Organizational leadership Coursework Example | Topics and Well Written Essays - 1500 words

Organizational leadership - Coursework Example This essay will analyze the aspects that lead to great leadership development and the challenges faced in the same area. Leadership is an action of socially influencing people, whereby a person can help and support others to accomplish a common task. Leadership development is the ability of a person to be effective while performing their leadership roles (Veslor, McCauley & Rudeman, 2010, p.2). Leadership and leadership development, therefore, show that leading people, is a task that is left for the few who have the ability to manage not only themselves but also other people. Leadership is not only nurtured but also practiced by the people who mainly specialize in it. Although leadership and leadership development sound similar, they differ in some ways. Leadership is mainly focused on a person’s character and skills that the person has, whereas leadership development is focused on teaching a person the key concepts that revolve around leadership and encouraging them to practice it. Leadership principles in leadership development, help in governing people and organizations for stability and great achievement. The first principle is, Managing vulnerability (Avolio 2011, p.151) but leaders fear discussing their vulnerabilities. Individual strengths and weakness are understood by personally learning about oneself to know where one is vulnerable, so as to avoid mistakes. The second principles is, Identification Organizations must review their leadership development needs, and by doing so, the organizations can identify leadership gaps that are present amongst them and the need for improvement. This practice helps organizations to improve their status by amending the areas that require attention and strengthening themselves to remain relevant and remain competent. This is done by coaching leaders in top positions to

Good Man Is Hard To Find By Flannery O'Connor Research Paper

Good Man Is Hard To Find By Flannery O'Connor - Research Paper Example O’Connor drew experiences for her work from growing up as a Catholic in the South and this explains why she featured religious themes by having priest characters in her work. She had her first publication while at the University of Iowa undertaking her master’s degree. Afterwards, she went on to spend time at a Sarasota Springs, Yaddo that is acclaimed as a retreat for New York artists. Her most recognized work was A Good Man is Hard to Find and other stories published in 1955 and in 1965 Everything that Rises must Converge. She received various awards, most prominent the O Henry Award in 1957 and posthumously, in 1972 the National Book Award. Introduction Cited as one of the best examples of Southern Gothic literature, A Good Man is Hard to Find is set around a family of six- a grandmother, Bailey, his wife, baby and two children as well as a character known as The Misfit. These are the main characters of the story that is centered on the family going on vacation to ea st Tennessee as suggested by the grandmother, instead of Florida which was Bailey’s original idea. ... The family ignores Bailey’s mother referred to simply as The Grandmother and heads off to Florida from their home in Georgia the following day. In the morning the family sets off with The Grandmother being seen to have gained enthusiasm for the trip, she secretly stows away her cat in a basket and wears a dress and a hat with flowers stating that this would ensure that if they had an accident people would be able to recognize her as a lady (O’Connor 3b). This paper seeks to explore a theme of grace versus contradictory Christian beliefs following the beliefs held by The Grandmother and The Misfit. The contradictory Christian belief is a general mistrust of others that The Grandmother mentions whereas The Misfit is seen to live a life of remorselessness yet he wonders about Jesus. The story is generally a dark comical tale where its comical feature is mainly brought out by the character of The Grandmother. While in the car headed towards Florida, The Grandmother tells th e children various stories one such being about one of her suitors a man by the name Edgar Atkins Teagarden who brought her a watermelon each week carved with his initials- E.A.T but one time a black kid ate the watermelon because he read the watermelons as eat (O’Connor 5b). The family then proceeds to stop by a restaurant known as Tower owned by a man named Red Sammy Butts, here O’Connor highlights the theme of mistrust through Red Sammy who states that he had sold gas to some men promising that they would return to pay him but they did not. He tells this story to The Grandmother who commends him for being kind and calls him a good man. Red Sammy’s wife comes into the conversation stating that she also does not trust anyone, her husband included. Red Sammy maintains

Behaviourist and Humanist Approaches to Learning

Behaviourist and Humanist Approaches to Learning The means and style by which material is delivered to a learner depends upon a number of factors, not least of which are the traditions of the environment in which they are being presented. The aim of this essay is to explore both behaviourist and humanist approaches to learning and whether there is a place for the latter in a military environment. The behaviourist approach to learning is traditionally used in both military and school environments: it was the main theory from the 1940s to the 1970s. The ideas that give it its foundation are the experiments that were conducted by Ivan Pavlov; these experiments enabled him to influence the behaviour of dogs with the use of external stimuli – an example of this is salivation at the sound of a bell in anticipation of the arrival of food. This was labelled ‘Classical Conditioning’. It was argued that this sort of conditioning plays a big part in human learning, particularly with regard to physiological functioning (i.e. salivation at the sound of a bell) or emotion (i.e. fears and phobias). James Watson embraced these ideas and was the first to use the term ‘behaviourism’. He believed that it was vital, in order to understand human behaviour and therefore learning, for one to adopt a scientifically measurable approach. He argued that all human behaviour is governed by conditioned responses and as such can be controlled and modified to suit any given purpose. He even went as far as to say that he could train any child to fulfil any job in society as long as he was healthy, as he believed that â€Å" there is nothing from within to develop† (1928). Both Watson and Pavlov thought â€Å"that the simultaneous occurrence of events is sufficient to bring about learning† and is â€Å"ordinarily referred to as the contiguity explanation† (Lefrancois 1994). In other words, the sound of a bell will induce salivation in dogs in anticipation of receiving food, once one is associated with the other; the salivation will occur at the sound of a bell after a while, even if there is no food given to the animal. Thorndike saw this in a different way believing that the effect of the response led learning to occur (termed the Law of Effect). He argued that a learner would repeat responses that brought positive results and that behaviour would be modified through a process of trial and error. This idea is what is known as the reinforcement approach which was further developed by B.F.Skinner. He stated that when reinforcement of any response occurs, it will be repeated and that this can enable control to be gained over people. These r einforcements can either be positive or negative – reward or punishment. He fully explored the relationship between responses and reinforcement and concluded that reinforcement brought about learning. This view is referred to as operant conditioning. Skinner contended that for learning to be effective it needed to be tackled in small stages, it needed to be logical/sequential, it needed to be based on prior knowledge, that the desired behaviour needed to be rewarded regularly in the initial stages and that reinforcement of the required or desired behaviour should happen immediately that it occurs. â€Å"†¦Skinner urges educators to focus on reinforcing student success rather than punishing student failure† and that â€Å"†¦reinforcement for appropriate responses is consistent and immediate, and learned behaviours are maintained by intermittent reinforcement schedules† (Ormrod 2004). As we can see, there is no place for feelings and individual thoughts in behaviourist theory. It is only concerned with what can be observed and it contends that evidence gathered through experiments indicates that there are a number of principles which can be applied to learning and that if these were adopted, the process would be made easier. They are the Law of Effect, the Law of Contiguity, the Law of Exercise (repeating an action or behaviour) and the Law of Reinforcement. The problem with this is that behaviourism provides only a very limited and mechanistic or mechanical way of looking at the process of learning, which is far too simple. It takes little to no account of the learner as an individual and assumes that the learner is passive and has no exercise of free will; it does not allow for differences in individuals and it can be manipulative if the provider wishes to use it in this way. By contrast, humanist thinkers such as Maslow and Rogers asked themselves what is it that makes us human. They approached their studies from a completely different angle and looked upon humanity as innately positive, as opposed to previous ideas which apparently painted life in a very dower and pessimistic manner. Rather than concentrating their studies on those who are suffering form illness, they looked at the behaviour of healthy people –â€Å"when you select out for careful study very fine and healthy people†¦you get a very different view of mankind† (Maslow 1971). The humanist approach encourages people to exercise free will in their lives, allowing them to be individuals in their own right and to highlight everything that is positive about them. This enables any given individual to have the opportunity to achieve their maximum possible potential in whatever they choose to do. They contend that purely scientific methods of studying behaviour are inadequate in assessing any human being (Chapter 6 The Humanistic Approach). Maslow presented his studies in the form of a ‘Hierarchy of Needs’ which indicates that all humans work towards satisfying or attaining their perceived needs â€Å"as a ladder of human achievement that must be climbed† (Trigg 2004). This is laid out in the form of a pyramid with each type of need building from the other while being closely interwoven with each other. At the base is the Physiological type which includes basic needs like air, food, water, shelter and sleep; the next type is Safety or Security which is concerned with stability and a feeling of being protected from harm; this leads on to the type which encompasses Belonging and Love which covers relationships with our family and our peers; the fourth level is that of Esteem which deals with issues of achievement, recognition and respect. Maslow separated these and grouped them together and termed them ‘deficiency needs’ or ‘D-motives’ stressing that a lack of fulfilment in an area will cause a person to act to remedy the problem. He felt that the pyramid was the best way to represent this system as people seemed to challenge themselves to achieve and work their way through the types to achieve their full potential; their motivation was to get better and reach their needs leading onto the next level, similar to the way in which a person who is learning a musical instrument will strive hard to achieve the next grade or a computer gamer will keep trying until he achieves the next level. The final type of needs are called ‘growth needs’, ‘being needs’ or ‘B-motives’ by Maslow. Once the initial needs described above are met, the need for the development within the individual becomes the prime driving force. This is described as Self Actualisation within the pyramid: subsequent versions of the hierarchy included more complex subdivisions within this type of need which serve to break down the areas of personal achievement into smaller categories. Maslow (1968) describes this growth as â€Å"†¦a rewarding and exciting process†¦Ã¢â‚¬  which continues to increase as the person develops throughout their life. Rogers holds similar views to Maslow when looking at the concept of self actualisation. He believes that humans are able to push themselves to achieve their full potential and that each and every person is unique in their ideas about themselves. They hold their own image of themselves in their minds in terms of how they see themselves, how much value they perceive themselves as having and how they would like to develop in the future. â€Å"Whether one calls it a growth tendency, a drive towards self-actualisation, or a forward-moving directional tendency, it is the mainspring of life†¦ it is the urge to expand, extend, become autonomous, develop, mature†¦Ã¢â‚¬  (Rogers 1961). He believed that every individual has the ability to solve their own problems and that his role as a therapist was one of being some kind of ‘facilitator’ to aid the individuals thought processes and progress towards resolving their issues. Each ‘facilitator’ needs to displa y honesty, empathy and respect towards those whom he is trying to help. This environment is controlled by the individual who is being helped and Rogers believed that this was the only environment in which genuine learning could take place. Rogers went on to apply these principles to education. ‘Student centred learning’ enables individuals to take responsibility for their learning; the way that the teacher interacts with their class is crucial in the development of an environment that will encourage learning to take place: â€Å"†¦the facilitation of learning rests upon certain attitudinal qualities which exist in the personal relationship between the facilitator and learner† (Rogers 1969). They need to ensure that there are sufficient resources in place to aid the students, that they themselves are prepared to be a living resource and that they are prepared to act as a learner themselves within the classroom. As an idea, this is an alien concept to many teachers, even today. The idea of not being at the head of the class, dictating the direction that the learning is taking is frightening to a good number of educators. The traditional approach to teaching is being firmly challenged here with me mbers of the profession being asked to look at their methods, critically appraise them and react accordingly. The focus in this environment is the student not the teacher and it is â€Å"a system of providing learning which has the student at its heart† (Brandes and Ginnis 1986). Rogers (1984) sums this supportive environment up by commenting that â€Å"person centred education is much like my rose garden – it needs a caring environment to sustain its beauty.† This sort of approach in the classroom can be very effective as long as both the staff and the pupils enter into the process wholeheartedly. There are many different activities that can focus on the student as an individual in order to allow them to develop and grow as individuals and learn from each other. Initially it is important for the group to set out ground rules so that every individual is aware of how the process works and to ensure that all of the group feel comfortable with the approach that is being taken. These ground rules can include things like not interrupting or talking over the top of someone when they are speaking, thus encouraging every individual to have respect for the others. Once the group have agreed to these ground rules, every activity can be approached with individuals having the same expectations of each other. It is important to note that if there are any new arrivals to the group, these need revisiting to ensure that the newcomer also feels a sense of ownership for them. Group activities where everyone has the opportunity to learn are extremely valuable; examples that I have used are mind mapping (brainstorming), problem solving, open discussion and the circle. The great strength of the circle is that everyone can see and hear everyone else; each person, including the facilitator is on the same level and can physically be regarded as being the same – a listener and a learner. The topic of discussion or the theme that is being addressed can then be opened up to the group; each person has the opportunity to speak if they wish to, with the way that this is organised being decided prior to the circle forming. Sometimes hands up can be used, at other times one person in the group can be placed as a chairperson or even a pencil case or ruler could be passed from the person who is speaking to the next person to speak. This way of organising the group allows each person to feel that they can contribute if they wish to and quieter people can also be in volved by the facilitator in order to broaden their horizons. It also encourages students to listen to and take notice of the views of others even if they ultimately reject them as not being for them. It encourages people to be open with each other without fear of being laughed at, shouted down or humiliated because of what they think or say. It does take a while to get used to this system of learning but it has huge benefits for all those who are open to it. It allows the student to appreciate and develop their own views through consideration of others, broadening their outlook in the process. I have heard the expression ‘Oh, I hadn’t thought of it like that’ during circle time on many occasions. Circle time can also be used to feedback from small group discussions and research that has been undertaken outside the classroom. Role plays are another excellent way of finding out what a small group have understood about a particular topic, through the content of their offering to the rest of the class. Not only does this allow the students to express themselves in their own way but it also encourages different styles of learners to flourish in the classroom and further encourages students to learn from one another. Clearly the teacher or facilitator needs to be comfortable with this process as it is taking place and retain their authority within the classroom. This is a difficult balance to find and is one which some people find it almost impossible to do. Within the traditional school environment this sort of approach is unheard of due to the seemingly unstructured and undisciplined way of tackling any work. Military establishments may have the same views due to the highly disciplined nature of what the soldiers are trained to do. However, the question remains as to whether this sort of humanistic approach can work in that environment. It would seem that whether the approach would work would depend upon the nature of what the learner was attempting to learn and where he is attempting to learn it. The military have traditionally relied upon the behaviourist model as it best suits their purpose. The instructors can employ both positive and negative reinforcement to train the soldiers to do what they have to in the field of battle or ‘theatre of war’. Soldiers do not have time to think about how to reload a weapon or whether it is right to fire when they are in the middle of a battle zone. The way that they are taught reflects the arena in which they will have to perform their set tasks; reloading a weapon today is far easier than it was in the days of muskets, but soldiers still have to be disciplined and keep their heads in difficult pressurised situations. Being taught in a mechanised fashion will help them as tasks will become second nature due to the consistent repetition that has taken place on the training ground. My father could still tell me how to strip down, clean, oil and rebuild his weapon in every detail some 20 years after having left the armed forces. This can also be said of manoeuvres that are vital to the survival of a unit of men. They are ‘drummed’ into the minds of the soldiers so that they are become an automatic reaction to a given stimulus. This could ultimately save their lives and the lives of those around them. An example of this is the reaction to a very loud bang in a public house one day while I was enjoying a drink with my two brothers in law, both then in the Army; they had just returned from Northern Ireland when this incident happened. The loud bang went off and I looked around to find them both on the floor tight up against the skirting boards on opposite sides of the room. This was a conditioned response to the loud bang and was as a result of their extensive survival and battle training. Much of military training cannot afford to co ncern itself with the individual needs of each of the soldiers – it must simplify the learning so that the whole reacts (as far as possible) in a predicable way. In short, when an order is given it is obeyed immediately, without fail. There would however seem to be a place for the humanistic approach within the modern military environment too. Within the confines of a classroom, when conducting classes which are concerned with basic skills such as literacy, numeracy and IT there may well be an opportunity to utilise this type of learning strategy. Everyone likes their opinion to be taken notice of, to feel that they are contributing and to be listened to. Those who are undertaking officer training are required to problem solve – this can be done using this different approach and will allow the learner to express themselves as they are doing so. Individuals need to be given the opportunity to develop themselves to the best of their ability and this needs to be facilitated in all environments of learning, including the military. There is a place for freedom of expression, in the right place at the right time. It would seem that there would need to be strong leadership in order that these sorts of methods coul d be introduced and continue to be used in a military environment, as their implementation would involve a change in long held and established practises. There also needs to be an acknowledgement â€Å"that traditional training approaches, which place an emphasis on replication or imitative learning, are unsuited to fostering the longer term individual and organisational development outcomes required by a significantly changed operational environment† (Thomas 2006). Catering for the individual strengths and needs of individual soldiers can foster a greater sense of loyalty in them and an even greater motivation to succeed not only for themselves but their fellow men. This is particularly important in this rapidly changing modern technological world. In the modern military environment, there would seem to be a place for both the traditional behaviourist and the humanist approaches to learning. Given that all those involved understand that certain situations require different methods of teaching to be employed and accept that from the outset, there is no reason why both cannot be employed. All soldiers understand the need to obey orders and that certain tasks will need to be done like an automaton in order for them to be successful in what they do. It is essential that there is also an acknowledgement that there is a place for people to want to achieve the best that they can within their environment as an individual, as well as for the collective. As Rogers (1980) explains â€Å"the actualising tendency can be thwarted or warped, but cannot be destroyed without destroying the organism.† It is also important to note that â€Å"†¦with this self-actualisation, individuals can engender life long learning†¦Ã¢â‚¬  (Ki el 1999). There are many differing ways that people learn and it is up to different organisations to adopt the method or methods that are best suited to bring them success in their field. That does not negate the need however, for all providers to reflect upon and modify their methods to best effect from time to time. The military have hundreds of years to tradition to fall back on, but need to ‘move with the times’ and accept that the humanist approach in certain areas of their educational provision can be of benefit to both individuals and the military as a whole. Bibliography Chapter 6 The Humanistic Approach Brandes, D. Ginnis, P. 1986 A Guide to Student-Centred Learning Oxford: Basil Blackwood Lefrancois, G.R. 1994 from Tutor notes Behaviourist Theories of Learning Maslow, A. 1971 The Farther Reaches of Human Nature New York: Viking Maslow, A. 1968 Towards a Psychology of Being (2nd Ed) New York: Van Nostrand-Reinhold Ormrod, J.E. 2004 Human Learning (4th Ed) from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1961 On Becoming a Person Boston: Houghton Mifflin Rogers, C.R.R. 1969 Freedom to Learn Columbus, Ohio: Charles E Merrill Publishing Rogers, C.R.R. 1980 A Way of Being Boston: Houghton Mifflin Watson, J.B. 1928 The Psychological Care of Infant and Child from Tutor notes Behaviourist Theories of Learning Rogers, C.R.R. 1984 from Frieberg, H.J. 1999 Perceiving, Behaving, Becoming: Lessons Learned Alexandria Association for Supervision and Curriculum Development Kiel, J.M. 1999 Reshaping Maslow’s Hierarchy of Needs to Reflect Todays Educational and Managerial Philosophies Journal of Instructional Psychology, Vol. 26 Thomas, K 2006 Leadership Development in the Military: Bridging Theory and Practice International Journal of Human Resources Development and Management, 6(2-4) Trigg, A.B. 2004 Deriving the Engel Curve: Pierre Bordieu and the Social Critique of Maslow’s Hierarchy of Needs Review of Social Economy, Vol.62

african hair styles :: essays research papers

African hair sculpture is what they call it and Africa and to them it is an art. Africans hardly ever leave their hair or their body plain or in the book, it says â€Å"natural† state. It says that they spend a lot of time and energy on grooming and self-admiration. Sounds like it’s the same way there as it is here because I love to â€Å"groom.† Ha ha. Anyway, it says they spend a lot of time on their hair and looks but special attention to their hair. The â€Å"art† of hairdressing was practiced mostly for women and male hairdressers can hardly be found. The book says that the skill of hairdressing has been handed down from generation to generation and requires artistry, manual dexterity, and patience because many of their styles are elaborate and time-consuming. For most African women hair is a medium for creative self-expression. Now their hair is styled for many different reasons. In some parts of Africa, hairstyles help to determine age, in others ceremonial occasions are marked by special styles. The design and construction of hair depends on different factors, some hair styles may need sisal, clay, the bark of trees, or cloth pads; in other cases it could involve intricate knitting, braiding, and threading of the hair. The most complex styles can take up to several hours and sometimes even days. That’s true here also and we got it from them. The slave master’s wife’s would watch the women braid the kids and each other’s hair and would want their hair to be the same as theirs because the styles were so beautiful. Anyway, they found that you could find complex styles only in the interior of the continent where people still live "primitive" and they have time for all that stuff. In urban areas, the styles are simpler where they have adopted western styles. OK, if you draw a line running from Dakar, Senegal in the west and to Khartoum, Sudan in the east you will see that to the north of the line live the light-skinned, straight-haired Hamites and Semites of North Africa. These would have been the so called â€Å"house slaves† or could even be passed of as being white in some cases. Around the dividing line, the people would have been brown-skinned and would have had curly hair because of Semite or Hamite intermixtures. They were in the middle of everything, they were not house slaves and not in the field just there, but doing work nonetheless. african hair styles :: essays research papers African hair sculpture is what they call it and Africa and to them it is an art. Africans hardly ever leave their hair or their body plain or in the book, it says â€Å"natural† state. It says that they spend a lot of time and energy on grooming and self-admiration. Sounds like it’s the same way there as it is here because I love to â€Å"groom.† Ha ha. Anyway, it says they spend a lot of time on their hair and looks but special attention to their hair. The â€Å"art† of hairdressing was practiced mostly for women and male hairdressers can hardly be found. The book says that the skill of hairdressing has been handed down from generation to generation and requires artistry, manual dexterity, and patience because many of their styles are elaborate and time-consuming. For most African women hair is a medium for creative self-expression. Now their hair is styled for many different reasons. In some parts of Africa, hairstyles help to determine age, in others ceremonial occasions are marked by special styles. The design and construction of hair depends on different factors, some hair styles may need sisal, clay, the bark of trees, or cloth pads; in other cases it could involve intricate knitting, braiding, and threading of the hair. The most complex styles can take up to several hours and sometimes even days. That’s true here also and we got it from them. The slave master’s wife’s would watch the women braid the kids and each other’s hair and would want their hair to be the same as theirs because the styles were so beautiful. Anyway, they found that you could find complex styles only in the interior of the continent where people still live "primitive" and they have time for all that stuff. In urban areas, the styles are simpler where they have adopted western styles. OK, if you draw a line running from Dakar, Senegal in the west and to Khartoum, Sudan in the east you will see that to the north of the line live the light-skinned, straight-haired Hamites and Semites of North Africa. These would have been the so called â€Å"house slaves† or could even be passed of as being white in some cases. Around the dividing line, the people would have been brown-skinned and would have had curly hair because of Semite or Hamite intermixtures. They were in the middle of everything, they were not house slaves and not in the field just there, but doing work nonetheless.

Au Revoir Les Enfants Essay

Throughout the book â€Å"Au Revoir Les Enfants† Louis Malle highlights at several points the typical associations which the majority of people have when discussing the role of the Germans during the war. However Malle approaches the topic from a more complex angle thus forcing the reader to question the general stereotypes and examine the varying attitudes of both the French and Germans, by portraying them in certain situations in which they adopt a sometimes unexpected attitude. During a scene in the beginning of the book whilst the boys are out in the village they encounter a group of German soldiers, Malle exposes this situation in order to immediately draw attention to the general hostility and fear which is evoked by the Germans. â€Å"Quelques soldats allemands.. les à ©là ¨ves restent debout, intimidà ©s..† The pupils reaction to the soldiers demonstrates the stereotypes associated with them, feelings of fear and uncertainty. During the forest scene, where Julien and Jean become lost during a game the author uses the fall of night in order to pre-empt that something bad is going to happen. â€Å"La nuit commence à   tomber.† As Julien and Bonnet begin to panick, and try find their way home the appearance of two German soldiers envokes a sense of danger and terror. When the soldiers discover the two boys, it is the immediate assumption of both the reader and the personnas that they will be cruel and sinister characters. The way Malle describes the boys as being cornered by the two soldiers suggests that they are cold and unthoughtful before they have even acted. The presumption that the soldiers are callous characters is based purely on the stereotype of Germans during the war. â€Å"Julien et Bonnet sont coinces entre deux soldats..† However, as the scene unravels we discover a different side to the two German soldiers, when they take Julien and Bonnet in their car to return them to the school they cover them with a blanket which demonstrates compassion and warmth. â€Å"Ils partagent une couverture et grelottent.† Furthermore, when they arrive at the school the soldiers are presented as having a sense of humour which softens their characters and sharply contrasts to the usual stereotypes about German soldiers, as being cold and aggressive. â€Å"Est-ce que vous avez perdu des enfants?† At this point in the book, Malle has succesfully introduced to the reader a controversial theme which demands a lot of thought and consideration, as we are made aware that not all German soldiers had the same principles. Continuously, it must be taken into account that the attitudes of the French differed during the war also, and it would be unfair and blatantly wrong to assume that the Germans were simply â€Å"bad† and the French were â€Å"good†, which is a common misconception. The restaurant scene is essential in under lining the way in which Malle does not see the French and Germans as merely â€Å"black and white† but instead evaluates each of their characteristics and exploits them thoughout many scenes in order to highlight the common misjudgements made by many people. Whilst Julien, his older brother Franà §ois, Bonnet and Mmm. Quentin have lunch they witness the French police randomly persecute a quiet, well dressed man and at first, politely request to see his papers. â€Å"Vos papiers monsieur† However, quickly their tone changes and they become aggressive and rude as they realise that the man is a jew. â€Å"Dis donc toi, tu ne sais pas lire?† The way in which they begin reffering to the man as â€Å"tu† as opposed to â€Å"vous† conveys their blunt and unnecissary hostilities, treating the man with rudeness and disrespect. Malle makes it apparent to the readers at this point that it is not possible to form judgements of people based on things as simple as their occupations, nationality or beliefs. Typically we assume that the French police would have been generally sympathetic and â€Å"good†, whereas here Louis Malle provides a clear example of quite the opposite. When the situation in the restaurant becomes heated and it looks like the French police are going to become violent and aggressive, a German voice is heard and rather unexpectedly the German soldier takes control, and stands up for the jewish man demanding for the young French policemen to stand down and leave him alone. â€Å"Une voix allemande couvre la brouhaha. † The stark contrast in this situation between the German soldier and the French police, the typical sterotype is reversed and Malle clearly expresses the way in which the characteristics of both the French and Germans can differ, thus it is not acceptable to categorise people in groups according to their nationalities. Throughout â€Å"Au Revoir Les Enfants† Louis Malle clearly exposes the use of different situations in order to exploit the misconceptions made by a vast amount of people, and he captivates the readers by presenting the characters from a different angle, and not simply in â€Å"black and white.†

How Teachers are a Positive Influence on Students Essay

Teachers have always been a excellent influence on students. Teachers also teach students how to be a good influence on other students as well. Teachers teach students how to respect and accept others for who they are not by their race or nationality. Having good teachers determines your education that you will need for the years to come. Passage I, by Ernesto Gallorzo and â€Å"Tornado Drill† by David Martin show how teachers positively influence the lives of students as revealed through the authors’ use of dialogue, theme, and figurative language. In Passage I, Ernesto uses dialogue to reveal the positive influence of teachers on students. For example, Ernesto’s teacher announced to the class, â€Å"Ernesto has learned to pronounce butterfly.† This expresses that teachers show a positive influence on students because by announcing that Ernesto can pronounce butterfly shows that his teacher and students are very proud of him and it encourages him to do better. A second reason that teachers are a excellent influence on students is because Ernesto states, â€Å"The main reason I was graduated with honors from the first grade was that I had fallen in love with Miss. Ryan.† This demonstrates that teachers have a special relationship with their students that allow them to cope with one another. Ernesto uses dialogue to prove the fact that teachers are a positive influence on students. Ernesto Gallorzo also uses the theme of acceptance to show that teachers have a positive influence on students. For example, Passage I is about teachers teaching their students the English heritage but also teaching them not to forget where they are from. In Passage I it states â€Å"Miss Hopley and her teachers never let us forget why we were at Lincoln: for those who were alien. To become good Americans ; for those who were so born to accept the rest of us.† This means that the teachers have taught their students to never forget who they are and where they came from, and also to accept others for who they are. A second example of why teachers are a positive influence on students is when it states, â€Å"Miss Hopley and her helpers warmed knowledge into us and roasted racial hatreds out of us.† This demonstrates that teachers teach students that it is not acceptable to judge other people certain ways because of their race. Ernesto Gallorzo uses theme to represent  th at teachers are a positive influence on students. In â€Å"Tornado Drill† David Martin uses theme to represent that teachers show a positive influence on students. Mrs. Wells states that â€Å"its just a drill† when it really is not a drill represents that teachers are a positive influence on students. By Mrs. Wells telling her students that it is just a drill she is tying to keep her students calm and making them think that there is nothing to worry about. Another reason why teachers are a positive influence on students is when David Martin states â€Å"the girls shrugged into the hall and crouched on their haunches facing the wall. The boys stood behind them and leaned over stretching like bridges to protect them. By the boys standing over the girls like bridges their teacher has taught them how to prepare for something like a tornado and how to protect one another. David Martin uses theme to show that teachers are a positive influence on students. In â€Å"Tornado Drill† David Martin also uses figurative language to reveal that teachers are a positive influence on students. In â€Å"Tornado Drill† it states that â€Å"Mrs. Wells said it was time to go back and the lights went on and over our bodies glowed with haloes.† This means that the students felt like angels and felt very protected by their teacher. Another example of why teachers are a positive influence on students is when in â€Å"Tornado Drill† it states â€Å"As we crossed the rubble we new we had survived only the first mystery of love.† This means that the students know that their teacher loves them and that that is only the first way that she has proved it. In â€Å"Tornado Drill† David Martin uses figurative language to prove the fact that teachers are a positive influence on students. Passage I written by Ernesto Gallarzo and â€Å"Tornado Drill† written by David Martin both show the positive influence of teachers on students through the authors use of dialogue, them, and figurative language. In Passage I through dialogue Ernesto’s teacher shows that she is proud of him by announcing to the class that he could pronounce butterfly. By doing this his teacher made him fell proud of himself. Ernesto also shows that he and his teacher have a good relationship with one another. Through theme Ernesto’s teacher has  taught them to never forget themselves as a person and to not be racist towards other people. In â€Å"Tornado Drill† David Martin’s teacher show that teachers are a positive influence on students by showing them how to protect themselves and others. She also proves to her students that she loves them and cares for them.

What Is APA

What Is APA As you begin to explore standards for writing style, you might find yourself wondering, What is APA? The APA is the American Psychological Association, and the APA style is a method of citation they honed for their publications. It has become standard style for many universities and publications, because of its ease and uniformity. Why Citations Are Important As humans, our best ideas and analyses build on the knowledge that has been gathered before we came along. Whether youre performing literary analysis on an archaic poem, or whether youre writing about the latest scientific or technological principles, you will need to read the works of others. In so doing, you will want to make sure that you are giving credit where credit is due. Citations enable you to use the works of others as the foundation for your own claims. Using citations, you can easily reference the sources you use as you formulate your new concepts and theories. The APA citation guide allows you to incorporate these easy pieces of documentation into your thesis or term paper. What Is APA Doing for Academia? By creating a standard for documentation, APA has revolutionized and streamlined the writing process. When you write a paper requiring extensive quotation, you can end up with a bulky and hard-to-read paper, with most of your page taken up with citations. Such tedious documentation can be difficult on the readers eyes, and open the door for needless errors. So what is APA doing to change this? By creating a documentation style based around parenthetical citations, your citations take merely a few seconds to type. You are able to enclose an abbreviated version of your citation in a set of parentheses at the end of the pertinent sentence. An expounded list of works cited wraps up the paper, with full publication details. This enables you to create a streamlined paper, with the least amount of interruption.

Bridge Capital Investors Example

Bridge Capital Investors Example Bridge Capital Investors – Case Study Example ï » ¿Bridge Capital Investors As a result of the financial crisis in 1983, Hindman is faced several challenges in financing their company. Increasing construction costs are almost making the Hindman to run out of cash in financing the construction projects. Competition from other similar companies poses a threat to Hindman’s and Jiffy lube company (Jeffry, 2003, 519). However, Hindman has faced some financing alternatives towards provision of funds to the companies his has shares in, that is, the W.Jame Hindman ltd and Jiffy lube. Hindman with his group came up with the idea of financing their companies with their interests in which they had a large market share of the interests worth $3.4 million. To finance their business, they also had a second alternative of selling their partnership interests. In his interests, Hindman had no tax basis being an advantage to the companies since income taxes would have reduced their interests by a big portion as a result of selling their partnership interests (Jeffry, 2003, 520). . Also this second alternative received a back up from Ernst and Whinney who reviewed the option and saw it good. They helped Hindman and his team to carry out transaction that was tax-free exchange under the internal revenue code. The two transferred their interest to the Hindman’s company on the existing tax basis so as to be sold to finance the companies. Jiffy lube realized a lot of money from the sale of partnership interests. The Hindman strategy towards the financing of the company is to use their interests as the financial resources. In his strategy for Jiffy lube, hind man proposed that they adapt the McDonalds plan of the quick oil change business. In this strategy they were to have at least 270 centers put in operation by 1985 and by 1990 they should have already opened more that 1000 service centers. The lube Jiffy to which Hindman is a partner also plans to sale franchises to cater for some costs such as advertisement (Jeffry, 2003, 521). The Jiffy lube company plan to construct real estate and establishment of new franchises. 50% of franchises require financing from their real estates and construction financing. By 1985 the company plotted to raise $10 million to finance all the projects it had to undertake. This amount was to be sourced from Old Court Saving and Loans. The amount was enough to cater all needs at the point when the budget was done. For this case Jiffy lube was to work with Shearson Lehmon Brothers (Jeffry, 2003, 522). . However, as the Jiffy Lube project was in progress the Old Court Saving and Loans collapsed when it had financed only 25 out of 37 centers Jiffy lube had put in its plan. Other financial institutions were not willing to support the continuity of the project. After the collapse, the Hindman bargaining position was to look for another financial institution to complete the project. Hindman says that, what was to go wrong went wrong in this case. Hindman did not give up with the situation as he had to follow up with the Old Court. Despite his efforts he could not succeed as the state had snatched all documents and thus the first planned $10 million could not cater for the whole project. In the Bridge Capital Investors, Alex Brown & sons suggested that $10 million be raised in equity of the partnership real estate. The partnership in this case could get $40 million to replace the loan from Old Court and enable completion of the Jiffy Lube projects. Despite the confidence that hind man had over all the negotiation they had within the Bridge Capital investors and the financial institution as the Ernst and Whinney discouraged the Alex Brown not to get involved with anything that the Old court had involved with (Jeffry, 2003, 522). . The proposed financing by Jiffy lube did not work as it was planned and thus severe consequences put the Jiffy lube into a threat of collapsing. Being that the company could not wait for the funding from saving and loan, the company had to stop some of its cash payment on real estate purchases. The contractors to Jiffy lube line up while those people who expected to get money from franchises relied on the already completed service centers. Also a long delay to complete the project of Jiffy lube could also damage the strategy of this company (Jeffry, 2003, 523). . To avoid some of the laying consequences, Jiffy lube had to finance its construction. They had to use the cash they had kept in the reserve. Although the money from the company’s reserve was not enough for the completion of the project, Hindman had to fill the gap by doing personal financing. Also since the franchises were the main selling agents for the Jiffy lube products, the company had to give full support to them despite they needed more resources to be established (Jeffry, 2003, 524). . Despite the efforts by the Jiffy Lube Company and Hindman, there was still cash shortage. A meeting between the two entrepreneurs and Hindman a loan of one million was secured which was required to finance the arising needs in the company. After the Old court had negotiated with the state on its allegations, it later extended a loan of $4 million which could finance the projects Jiffy lube had initiated. Therefore, the Jiffy lube to enable its survival has followed short term strategies (Jeffry, 2003, 525). . Reference: Jeffry Timmons. New Venture Creation: Entrepreneurship for the 21st Century with Powerweb and New Business Mentor. New York: McGraw Hill, 2003, 519-525

Definition and Examples of Linguistic Imperialism

Definition and Examples of Linguistic Imperialism Linguistic imperialism is the imposition of one language on speakers of other languages. It is also known as  linguistic nationalism, linguistic dominance, and language imperialism. In our time, the global expansion of English has often been cited as the primary example of linguistic imperialism. The term linguistic imperialism originated in the 1930s as part of a critique of Basic English and was reintroduced by linguist Robert Phillipson in his monograph Linguistic Imperialism (Oxford University Press, 1992). In that study, Phillipson offered this working definition of English linguistic imperialism: the dominance asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other languages. Phillipson viewed linguistic imperialism as a subtype of linguicism. Examples and Observations of Linguistic Imperialism The study of linguistic imperialism can help to clarify whether the winning of political independence led to a linguistic liberation of Third World countries, and if not, why not. Are the former colonial languages a useful bond with the international community and necessary for state formation and national unity internally? Or are they a bridgehead for Western interests, permitting the continuation of a global system of marginalization and exploitation? What is the relationship between linguistic dependence (continued use of a European language in a former non-European colony) and economic dependence (the export of raw materials and import of technology and know-how)? (Phillipson, Robert. Linguistic Imperialism. Concise Encyclopedia of Applied Linguistics, ed. by Margie Berns, Elsevier, 2010.) The rejection of the linguistic legitimacy of a language- any language used by any linguistic community- in short, amounts to little more than an example of the tyranny of the majority. Such a rejection reinforces the long tradition and history of linguistic imperialism in our society. The harm, though, is done not only to those whose languages we reject, but in fact to all of us, as we are made poorer by an unnecessary narrowing of our cultural and linguistic universe. (Reagan, Timothy. Language Matters: Reflections on Educational Linguistics. Information Age, 2009.) The fact that†¦no uniform British empire-wide language policy developed tends to disconfirm the hypothesis of linguistic imperialism as responsible for the spread of English†¦ The teaching of English by itself†¦, even where it did take place, is not sufficient grounds to identify the policy of the British empire with linguistic imperialism. (Brutt-Griffler, Janina. World English: A Study of Its Development. Multilingual Matters, 2002.) Linguistic Imperialism in Sociolinguistics There is by now a well-entrenched and very respectable branch of sociolinguistics, which is concerned with describing the world of globalization from the perspective of linguistic imperialism and linguicide (Phillipson 1992; Skutnabb-Kangas 2000), often based on particular ecological metaphors. These approaches†¦oddly assume that wherever a big and powerful language such as English appears in a foreign territory, small indigenous languages will die. There is, in this image of sociolinguistic space, place for just one language at a time. In general, there seems to be a serious problem with the ways in which space is imagined in such work. In addition, the actual sociolinguistic details of such processes are rarely spelled out- languages can be used in vernacular or in lingua franca varieties and so create different sociolinguistic conditions for mutual influencing. (Blommaert, Jan. The Sociolinguistics of Globalization. Cambridge University Press, 2010.) Colonialism and Linguistic Imperialism Anachronistic views of linguistic imperialism, which see as important only the power asymmetry between the former colonial nations and the nations of the third world, are hopelessly inadequate as an explanation of linguistic realities. They especially ignore the fact that first world countries with strong languages seem to be under just as much pressure to adopt English, and that some of the harshest attacks on English have come from countries [that] have no such colonial legacy. When dominant languages feel they are being dominated, something much bigger than a simplistic conception of power relations must be involved. (Crystal, David. English as a Global Language, 2nd ed. Cambridge University Press, 2003.)

Fully- round character Essay Example | Topics and Well Written Essays - 1000 words - 1

Fully- round character - Essay Example This is because, for a story or fiction to be fascinating, there is always a personality where the story revolves around. These characters’ fundamental attribute is that their story is told in sufficiency to allow people conclude that they are three-dimensional, genuine, rounded, innovative, outstanding, as well as true to life (â€Å"Character: The People of Fiction†, pp 9). This script will highlight the traits of a realistic, fully-round personality. It will also outline three examples of fully-round personage in different short stories. Fully round characters have many more aspects in their personalities as compared to flat or any other character in a play. They are usually the core of people’s focus in most of the fictions or short stories, and are portrayed by creativity as well as personality. These characters also have intrinsic traits, akin to every human being, which are brought about by the events of a story; therefore, their complete portrayal as characters is straightforwardly linked to the narratives relating to the lives they had lived (â€Å"Character: The People of Fiction†, pp 10). Hence, the fully-round character participates in the major part of a story, and they are the heroes in most of the times. However, some of these characters may not appear as heroic, but they are always the protagonists. They are essential to the accomplishment, progress in opposition to the antagonist, as well as display the capability to adjust to new circumstances. These characters are also most of the times dynamic since they identify and adapt to situations (â€Å"Character: The People of Fiction†, pp 11-14). There are so many examples of plays that portray fully-round characters, such as in the various plays written in the Seagull reader. For example, in the play â€Å"Fences†, by August Wilson, the fully round character, Troy Maxon, is an agitated garbage collector as well as ex-baseball participant. This character

Compare the book and the movie of all the kings men Essay

Compare the book and the movie of all the kings men - Essay Example Movie had in it not only a strong and finest cast but a bit of philosophy, narration, great American prose and most excellent dialogues. Whenever a popular novel is converted into a movie, that too with a huge star cast the expectations of people with the movie rise and with that it is a popular phenomena that people compare novel and the movie. Where words and the feel of the novel attract readers, huge star cast with great dialogues attracts audience in the cinema. Where the novel â€Å"All the King’s men† is not a linear novel, reader can easily get confused at various points as the nature of the novel is anti-chronological. Time Travelling is an important factor in the novel and it often confuses the reader regarding realizing which time period they are in (New York Times,2006). The novel start with the setup in year 1936 where protagonist, Jack Burden remembering a road trip in the year 1933 to Mason city with Willie Stark, Tom Stark who is Willie’s son and Willie’s wife Lucy Stark. They talk about political pressure which Jack’s mentor Judge Irwin was facing. In the novel the conflict between Jack, Willie holds importance as it is the initial stage of the novel and the readers are in good grip of the characters. The readers can now well judge the shady elements in the characters. Judge Irwin is old so the readers can symthatise with him as well. The question which comes in the minds is why all this is happening because they are good friends and they share such a close relationship, what went wrong. The novel is very impactful at this stage and leaves the reader with a question of why this is happening. Movie captures the scene well too but the words expressed in the novel and the feelings which are expressed are more effective in the novel compared to the book. Jack goes in the year 1922, there is a lot of time travelling in the novel which sometimes confuses the reader as well. The Film however is set during early 1950s in Louisiana except for the flashbacks, where the well dressed and popular amongst all and also witty Willie Start is made the governor through the support given to him by the lower social classess.( Movie: All the King’s men) His supporters are his bodyguard friend Sugar boy, the journalist Jack Burden, Tiny Duffy and Stark’s mistress Sadie Burke who will help him against the upper class. Apart from the time setup in the novel and the movie there are some other prominent differences in both as well, from the character development of the Sugar boy who in the book is totally following Willie’s every move however in the movie he plays a silent bodyguard. (Empire Magazine,2006). Another important factor or the dissimilarity is the character development of Jack. Jack’s character in the book is a very complex. He is cynic and indifferent towards life. Jack’s excessive love towards character of Anna Stanton is clearly seen in the book, also Jack’ s anger in the book is far more impactful when he figured out that Willie has taken Anne as a mistress. The movie however was just partially successful in capturing the emotional side of Jack’s character. Particularly, his philosophical discussion in the novel about what he calls "The Great Twitch" is missing in the film. In keeping with the era of the 1930s, Jack is also fairly racist by standards of a later era, an aspect that is not portrayed in the film.   One major setback of the movie was removing Tom Stark’

Yundi Li's piano concert Essay Example | Topics and Well Written Essays - 750 words

Yundi Li's piano concert - Essay Example The paper tells that Yundi has a very fantastic interpretation and recreation of the Scherzi. This may be the first time that the ‘chopin humour’ is heard in any of these pieces. Yundi is also keen on giving the much needed emphasis to the left-hand, where one only wonders, isn’t it just amazing that someone can actually play in this way? Then in comes the Liszt Sonata. The Liszt Sonata is among the best recordings ever. Yundi gives it justice with his amazing skill and passion. It is now evident that Yundi is not just any other virtuoso. Yundi is impressed by the amazing and shattering way especially on the emotional part of the piece, at that point where Liszt struggled with his other side character. Yundi’s mastery of every subtle nuance for each lyrical part of these pieces in music is just amazing as it is not often heard from other artists. There are also smooth transitions from one theme to the other, and the audience is seen to be obviously moved an d is in sync with the performance, where you get yourself asking, is there going be Liszt’B Minor Sonata better than this? Yundi is seen to be one of very deep feeling as he plays, as it is not always, that’s one will find a pianist gets immersed very deeply in the music during their performance. We can say that music flows out of his fingers and in a very natural way which results in such a very deep feeling. As a gifted young artist, Yundi Li, uniquely distinguished from most his contemporaries by his ability to put a personal stamp on each work, and putting eccentricity to very fine detail. He is an inspirational artist that is keen on delivering performances of equal and standard quality, outlining different circumstances. Skill is portrayed in the first Scherzo as he plays with controlled wild abandon that matches its temperament. There are very slim chances of none of hearing another performance which so clearly risks everything for the inspiration of a moment. T he same can be seen from the three Scherzi that follow. He plays with the equal heroism of the second and is balanced more by the brooding character seen in the third, and the fourth which is slightly lighter. The Liszt Sonata which is mighty and greatly difficult to control is brought to its knees as Yundi plays it with such amazing virtuosity, which he combines with such breathtaking sensitivity. The Liszt seems to break under its great length and its varying mood swings, which later starts to grow in its stature as it goes on. It is not surprising that by now the audience grows ecstatic as it responds to the now built unforgettable event. One

Discuss how mass production transformed architecture by focusing on Research Paper

Discuss how mass production transformed architecture by focusing on either canonical works of modern architects or the works of - Research Paper Example This article shall discuss how mass production transformed architecture, mostly focusing on either canonical works of modern architects or the works of non-architects. Body The introduction of computers have transformed design processes as well as design economics as it has also changed the quality of products which can be secured. The design software which designers have come to use has shifted from being a discerning environment and concept to a more generic mass produced design. The quality, the artistic-focused design as well as the modified quality of buildings, mostly homes, based on architects have generally been indicated for the rich and privileged members of society (Mumford, 2003). However, the traditional concept of prefabricated buildings also includes in the discussion a different type of craft not often seen among the low and middle class. Prefabs seem to be the answer to the issues on governmental housing systems, emergency shelters, as well as the need to secure envi ronmentally friendly homes (Friedman, et.al., 2013). Just as museums have guaranteed for art, the prefabrication exports effective work for the general public. This is known as the commoditization of architecture and this paper shall further discuss the need for a strong interest in prefabs and related commoditization. Prefabs are generally an encompassing term. It is easily understood within the concepts of non-architects with great interest in architecture (Harker, n.d). It is often viewed with confusion by those who are not aware of design concepts. Prefabs also do not present with a specific definition, one which would allow for a strong appreciation and showing in the market. In general, all the houses are created in the US with prefabricated elements, but mostly, they do not have the necessary elements which would indicate that they are genuinely prefab (Harker, n.d). Modular housing is generally associated with prefabricated housing, but should also not be confused with manuf actured housing, within the concepts relating to construction quality as well as associated processes. Although the manufactured homes bring up different ideas on mobile housing, which are not nearly acceptable, modular housing presents more attractive site-assembled parts. Moreover, the Building Research Establishment in Scotland indicates that prefabs, whether they be of full volumetric indication or founded on component application, the need only covers construction applications, not the end-result or product (Phillipson, 2001). In general, there are different elements of prefabs: the kit home, the panels, and the volumetric modules (Blauvelt, 2007). The kit home refers to the parts which would be delivered on site, already packed with different parts to be assembled. The panels call for additional on-site work. One of the panels is delivered in large panels, including the walls, the roof, and floor; the rest are put together by skilled labourers (Buchanan, 2007). The module home covers a complete and defined prefab home. The different parts of the home are built in the factory with all the necessary parts built together, unless the different parts are used due to issues in the transport (Blauvelt, 2007). Moreover, the volumetric module is at 90% completion after shipment. As such, securing results from delivery to the handling of keys covers a

Regression Analysis & T-Test Assignment Example | Topics and Well Written Essays - 1500 words

Regression Analysis & T-Test - Assignment Example Based on a thorough analysis of the data provided do you think that there is evidence to support the company’s current patterns of spending? That is, do you think either radio or newspaper adverts have a sufficient impact on income to justify the expense? What recommendations would you give regarding future spending? Once again, support these recommendations with appropriate statistical outputs such as correlation coefficients, fitted line plots and regression output and perform appropriate hypothesis tests. Explain and discuss the output and analysis and give appropriate advice.The correlations matrix shows that there is a strong positive relationship between profits and radio expenditures (that is, the higher the radio expenditures the higher the profits made); with a coefficient of 0.802, this shows indeed a strong positive relationship that exists between the two variables (profits and radio expenditure). The relationship between profits and newspapers expenditure is howev er negative; that is the higher the newspaper expenditures the lower the profits.From the regression table above, we observe the value of R-squared to be 64.4%; this implies that 64.4% of variation in the profits (dependent variable) is entirely explained by the two independent variables (radio and newspaper advertisements). The p-value of the overall model is 0.000 (a value less than ÃŽ ±=0.05), leading us to reject the null hypothesis thus concluding that the overall model is appropriate and fit and that the two independent variables.

Compound Interest and the Power of Saving Essay

Compound Interest and the Power of Saving - Essay Example Interest in a nut shell is the cost of buying and selling money. The Banks buy money from you when you deposit money in the savings accounts or Certificate of Deposits at the Banks. The Banks give you a rate of interest on those accounts. But what do banks get out of that They then sell the money through loans and credit cards. So let us suppose the Banks give you 3% interest rate on the savings account and get 8% interest rate on a loan they give out. Essentially they make a profit of 5 % on that money. Now what is compounding of interest Simply put when interest is being paid on some money, that interest is added to the money and then the interest clock starts ticking on the new amount. Though it does not particularly sound exciting it is a very powerful concept and if utilized well can financially benefit anyone who understands it. To understand this concept an old parlor trick question can help. That question is, what would you prefer $1000 everyday for a month or a penny doubled everyday for the month (i.e. 1 cent the first day 2 cents the second day 4 cents the third day etc.). The mathematically astute person knows that this is a no contest and the person taking the penny doubling offer wins by a huge margin. The compound interest can be explained like this .Simple interest as we already know is the interest that is derived from only the investment in a principal amount. Say we take $100 and put it in an investment for one year at a simple interest rate of 10%. We multiply the interest rate of 10% times the principal amount of $100 to derive an interest payment of $10. This seems fairly obvious and straightforward. But let's look at what happens in the second year if the interest is not paid out. In a "compound" investment, the interest is not paid out to the holder; it is built up within the investment. Consider our $100 above. If the interest was paid out after the first year, we would get our $10 in interest and have our original $100 still invested. If the interest is not paid out, however, we would have our original principal of $100 plus $10 in interest for a total of $110 at the end of the first year. This entire amount would bear the original interest rate of 10% for the second year. Not only would we get 10% or $10.00 in interest on the original principal of $100, we would also get $1 which is 10% on the $10.00 interest from the first year. Our total interest received would be $11. This would continue into the third year. At the end of the second year, since we have not paid out any interest, we would start with our $110 from the end of the first year plus the $11 we earned in the second year. This would give us a third year opening balance of $121 which would bear interest of 10% for the third year. Our 10% interest on $121 equals $12.10. Assuming we still don't pay out any interest, we will now have a total investment of $133.10. Well it still does not look too exciting. But let us extrapolate this further. If we leave t his $100 alone for about 30 years we will end up with a $ 1000. Now that is interesting but definitely not exciting. Well how about this using the same mathematics if you save a $100 a week in thirty years that is One Million dollars. Now that without any doubt is exciting. But this sounds too good to be true, so the skeptic in me says that most likely in 30 years Million dollars would be

Regression Analysis & T-Test Assignment Example | Topics and Well Written Essays - 1500 words

Regression Analysis & T-Test - Assignment Example Based on a thorough analysis of the data provided do you think that there is evidence to support the company’s current patterns of spending? That is, do you think either radio or newspaper adverts have a sufficient impact on income to justify the expense? What recommendations would you give regarding future spending? Once again, support these recommendations with appropriate statistical outputs such as correlation coefficients, fitted line plots and regression output and perform appropriate hypothesis tests. Explain and discuss the output and analysis and give appropriate advice.The correlations matrix shows that there is a strong positive relationship between profits and radio expenditures (that is, the higher the radio expenditures the higher the profits made); with a coefficient of 0.802, this shows indeed a strong positive relationship that exists between the two variables (profits and radio expenditure). The relationship between profits and newspapers expenditure is howev er negative; that is the higher the newspaper expenditures the lower the profits.From the regression table above, we observe the value of R-squared to be 64.4%; this implies that 64.4% of variation in the profits (dependent variable) is entirely explained by the two independent variables (radio and newspaper advertisements). The p-value of the overall model is 0.000 (a value less than ÃŽ ±=0.05), leading us to reject the null hypothesis thus concluding that the overall model is appropriate and fit and that the two independent variables.

Social development Essay Example for Free

Social development Essay Inclusion is viewed as a social development connected to a history of social policy reform in the United States beginning in the mid-1950s. Inclusion involves the processes of increasing the participation of students in, and reducing their exclusion from, mainstream curricula, cultures and communities. There has been a vigorous, ongoing academic debate between those who support and those who oppose the inclusion of special education students in general education classes. Much of this debate has taken the form of argument about the appropriateness of instructing special education students in classrooms with their general education peers or in separate, exclusionary spaces. When special education students are included in general education classrooms, they are expected to adhere to a modified version of the standard curriculum and are graded according to alternative standards. This work considers inclusion in the classrooms of Longview Public Schools. An overview of the national and local contexts for inclusion is presented, and then a high school theater arts class is portrayed from data collected over a fifteen-week period. The work concludes with a synthesis of the issues raised by the case-study and their implications for continued progress toward the goal of inclusion in American society and its impact on special needs students. Literature Review The idea of inclusive education was given impetus by two conferences set up under the auspices of the United Nations. The first of these, held in Jomtien, Thailand in 1990, promoted the idea of education for all; this was followed in 1994 by a UNESCO conference in Salamanca, Spain, which led to a Statement that is being used in many countries to review their education policies. The Salamanca Statement proposes that the development of schools with an inclusive orientation is the most effective means of improving the efficiency and ultimately the cost-effectiveness of the entire education system. The International Journal of Inclusive Education, established in 1997, encourages the same broad conception of inclusive education as ourselves, involving an examination of all the processes of inclusion and exclusion in education. Among those who anticipated the failure of mainstreaming during the 1980s, many challenged the institutional practice of special education, calling for widespread reform (see Reynolds, Wang, and Walberg 1987; Sarason and Doris 1982; Skrtic 1986; Will 1986). The radical restructuring of special education urged by Skrtic (1986) has yet to occur, although some states have attempted special education reform, often in concert with general education reform (Ferguson 1995; Thousand and Villa 1995). However, so-called â€Å"systemic reform† of special education is far from the norm in the United States (Roach 1995). Skrtics (1995) theoretical analysis of the field of special education aims for excellence, equity, and adhocracy through a deconstruction and reconstruction of both general and special education for a post-industrial economy in the twenty-first century. He maintains that an alternative paradigm, that of critical pragmatism, is necessary to reconstruct special education and disability. Without it, the current inclusion debate will not â€Å"resolve the special education problems of the twentieth century†¦ [but] will simply reproduce them in the twenty-first century† (p. 80). He argues that critical pragmatism enables individuals to continually evaluate and reappraise the â€Å"political consequences of a professions knowledge, practices, and discourses by critically assessing them and the assumptions, theories, and metatheories in which they are grounded† (p. 91). The authors of the book From Them to Us: An International Study of Inclusion in Education (Ainscow Booth 1998) used the terms special educational needs or just special needs to categorize pupils with learning difficulties, physical impairments and behaviour disorders. Such terminology implies that there is a division to be drawn between â€Å"normal† and â€Å"less than normal† learners. It implies exclusion, as pointed out by Booth (1995, p. 99). The term integration is still in use among teachers although officially, at least, it has been replaced. When referring to integration, teachers mean the presence in ordinary schools of those children who used to be transferred to special schools or special classes. One of the writers on normalization (Solum 1991) has tried to replace integration with the term anti-segregation. This has a more positive connotation in that it takes for granted that nobody is segregated at the beginning and, therefore, the challenge is to see that everybody remains within the regular school. For many involved in the current debate on inclusion, it is evident that the questions raised by Sarason and Doris over a decade ago remain unanswered, diluted by concerns that locate this endeavor within an educational rather than a societal discourse. The current literature on inclusion in the United States documents the way the practical realities related to inclusion continue to obscure the â€Å"charity† needed to frame the moral issue (Zigmond et al. 1995). This literature, in combination with the concerns of Sarason and Doris and the warnings issued by Skrtic, challenge the success of inclusion. And yet, at this particular moment schools continue to grapple with inclusion: an ill-defined, and yet, ever-increasingly accepted and widely practiced reform.

A Literature Review Regarding Virus Protection

A Literature Review Regarding Virus Protection Although most of the people think that there is nothing to do a research in the area of computer virus protection, there are more and more things to research as everyday more than 200 computer malware are created by the virus creators. In the modern world most of the people are using computers in their day-to-day activities. So it is more important to have knowledge of computer viruses and protecting the computers from those viruses. begin{sloppypar} end{sloppypar} Identifying what the computer viruses are, their types, the threat to the computer from computer viruses, the present situation of computer viruses and prevention mechanisms from the computer viruses are the objectives of this literature review. end{abstract} section{Introduction} As the usage of the computers and creation of computer viruses are increasing all over the world, every computer user began to search about the computer viruses. But there are other various kinds of software like worms and Trojans that can do some harm to the activities of the computer other than the viruses. Although they are different from computer viruses, the computer users are used to call those other types of malicious software viruses. begin{sloppypar} end{sloppypar} Though there is no any real definition for the computer viruses, they can be considered as special kind of software programs that have the ability of self replicating over executable files reside in the computer and do some interruption to the activities of the computer. As the computer viruses are spreading only when the executable files are executing, the viruses can effect only for the executable files in the infected computer. So most of the time the files with .EXE , .COM , .BAT , .SYS extensions are infected. A computer virus can be written with a few lines of programming codes in any programming language. Any person who has a personal computer can write a computer virus and send it to another computer or system far away from the computer which produced the virus through a network or any disk. These viruses can destroy any massive computer system or network easily within few seconds. begin{sloppypar} end{sloppypar} Computer viruses which do less harm to the computers are only spreading over the computers and computer networks. They do not do any dangerous harm to the computers other than just replicating them in the system. The most dangerous type of viruses effect to the computers by changing the content of the files, partially of completely deleting the files reside in the computer. The data stored in the computer can be lost by infecting these kinds of computer viruses. These types of computer viruses cannot be catch by examining the files in the computer. But only the destruction they have done to the computer will remain. So capturing these viruses is the more difficult thing. begin{sloppypar} end{sloppypar} Preventing or protecting from computer viruses not only mean installing an anti virus program and scan the files by getting use of the anti virus program but also awareness of the computer viruses or malicious software and practicing best practices when using a computer. But most of the time most of the computer users trust various anti virus programs to protect their systems against computer viruses. Various anti virus programs use various methods or procedures to capture viruses and other types of malicious software. But with any of the computer protection method, they cannot fully protect the computer from computer viruses or malicious software. The next session of this review is considered about what are the types of Malware and how they infected to computer system. cite{1} newpage section{Types of malware} There is no standard method to categorize viruses into various types. But when we consider current situation of computer viruses in the world we can basically declare types of malware as follows, begin{itemize} item Trojan item Worms item Viruses end{itemize} subsection{Trojan} Trojan viruses do not reproduce in the computer but after a Trojan virus enters into the computer they just allow the outside persons to read the files reside in the computer. Usually Trojans steal passwords and send e-mails to hackers. Then the hacker will get the control of the users account. cite{2} subsection{Worms} Worms are kind of computer viruses copy and spread over the computer networks. It does not need a host to spread. Once they multiplied in a computer, the copied viruses scan the network for further multiplying and spreading via the network.cite{2} subsection{Viruses} Computer viruses are a program, a block of executable code which attaches itself to. It overwrites or replaces some code of computer program without knowing of computer user. A virus always needs a host program to reside. The virus is in its idle state till the host program it resides executes. When the host program executes the bock of code of the virus also executes and searches for another location which it can infect. The computer viruses can be categorized into number of categories like Resident Viruses, Direct Action Viruses, Overwrite Viruses, Boot Viruses, Macro Viruses, Directory Viruses, Polymorphic Viruses, File Infectors, Companion Viruses, FAT Viruses. cite{2} begin{itemize} item Resident Viruses Permanent viruses reside in the RAM item Direct Action Viruses This type of virus spreads and does its work when it is executing. item Overwrite Viruses These viruses delete the content of the files reside in the computer. item Boot Viruses This kind of virus infects to a boot sector of the hard drive or floppy. A boot virus can be infected to the boot sector of the computer by booting the computer from an infected floppy disk. item Directory Viruses These viruses change the path of a file. item Polymorphic Viruses These are encrypting their own code with different algorithms every time they enter into a system. item File Infectors Infect programs or executable files. They infect to a file when the program attached to it executes. item Companion Viruses These are working like resident viruses or direct action viruses. item FAT Viruses These infect to the file allocation table. item Macro Viruses This kind of virus infects to the files that have created using programs that contain macros. Currently most of the times they are affecting to Word 6, WordBasic and Excel as macros are created by WordBasic. In the present situation of the computer viruses, 15 percent of the viruses are macro viruses. On daily basis macro viruses are created by the computer users in their machines. New macro viruses are creating due to corruption, mating and conversion. Macro viruses are the most destructive kind of a virus. Most of the traditional anti virus programs are unable to detect those new macro viruses. cite{2} end{itemize} newpage section{How Viruses affect and infect to the system} begin{figure}[h] par includegraphics[bb =0 0 100 325 ]{virus.png} caption{Malware Detected by Year} cite{10} par end{figure} If the virus generation speed is greater than its death rate, a virus can easily spread within a short period of time. Figure1 shows how Malware spread with time. All the computer viruses do not activate at the time they enter into the computer. But sometimes they activate after some period of entering it into the personal computer or computer system. Some of them will never activate and some will activate and do harm to the files in the system or change the content of the files, format the hard disk, show a picture in the background. begin{sloppypar} end{sloppypar} There are lots of ways which a virus can enter into a computer. Most of the time, they spread and enter into a new computer through a computer network. With a removable media, it is possible to spread a virus. By downloading some games or software through a web site, a virus can enter into a new system. In the past there was a guarantee that the web sites do not contain viruses. But in the present situation, there is no guarantee that the web sites do not contain viruses. begin{sloppypar} end{sloppypar} Trapdoor is another common way of entering a virus into a system. Trapdoors are sometimes created by the programmers who developed the software to avoid going through the security procedure or avoid entering passwords during the period of time the system or software is developed. As a trapdoor is a way to enter into a system without entering a password, a virus can easily enter into a system through a trapdoor. begin{sloppypar} end{sloppypar} If have the attention to the new computer viruses, the code of some newly created computer viruses are encrypted so that the anti virus software cannot catch them. cite{3} section{Protection from computer viruses} To spread a virus from one computer to another, it should have the permission or ability to execute its code and do some modifications or completely delete the files other than the file the virus currently residing. According to those facts, protection from computer viruses means prevent the computer virus from copying it self to another location, the computer virus does not contain or avoid modifying or deleting the other files the computer virus does not reside. begin{sloppypar} end{sloppypar} If the content of a file has modified or edited without knowledge of the user, the user can suspect that a virus has been infected to the computer. Other than that when a virus has attacked a system, sometimes the performance of the computer can be reduced, various error messages are displayed or use some storage space from disk drives unexpectedly. begin{sloppypar} end{sloppypar} Worms normally find addresses to spread and they capture the addresses in three ways. Worms begin{itemize} item Randomly generate addresses item Find addresses in system tables item Find addresses in a program end{itemize} Protection against worms can include, begin{itemize} item Put passwords that cannot easily guess. item Remove some processes which reveal the secured data in the system. item Apply some solutions to the bugs. end{itemize} As worms are rapidly spread over networks and they are trying to overload the networks, protecting from worms include monitoring network activities and do isolation and deactivation of some parts of the network. begin{sloppypar} end{sloppypar} When it comes to protecting computers from viruses, the simplest things the user can do is always backup the data reside in the computer. But it is not a proper solution to deal with the computer viruses. As most of the computer users are now aware of the computer viruses they control write privilege to computer programs. After infecting a virus to a program since it changes the content of the file, there are some kind of software that can be used to check the content for irregular changes in its content. cite{4,12} section{Anti virus software programs} When protecting a computer from computer viruses with the help of an anti virus program, the service providers of those anti virus programs are providing their service to its clients in number of different ways. Some of the vendors or anti virus software are waiting for a request from a user for their product. After the client or the user requests, the service provider provides their service to the user. Another kind of anti virus vendor automatically downloads and installs their product into clients machine without the knowledge of the user. Some of the vendors are sending emails to the computer users mentioning the availability of their product. However some of those above mentioned ways have some ethically not relevant procedures. begin{sloppypar} end{sloppypar} Though thousands of anti virus programs, designed by programmers are there to detect computer viruses, they cannot play a perfect role in detecting computer viruses. More viruses are written for a new platform is the reason for that. To detect those new viruses, new detection technologies should be invented. There are number of computer virus detection methods. begin{sloppypar} end{sloppypar} Over some years ago, only the known viruses could be detected by anti virus programs. What those anti virus programs did were, selecting a string from known viruses and when a scan for viruses is started, anti virus program searches for files include that string and detect that file as an infected file. This method of detecting computer viruses looked only for static characteristics of known computer viruses. But as thousands of computer viruses are creating within a year, the industry people started to create anti virus programs that are detecting unknown computer viruses too. These methods are called heuristic method. begin{sloppypar} end{sloppypar} As computer virus infection has become a huge threats to who owns a computer and who uses computers. Most of the computer users are today getting the service of an anti virus program to detect malicious software or computer viruses. Getting use of an anti virus software is the most secured and popular way to protect the computers from malicious software. Anti virus programs identify the malicious software in two main approaches. begin{itemize} item They use a string matching approach to identify previously known viruses or malicious software. item The second method the anti virus programs use is capturing abnormal behaviors of any computer program running on the computer. end{itemize} begin{sloppypar} end{sloppypar} In string matching approach, the anti virus programs are getting use of a virus dictionary which contains the codes of previously known viruses. When an anti virus program starts to scan a file it refers to the virus dictionary and when it finds a block of code in the scanned file which also included in the virus dictionary, it quickly takes an action against the suspicious file. cite{5} begin{sloppypar} end{sloppypar} If an anti virus program uses capturing abnormal or suspicious behaviors, it monitors the behavior of the file which is scanning and if the file behaves abnormally the anti virus program detect the file as infected file an take an action against that. By using this method, the new viruses can also be detected. cite{5} subsection{The problem in virus dictionary method} As virus creators are now aware of virus detection methods, they are now writing the viruses so that the codes of the virus as encrypted codes when it is in a program. Otherwise they write the virus programs so that the code of itself doesnt look same as the real code of it. Because of those two reasons, the anti virus program cannot detect the infected file by matching the strings using the virus dictionary. The other problem of this method is it cannot detect a new virus which doesnt contain in the virus dictionary. subsection{The problems of detecting a virus by its behavior} As this method is searching for a suspicious behavior of the file that is being scanning, a files that shows abnormal behavior which has not been attacked by a virus or malicious software can also be detected as an infected file by the anti virus program. If the user gets an action against that file sometimes that non infected file can also be deleted. So modern anti virus programs do not use this approach to detect a virus. There are some fake anti virus software which do not clean or protect the computers. These fake anti virus software come with names which are similar to other real anti virus software. When a user sees such a fake anti virus software the user feels that this ant virus software is a real one and then he install than fake anti virus software into the computer. After installing that fake one in the computer, it displays fake messages saying there are some viruses in the computer and to remove it from the computer pay some amount of money. As these kinds of fake anti virus software are there with only the aim of earning money, the computer users must aware of that kind of fake anti virus software too. begin{sloppypar} end{sloppypar} Although there are so many anti virus software to detect computer viruses, the latest computer viruses cannot easily be caught by even the latest anti virus software programs as the code of virus is encrypted. What the virus creators do to hide the source code of the virus is encrypting the code of the virus and sends it to the computers. So the anti virus software cannot easily understand the code and they cannot catch that file as a suspicious file. Some virus creators encrypt the code and keep the key to decrypt in another file to make it more difficult for the anti virus software to find the virus. But good anti virus software, which have used good algorithms, should be able to detect those computer viruses too. cite{6,7} subsection{Most trusted anti virus software} cite{11} begin{itemize} item BitDefender Antivirus 2010 BitDefender is using advanced heuristic detection method and provides protection against online viruses, spyware,phishing scams and more. This provides protection by scanning web, IM and emails and this is capable of encrypting the IM s too. One of the new features BitDefender looking for is Active Virus Control which monitor the behavior of a file continuously. cite{13} item Kaspersky Anti-Virus 2010 Provides protection from viruses, Trojans, bots, worms and spyware. The interfaces and tools used are advanced but this provides agreat protection against most of the real threats. cite{14} item Webroot AntiVirus with SpySweeper 2010 This is a desktop anti virus package and protect the computer from viruses,trojans,worms and other number of malware. This catches the malware before the malware does any harm to the computer. cite{15} item Norton AntiVirus 2010 Uses signature based protection. However provides a new features like the proactive reputation scanning. But uninstalling the software might cause some problems as its partial uninstallation. cite{16} item ESET Nod32 Antivirus 4 Kind of desktop anti virus software. But this doesnt provide a complete security and misses some protection. This is not in the competition with other anti virus software. cite{17} item AVG Anti-Virus 9 Includes antivirus and antispyware protection. provides complette protection from harmful downloads and web cites. cite{18} item F-Secure Anti-Virus 2010 Great desktop anti virus. Has one of the most effective scan procedure and test results are shown to prove that. When installing this anti virus software, it has been automatically configured to remove the other anti virus software installed to the computer. cite{19} item G DATA AntiVirus 2011 Uses two distinct antivirus scanning engines, behavioral/heuristic protection, and even self-learning fingerprinting.This provides protection against malware spreading via emails and IM. The types of malware which are detected by this anti virus software are,phishing scams, dialers, adware, malicious scripts, Trojans, rootkits and worms. cite{20} end{itemize} section{Getting use of a firewall} The firewall is a kind of a program design to protect the computer from harmful things that are coming from the internet. Firewalls are divided into two categories as hardware firewall and software firewall. begin{sloppypar} end{sloppypar} Hardware firewalls are some kind of small hardware which can control the data coming from multiple computer systems. Software firewalls are kind of software that have the ability to block suspicious data coming to the computer from the internet. So to protect the computer from viruses and other kind of malicious software a software firewall and hardware firewall can be use. cite{5} section{Best practices to protect the computer from computer viruses} Though there are thousands of anti virus software are there, the computer users are also having the responsibility of protecting the computer when using the computer. They have to follow some best practices when they use a computer. begin{itemize} item Although the computer user is the owner of the computer he should not always log into the computer with the administrator privileges. If they log into the computer as a normal user, some kinds of viruses will not be able to enter into the computer. item A computer user should avoid from installing some anti virus software or some other software in some other persons computer. item As some viruses are coming with email attachments, when opening emails it is good to not to open emails from unknown addresses. item When downloading and installing anti virus software, download a recommended anti virus software. end{itemize} newpage section{Conclusion} According to the researchers, each and everyday over 200 computer viruses which can destroy a whole computer system within a few seconds are released by the computer virus creators. The worst thing that result an inflection is loosing data the reside in the computer. begin{sloppypar} end{sloppypar} Most of the time, these kind of destructions happen because of the lack of awareness of the computer users about the computer viruses. To mitigate the risk of infecting a computer virus to a users computer, the main thing we can do is make the computer users aware about the computer viruses, risks of infecting a computer virus and avoiding from computer viruses. begin{sloppypar} end{sloppypar} The people who have an idea about computer viruses most of the time trust anti virus programs. But just installing an anti virus software is not enough to protect the computer from computer viruses. The computer users also have the responsibility to protect the computer from computer viruses. As most of the time the computer viruses can come with the e-mail attachments, the e-mails from unknown addresses should not be opened. When downloading something from a web site the users should use only the trusted web sites and recommended software. But now there are nothing called trusted web sites. Even the software downloaded from Microsofts web site may contain viruses. Some viruses cannot enter into the computer if the user is logging into the computer with user privilege. So it is good to normally log into the computer with the user privilege. As viruses attack only the executable files, the write permission to those files can be restricted. begin{sloppypar} end{sloppypar} After installing an anti virus software program in a computer,to get the best protection from that anti virus, keeping it up to date is more important. But though there is an anti virus program installed in the computer, when plugging external removable devices into the computer, it should be scanned. begin{sloppypar} end{sloppypar} But the final conclusion which can come through this review is that though there are many protection methods,that are available in the world, a computer user cannot be completely safe from the computer viruses. That means any of the computer protection methods is not perfect in protecting computers from computer malware. newpage begin{thebibliography}{widest entry} bibitem{1} Markus Hanhisalo,emph{computer Viruses},Available at:http://www.tml.tkk.fi/Opinnot/Tik-110.501/1997/viruses.html# 1.Introduction% 20to% 20Computer% 20Viruses bibitem{2} Top Bits,2010, {http://www.topbits.com/types-of-computer-viruses.html} bibitem{3} McAfee,emph{An Introduction to Computer Viruses and other Destructive Programs},Available at: http://www.mcafee.com/common/media/vil/pdf/av_white.pdf bibitem{4} Stanley A. 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Pfleeger,Shari Lawrence Pfleeger emph{Security in Computing (4th Edition) } bibitem{13} emph{BitDefender AntiVirus Review },http://anti-virus-software-review.toptenreviews.com/bitdefender-review.html bibitem{14} emph{Kaspersky Anti-Virus 2010 },http://anti-virus-software-review.toptenreviews.com/kaspersky-review.html bibitem{15} emph{Webroot AntiVirus with SpySweeper Review },http://anti-virus-software-review.toptenreviews.com/webroot-antivirus-review.html bibitem{16} emph{Norton AntiVirus 2010 },http://anti-virus-software-review.toptenreviews.com/norton-review.html bibitem{17} emph{Trend Micro AntiVirus + AntiSpyware },http://anti-virus-software-review.toptenreviews.com/pc-cillin-review.html bibitem{18} emph{AVG Anti-Virus 9 },http://anti-virus-software-review.toptenreviews.com/avg-review.html bibitem{19} emph{F-Secure Anti-Virus Review },http://anti-virus-software-review.toptenreviews.com/f-secure-review.html bibitem{20} emph{G DATA AntiVirus 2011 },http://anti-virus-software-review.toptenreviews.com/antiviruskit-review.html end{thebibliography} end{document}