... ... someone else’s house every day and we do not realize it. Also my parents were amazed at how the father may not have shown how much he really cared for his children and the same goes for the children’s aspect of the father but deep down inside there was plenty of love for each other just a lack of communication. I think this too happens in many American house holds , mine quite possibly being one of those families. To sum it all up this movie actually gave me a whole new outlook on life and family situations and I hope I was able to explain to you how the terms related from the movie and other references that I have chosen. I do plan to take another course in psychology next semester and hope that such projects as this one are assigned to me so I can further open my mind to things that I might have never even thought of watching or reading before it was assigned. Psychology in American Beauty Essay -- Film Movies Papers Psychology in American Beauty Have you ever seen a movie that just simply amazed you and almost disgusted you in a way. Well over this weekend my family and I decided to rent the movie American Beauty. This movie recently has won many awards for performances in acting and best role play. But that is not the reason we choose to watch American Beauty. We choose to rent this movie pending on the fact for me to write my final psychology paper on it. American Beauty struck me in very different ways some including feelings of disgust, truth and reality, but mainly it was filled with many social psychology terms. If you asked to pick a different movie to show and demonstrate the examples of certain psychology terms I don’t think I would have selected a better one. Some of the examples that I have decided to inform you about are ones such as love, discrimination, and social perception. But you will here plenty more about all the psychology factors and how this movie relates, also I provided other references such as the Internet and the dictionary. Well to begin she was very high in neuroticism, is a personal trait meaning an emotionally unstable person that people either learns from watching and observing from other people and is portrayed in the movie American Beauty. Lester’s wife is neurotic for a few reasons and the movie really shows a good example. She is so devoted to becoming successful that she dose not realize what is going on around her and starts to become distant. And when she dose not succeed she start to cry and beat herself up over it. Making her emotionally unstable. Her Attitude(a negative or hostile state of mind b : a cocky or arrogant manner ) towards Lester is also very negative. There are a few se... ... someone else’s house every day and we do not realize it. Also my parents were amazed at how the father may not have shown how much he really cared for his children and the same goes for the children’s aspect of the father but deep down inside there was plenty of love for each other just a lack of communication. I think this too happens in many American house holds , mine quite possibly being one of those families. To sum it all up this movie actually gave me a whole new outlook on life and family situations and I hope I was able to explain to you how the terms related from the movie and other references that I have chosen. I do plan to take another course in psychology next semester and hope that such projects as this one are assigned to me so I can further open my mind to things that I might have never even thought of watching or reading before it was assigned.

Direct and Indirect Costs :: Economics

Direct and Indirect Costs Direct costs ============ An organisation can apportion the costs incurred in the production of products or services in either a direct or an indirect manner. The direct costs can be defined as being the amount materials actually cost plus any other directly linked costs, such as labour. (for Quirk, materials, electricity, labour employee and management, machine depreciation) Production materials, machine or assembly wages =============================================== 1. Labour and wages – the cost of obtaining, training and retaining labour is a significantly high cost which must be allocated to each unit of production. There are many legal obligations as well as social and welfare considerations, which add to this high costs total. In order to work out the exact labour and wages costs to be attributed to each unit of production, an organisation must take a careful study of the production process and allocate the appropriate expenses. If, for example, an individual earns  £10 per hour and processes 10 units during that hour, then  £1 of direct costs may simply be added to each unit. Unfortunately, things are not that simple. There are many other individual costs which an organisation must bear in the employment of individuals. These may include employer’s national insurance contributions, pension payments and insurance policy payments. In most organisations, labour and wage costs account for the majority of direct costs. 2. Materials – the costs of materials differ according to the sector in which an organisation operates. As organisation that operates in the primary sector has comparatively low material costs. At the other end of the scale, in the tertiary sector, the costs of finished goods to a retailer for example, will be extremely high. The principal elements that affect the costs of materials should be included in the organisation's overall budgetary controls. In addition, an organisation must also consider the cost of materials in relation to market demands, as these will inevitably cause periodic fluctuations in material costs. Only those materials that are actually used in the production of a product or service should be considered part of the cost of that product or service. Task 2 Page 2 Other consumables used by the organisation are classed as indirect costs and are considered under separate budgets. Indirect costs ================== (for Quirk, rent/rates, sales/ marketing/ insurance/ non-production depreciation management salaries) Indirect costs are costs incurred in the running of an organisation that cannot be easily apportioned to the production process.

Personal values and the market Essay -- business ethics research paper

Business is a game, which requires and demands both special strategy and an understanding special ethics. It gives main part to the profit but in the same way the ethics also plays a very important role in business because without ladder we cannot reach the high building like that without ethical thinking business cannot be done. Private morality is a respect for truth and that the closer a businessman comes to the truth he deserves more respect. According to Henry Taylor’s Statement he says that Ethics of a business are game ethics, different from the ethics of religion so he means that ethics related to business are like games and they are different from religion. Ethics means dealing with moral and in that truth plays the important role so he quoted and pointed that â€Å"Falsehood ceases to be falsehood when it is understood on all sides that the truth is not expected to be spoken†. In a business many businessman feel forced every day to say yes to their bosses whe n they furtively believe no and that this is generally accepted as permissible strategy when the alternative might be of losing the job. Entering into a business may be like forced into a game situation because business is a game in which there are many problems and many solutions. It is fair to say that if the individual refuses to bluff from time to time and if he feels forced to tell the truth the whole truth is nothing but it is one type of heavy weakness to the business opportunities in his business dealings. It is very difficult for each and every businessman to reconcile to the trick in which he plays a part. Before any individual can make a profitable use to strategy he should understand that in this bluffing he will not lose his self-respect and will not be emotionally disturbed. If he wants to reconcile his personal identity and high standards of honesty in business he must be ethically justified by his feeling of bluff. Business is a game that is played at all levels of corporate life, from the highest to the lowest. No one should think worse of business because its standards of right and wrong differ from the current traditions of morality in our society. Now a days there are many competitors that if we do business with morality i.e. like always telling the truth and do which is good for business because sometimes which is good for business is not right for us but then also we have t... ...f justice are structurally identical distributions are equally just. The very good example of the time slice principle is the welfare of economics. Example: if some persons are in prison for the murder or war crimes, we do not say that to assess the justice of the distribution in the society we must look only at what this person has, and that person has, and that person has†¦. at the current time. Justice is historical and the historical principles of justice hold that past situation or actions of the people can create differential entitlements or different deserts to things. Another very good example is given by Nozick is of the basketball teams of chamberlain. He tells us that people go on crazy and has given their twenty five cents to the Chamberlain instead of using that money for their own like watching movies and many more. This happens because they care about things other than needs. The general point is any favored pattern would be transformed into one unfavored by the principle, by people choosing to act in various ways like people exchanging goods and services with other people. And to stop this one should stop people by transferring resources as they wish to.

Our Nation’s Hidden Problems †Hate Crimes Essay

It happens every day, people are made fun of, people are bullied and the bully-ers, and some people are just flat out victims of straight hate crimes that lead to death. â€Å"A Hate Crime is a criminal offense committed against persons, property or society that is motivated , in whole or in part, by an offenders bias against an individual’s or a group’s race, religion, ethnic/national origin, gender, age, disability or sexual orientation.† -IACP Definition. With the definition of a hate crime explained, hate crimes are offenses against society. The perpetrators have their eyes on not only a primary victim, yet everyone in the victims group – everyone perceived as different. The perpetrators impact not only the victims, group but society as a whole, breaking the bond that holds its people together. Victims are seen as different from what the â€Å"norm† of society needs in its everyday life. Actions from the perpetrator doesn’t happen very randomly, yet happens all around the world. What is an extremely interesting topic is hate crimes on the college campuses. I was somewhat surprised to see just how many incidents actually happen. According to Justice Department data, 12 percent of hate crimes take place on college or school campuses but the numbers don’t show how much occurs on university campuses. Officials also say that many of the racial or sexual incidents are commonly not reported. The most common hate crimes committed on a college campuses are racial bias, religious bias, and sexual orientation bias. Now with a racial bias hate crime has many examples of people hating each other for being black, or brown, or even white. However with college kids, its not as simple as saying something like â€Å"You’re a Nigger,† or â€Å"You’re Cracker.† They have to put things to the extreme. Simple things are never good enough. At the University of Missouri-Columbia, there were cotton balls scattered outside the black cultural center. This might seem like a harmless joke to some people, yet to others it is one of the most hateful and devastating thing someone could do. As early as 1560’s slavery was brought into America from Spain. Blacks were treated as animals, were forced to do things that White people didn’t want to do because they thought that they were to good for it. One task that is commonly known that blacks did as they were slaves was â€Å"cotton pickers.† The thirteenth amendment, abolishing slavery, was passed by the Senate in April 1864, and by the House of Representatives in January 1865, however feelings that the white people had for blacks still did not go away. Another example of a racial hate crime was done by a white fraternity sparked an uproar at the University of California San Diego when it sponsored a ghetto-themed â€Å"Compton Cookout† to mock Black History Month. There is a very fine line between hate crimes and stereotyping someone/many people. Almost every member of a stereotyped group is seen as an equal opportunity of everyone else in the group. A stereotype usually cannot be modified by contradictory evidence, meaning that no argument or evidence is compelling enough to change a hate mongers mind. Also, the the perpetrator is emotionally invested in believing the worst about the members of stigmatized group. Finally, the person who accepts the validity of a nasty stereotype isn’t simply trying to make sense of his world. More likely, he is looking for a convenient excuse to express hostility, to attack and victimize the people he despises. Stereotyping is more â€Å"accepted in society† because every sing le person has stereotyped before. Religious based hate crimes are second most common in all of the hate crimes all over the world. More often than not Religious discrimination are usually acts of vandalism although personal attacks do occur. Of the religiously based hate crimes, attacks against Jews rose from 64% in 2006 to 68% in 2007. Anti-Muslim hate crimes, meanwhile, decreased from 12% in 2006 to 9% in 2007. This surprises me because hate crimes against Jews went up, yet I feel like the hate towards the Muslims has gone up and their hate crime attacks has gone down. After the terrorist attacks the United States suffered from on the Twin Towers in New York City 2001, the FBI found that while attacks against Muslims had previously been the least common hate crime against a religious group–just 28 in 2000–the number of incidents surged to 481 in 2001, an increase of 1,600%. Even the hate crimes against peoples religions occurred college campuses. For examples, there was a swastika scrawled on a bathroom wall near a Jewish studies center at the University of Miami. Miami-Dade County, the eleventh largest Jewish community in the country, consists of 121,300 persons living in 54,000 Jewish households. Of these 121,300 persons, 113,000 are Jewish. Which is obviously a huge population of Jewish members, the perpetrators knew that it would be completely offensive. It is again just another college student who lacks in self-discipline. The question that I have been wondering is â€Å"Why possesses you to do such a thing like this?† Why do people think its alright to put all of their hatred out into the open and hurt other people. What people do is not hurt people emotionally, but they also sometimes hurt them physically. It might not be a physical act by the person committing the crime, it could be done by the victim of the hate crime, meaning self-infliction. Another example that hits closer to home here in Massachusetts. A young man names James Samar was a college student who attended a small Massachusetts college was indicted on three counts of using threats of force to interfere with the rights of three other students. He used anti-Semitic slurs and threatened to actually kill one of the three other students. What James did was sent photographs of holocaust victims and said â€Å"A reminder of what happened to your relatives because they too mad a mockery of Christianity.† To go as far as this someone must thing that there is something wrong with Samar. People should not have this much hatred towards people or a certain group that they belong to. There is no right or wrong when it comes into what you believe. People need to take a step back, they don’t need to agree with other people, it just has to be understood that opinions are opinions and everyone can have theirs. The third more common hate crime committed on a college campus is sexual orientation. Meaning the preferences on whether you like boys or girls, homosexual or heterosexual. Two main cases that stand out on a college campus, are two young men Matthew Shepard who was a student at the University of Wyoming and Tyler Clementi a student at Rutgers University. Matthew Shepard was a 21 year old man who was attacked by two other men because he was gay. Aaron McKinney and Russell Henderson were the two men who attacked Shepard with a pistol-whip, and tortured him, tying him to a fence and leaving him to die. Eighteen hours later a cyclist Aaron Kreifels, discovered Shepard and thought he was a scarecrow because he was alive but in coma. This however wasn’t the first time Shepard was attacked for being gay. In 1995 during a high school trip, he was beaten, robbed, and raped, causing him to withdraw from school and experience depression and panic attacks. However, Henderson and McKinney were not charged with a hate crime, because no Wyoming criminal statute provided for such a charge. The nature of Shepard’s murder led to requests for new legislation addressing hate crime, urged particularly by those who believed that Shepard was targeted on the basis of his sexual orientation. As for Tyler Clementi, he was an 18 year old man who was a student at Rutgers University in New Jersey. What happened here to cause him to commit suicide was his roommate, Dharum Ravi, video tapes him with another man doing sexual acts. Clementi was video taped without his knowledge, and Ravi was charged with invasion or privacy and bias intimidation. It was at this point where Clementi had talked about his problems to his RA and also made his complaints public putting them up online on Yahoo! and a message board website called â€Å"Just Us Boys.† No one listened to him, and thats when he took matters into his own hands and committed suicide by jumping off the George Washington Bridge. All of these cases that have been discussed in the paper are considered to be in some way or form of a hate crime. Hate crimes can be committed by everyone and anyone. It happens every day, people are made fun of, people are bullied and the bully-ers, and some people are just flat out victims of straight hate crimes that lead to death. The most common hate crimes committed on a college campuses are racial bias, religious bias, and sexual orientation bias. Websites used: Ashcroft, John. 2001. â€Å"Hate Crimes on Campus: The Problems and Efforts to Confront it.†. Retrieved February 2012 (https://www.ncjrs.gov/pdffiles1/bja/187249.pdf) Associated Press. 2009. â€Å"Attorney General urges new hate crimes law.† Retrieved February 2012 (http://www.msnbc.msn.com/id/31392054/ns/us_news-crime_and_courts/#.Tz0Q75iLFSU) Barker, Tim. 2010 â€Å"Racial campus hate crimes surge across America† Retrieved February 2012 (http://www.cisternyard.com/article/racial-campus-hate-crimes-surge-across-america) Brandou, Collen. 2010 â€Å"Hate Crimes Increase on College Campuses† Retrieved February 2012. (http://www.findingdulcinea.com/news/education/2010/april/Hate-Crimes-Increase-on-College-Campuses.html) FBI. 2009. UCR. â€Å"Hate Crime Statistics.† Retrieved February 2012. http://www2.fbi.gov/ucr/hc2009/index.html Gipson, Ashley, 2008. â€Å"Religious hate crimes down overall, up against Jews.† Retrieved February 2012. (http://www.usatoday.com/news/religion/2008-10-28-hate-crimes_N.htm) Jones, Lawrence, 2008. â€Å"FBI: Religious Hate Crimes Down in 2007.† Retrieved February 2012. (http://www.christianpost.com/news/fbi-religious-hate-crimes-down-in-2007-35238/) Levin, Brian. 2010. â€Å"Stone Cold Jew-Baiting.† Retrieved February 2012. http://www.huffingtonpost.com/brian-levin-jd/stone-cold-jew-baiting_b_659335.html Martindale, Gayla. 2009 â€Å"Hate Crimes on Campus† Retrieved February 2012 (http://www.stateuniversity.com/blog/permalink/College-Hate-Crimes.html) Putnam, Robert and David Campbell. 2010. â€Å"American Grace. How Religion divides and unites us.† New York, New York, United States: Simon & Schuster. Serrano, Richard. 2002. â€Å"Hate Crimes Against Muslims Soar, Report says.† Retrieved February 2012. Hate Crimes Against Muslims Soar, Report Says – Los Angeles Times Statemaster. 2010. â€Å"Religion Hate Crime Statistics.† Retrieved February 2012. http://www.statemaster.com/graph/cri_hat_cri_rel_rel-crime-hate-crimes-religion-related) Wax, Heather. 2010. â€Å"Breakdown of Hate Crimes, Based on Religion.† Retrieved February 2012. http://www.scienceandreligiontoday.com/2010/11/23/breakdown-of-hate-crimes-based-on-religion/ (

Bowling Ethnography

Heather Dooley 10 Pound Balls We tend to think that bowling is a very simple and boring sport played by only older men. I did my fieldwork at a bowling alley during two different leagues to explore the different social interactions among bowlers. I learned that bowling is not limited to one specific age group or gender. I also discovered there is a unique hierarchy among the bowlers that is not determined by their age or gender. This social status is dependent upon their bowling average, type of ball used, and the weight of their balls. I found there were many other social interactions that occurred between smaller groups of bowlers such as teammates. I first entered the field during a Wednesday night bowling league. The bowling alley was filled with mostly men. I walked the length of the building and couldn’t find any women bowling. I soon found out this was a men only bowling league. I was told there was also a women only bowling league that occurred on Tuesday’s. The majority of the men bowling were middle-aged or older. However, there were a lot of men in their twenties bowling as well. On my second entry into the field it was during a Friday night bowling league. On this night the bowlers were all different ages but with a majority of younger men and women in their twenties. When I walked the length of the bowling alley that night I counted almost an equal amount of women as I did men. In this league it was required to have at least two or three women on each team. This is called a mixed league. On the third night of observations, my second Wednesday night, I sat down at a table with a team of bowlers. Three were in their twenties and two were in their late forties. While I was talking to one of the younger men I told him how I noticed a lot less women in this league then the Friday night league. I asked what the requirements were, if any, to join either league. He said â€Å"In order to join this league you had to have a 180 average. † He also told me this league was more competitive because it was only men and because they had the average requirement. This league has a larger amount of money to be won at the end of the season because of the competitiveness. When the bowler referred to average he meant the average amount of pins he will usually knock down during three games. Every game you have the opportunity to knock down 120 pins. Each game played has ten frames. The term frames means each turn all the bowlers take. Every frame the bowler has the chance to knock down ten pins. If you knock down all ten pins at once this is called a strike. When you bowl a strike it earns you more then ten points. If you bowl a strike for every frame you can receive a 300 game. This is the highest score you can reach and it is very difficult to achieve. Strike Terminology: 1 – Strike 2 – Double 3 – Turkey 4 – Four Bagger 5 – Five Bagger 6 – Six Bagger 7 – Seven Bagger 8 – Eight Bagger 9 – Nine Bagger 10 – Ten Bagger 11 – Eleven Bagger 12 – Twelve Bagger I discovered the main way bowlers judge each other’s skills is through the average they hold. Someone with a 250 average considers himself a better bowler then someone with a 185 average, even if the lower average bowler beats him in a game. Another form of bowling hierarchy is determined by the type of ball you use. Some bowlers will pay anywhere between $250 to more than $300 for just one ball! I learned that there are different types of bowling balls made to help you throw the ball a certain way. Some people may buy a ball they can throw straight better and others buy balls they can throw with a curve better. While I was sitting at the table with the bowlers I overheard a couple of them talking about their balls. Some men used them as a way to brag to the other men. They would say the reason another man is bowling so bad is because he has a bad, cheap ball. I also noticed the men bowlers would use the weight of their balls to poke fun at the other bowlers. They will compare their ball’s weight to their manhood or manliness. For instance, â€Å"Wow, you’re only using that little ten pound ball. Did you borrow that from your girlfriend? † â€Å"Careful carrying that big sixteen pound ball you might not be big enough for that yet. † [pic] There are many different kinds of socialization among the bowlers. They joke and tease each other, give tips on how to bowl better and they also play card games with their teammates. There are two different types of games played among the different leagues. On Wednesday night they play a game called Kiddy Pot. This is a money game played by the men bowlers only that corresponds to how well you are playing. If you miss the five pin, throw a gutter ball, or miss the head pin twice you lose a dollar. If you are hung, which in bowling terms means four members of your team strike or split during the same frame but one does not, then the person who misses the strike loses two dollars. If all five members of the team strike during the frame, the next frame whoever misses the strike loses a dollar. At the end of the season all of the money lost playing this game is split among the players of the team evenly. [pic] [pic] The Friday night bowling league plays a different game. This game is set up like poker. Every member of the team who throws a strike or a split will get a card from the deck. If you miss a spare or have an open frame then a card is taken away from your pile. At the end of each game the person with the best poker hand wins. Usually any women who play this game don’t lose a card if they miss a spare or have an open frame. I learned that bowling is a very complex social structure with its own set of socialization rules and terms. It is not gender or age specific. Bowlers have their own private language they use to communicate towards one another. They are generally accepting of outsiders joining in on their conversations and own private jokes. Is there more I could learn my entering the field and joining a league myself?