19th and 20th Century Gender Expectations in Literature Essay Example for Free

19th and 20th Century Gender Expectations in Literature Essay The late 19th century produced a myriad of successful authors, poets and play-writes that often incorporated the local customs, traditions and expectations of the time (and perhaps their own experiences) into their work. A fact of the times, even into early 20th century, is that women were not equal to men and the expectations of women were not equal as well. This point will be illustrated by comparative analysis of two separate forms of literature: Tristan Bernard’s humorous play I’m Going! A Comedy in One Act, and Kate Chopin’s short story â€Å"The Story of an Hour. † Authors can use plays, stories or poems to bring us into their world, and through imagination we can connect with them, if only briefly, and enjoy their point of view and what they are trying to convey. Through their writing, they are actually giving us a look at history and through that snapshot of time we can see the differences between society’s expectations then and now. Tristan Bernard’s (1866-1947) I’m Going! A Comedy in One Act (1915), (Clugston, 2010a), is a play set in Paris about a married couple (Henri and Jeanne) who on a Sunday morning are trying to decide how they are going to spend their day. Henri wants to go to the races but he wants Jeanne to stay home, though she wants to go with him, or to see her friend (Clugston, 2010a). The theme of the play is one of distrust and manipulation, as each truly wants to spend the day on their own, and at the end of the play that is exactly what they do (Clugston, 2010a). See more: Analysis of Starbucks coffee company employees essay In this play, Bernard uses the setting of the stage and symbolism to convey to the audience a sense of separate desires of the couple starting with the opening scene when Henri and Jeanne enter and sit on opposite sides of the room (Clugston, 2010a). Bernard, in fact, used symbolism in many of his works, and exploited the psychoanalytical technique to draw his dramas together (Degasse, 2008). What one really has to look through the mist to see, however, is how Bernard incorporates society’s expectations (or double standard) of women in  Paris (and throughout the world, really), though in a humorous and dramatic style, into the play. One has to keep in mind that the male audience of that time probably had the same attitude and beliefs as the character Henri, and though it may have been viewed as right or wrong, women were expected to be subservient and obedient while the male was allowed further freedoms. Henri wants to goes to the races alone, and ultimately, that is what he does while Jeanne stays home, but let us look deeper at the play and uncover the nuances that show the inequality of the times and how Bernard conveys that conviction. After Henri and Jeanne’s initial entrance and they set down, the first thing that happens is Henri makes a comment about how every Sunday the weather is nice until noon, then its cloudy and rainy or there is an advancing thunderstorm (Clugston, 2010a). This verbal observation of the weather may be a metaphor and actually provide two meanings; one is that it is in fact rainy and Henri is setting a negative atmosphere for Jeanne who expects him to take her out for the day, and the other could be the weekly Sunday dilemma of Henri trying to go to the races without Jeanne. The rainy, or soon to be, day also sets a tone of despair, but provides Henri with an excuse to go to the races alone and save him and his wife the additional cost of a carriage in order to avoid the rain, and additional cost of a ladies ticket (Clugston, 2010a). In truth, it is just a manipulation of the circumstances for Henri to try to dissuade Jeanne in joining him at the races (Clugston, 2010a). Then in Bernard’s I’m Going, A Comedy in One Act (1915), Henri recommends a promenade (a walk) with his wife instead of accompanying him to the races and Jeanne responds â€Å"Yes, up the Champs-Elysees together! And have you looking daggers at me all the time! Whenever I do go with you, you’re always making disagreeable remarks. † Henri responds with â€Å"Because you are in a bad humor – you’ll never give me your arm. † (Jeanne called him on his bluff, because he really doesn’t want to take a walk either), (cited in Clugston, 2010a, 1. 1. 26-29). She has no real intention of going for a walk with him as she did not intend to go to the races, but does not want to see him go alone to the races and enjoy himself alone, either. This is another example of manipulation; her manipulating him and vice versa, and starts the back and forth farce of both supposedly wanting to spend the day together when they really do not (Clugston, 2010a). When Jeanne decides Henri can go to the races alone because she intends to go see a friend, Henri decides he will stay at home and not go to the races (Clugston, 2010a). This is an obvious representation of the husband not trusting the wife, and even though she has given sanction to him to proceed, he abandons all intentions to leave because of his suspicion of her meeting with her friend and also perhaps meeting another man. The deception between both characters is obvious at this point in the play but not obviously clear as to why. Though we know by this point that Henri’s intention has always been to go to the races alone, it is not yet clear why Jeanne reacts the way she does. Is it that she is abused, or expected to stay home alone while Henri goes to the races, or does she have her own nefarious agenda, or both? Finally, and after much back and forth ruse of both characters, Jeanne decides to stay at home alone and lets Henri leave for the races alone, only to delight in the fact that she can spend her afternoon working on hats and enjoying chocolate at home as detailed immediately after Henri departs for the races in Bernard’s I’m Going! A Comedy in One Act (1915), (cited by Clugston, 2010a, 1. 1. 81-185): (Waits for a moment, listens, and hears the outer door close, then rises, and goes to the door at the back. She speaks to someone off-stage) Marie, don’t go before you get me a large cup of chocolate. Bring two rolls, too. Oh, and go at once to my room and bring me my box of ribbons and those old hats. (She comes down- stage, and says beaming) What fun I’ll have trimming hats! Throughout this play Jeanne is expected by Henri to stay at home while he enjoys the afternoon alone, and despite the opposition Jeanne gives him, she eventually desists and Henri has his way while she is left at home. This is an excellent example of how women were treated by their husbands then as compared to how most men and women interact today. There was probably no other recourse for the character Jeanne but to resolve herself to some enjoyment at home with her hats, and chocolate, and rolls. It could be argued that that is what she wanted all along, that she only wanted a reassurance that her husband loved her, but probably not, more than likely she simply had no other choice than to occupy her Sunday alone as best as she could and succumb to her husband’s wishes. There stands some ambiguity as to whether they really love each other, or if Jeanne is simply stuck and cannot get out of the situation she is in. Sixteen years earlier than the play by Tristan Bernard discussed above, but in the same era of male dominance, Kate Chopin (1850-1904) wrote several short stories and novels which also depict the sexist plight of women in her time and the choices they had to endure in order to survive, including quite possibly domestic violence in a time when no recourse was available (Tate, 2000). Unlike Bernard, who was a renowned writer at the age of 25, Chopin was considered a feminist, and as a young widow who had to raise six children alone when she lost her husband to swamp fever, she eventually succeeded by turning to writing and was widely accepted in the southern United States literary circle (Tucker, 1996). Much of her writing incorporates her own life experiences and tribulations, such as â€Å"The Awakening,† (1899) which depicts a 19th century woman who is adulterous, but maintains her strength and individuality despite of what society thinks about her (Tucker, 1996). It is of little doubt that Kate Chopin was of the same opinion and character of many of those characters in her stories. According to Leary (1968), much of her writing â€Å"Speaks of marital unhappiness and of dangers which lie in wait for people who do as they want to do without concern for other people† (p. 60). Kate Chopin’s â€Å"The Story of an Hour† (1894), (Clugston, 2010b), is written clearly and succinctly leaving little room for ambiguity or misinterpretation. Chopin’s direct style of writing draws the reader in quickly and gives immediate insight to what is happening and what the feelings of the characters are, thus increasing the understanding of what the author is trying to convey. Like Bernard, Chopin uses symbolism and tone to enhance the (in this case) imaginary setting to further the reader’s experience. Unlike Bernard, Chopin’s form was short stories and novels instead of plays to be performed in front of live audiences. It is also important to look at Kate Chopin from a biographical/historical perspective to realize Chopin has also used life experiences as a basis for some of her characters: in this story Mr. Mallard has reportedly been killed in a train accident, while in reality Kate Chopin’s father really was killed in a train accident (Tucker, 1996). According to Seyersted, (cited in Kelly, 1994, p. 332), after critiquing â€Å"Athenaise,† he states that â€Å"In spite of its ‘happy ending,’ this tale is, on a deeper level, a protest against woman’s condition. Seyersted is undoubtedly referring to women’s struggle at that time for equality with men. Closer comparison of this story with Bernard’s play will bring to the surface many similarities of the uphill struggle women of this era endured and how it is depicted and evident in our literature. In Chopin’s â€Å"The Story of an Hour,† the main character, Mrs. Mallard receives word at home that her Husband had been killed in a train accident, she was distraught and crying, and when this subsided, she retires alone to a large armchair facing an open window in her room (Clugston, 2010b). This initial reaction to her loss seems fairly normal up to this point in the story, but then the Narrator describes what Mrs. Mallard sees, smells and hears from the open window, using symbolism and tone to describe a renewal in life, as described in Chopin’s â€Å"Story of an Hour,† (cited by Clugston, 2010b, para. 5): She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. As the story unfolds, Mrs. Mallard feels an emotion coming to her which she initially cannot identify, but ultimately does identify it; it is relief and a sense of a newfound freedom (Clugston, 2010). But why would she feel this way now unless she felt oppressed or abused when her husband was alive? A better description of what Mrs. Mallard had endured under her Husband’s rule and what she imagined the future to hold is stated in the story: â€Å"There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature† (cited in Clugston, 2010b, para. 14). The Author is speaking to the reader about this issue in 1894, a very bold and controversial statement for a time in which women were not expected to behave this way. Nearing the end of the story Mrs. Mallard finally accepts her newfound freedom and rejoices to herself â€Å"Free! Body and soul free! † (cited in Clugston, 2010b, para. 19), only to be persuaded out of her room by her sister and lead downstairs just as her husband comes through the front door, he was in fact not dead after all (Clugston, 2010). Mrs. Mallard died upon seeing her husband though the doctors said it was heart disease (earlier in the story it does mention she had a weak heart), (Clugston, 2010). One has to wonder though, did Mrs. Mallard die from heart disease or is this another symbol the Author uses to express Mrs. Mallard (or any oppressed woman) would rather die than give up her freedom and individuality? Tristan Bernard’s I’m Going! A Comedy in One Act is a play written by a man in France sixteen years after Kate Chopin’s â€Å"The Story of an Hour,† which is a short story written by a woman in the United States. Though there are differences in the Authors, origin, form, audience or reader, some compelling similarities exist; the time they were written (1915 1894, respectively), that both Authors incorporate issues of the time into their work, and perhaps most importantly, they both display the subservient, oppressive place which women are expected to take in the 19th and 20th centuries.

Research Study Quantitative

Research Study Quantitative Question # 1 Purposes and benefits of sections of Independent study My independent study is related to quantitative research model. Purpose of the quantitative research is to do numerical summaries, generalizations across populations and comparisons between populations. It includes few variables (Delay time, work order, number of different products) and many cases (Five sets of data with each set consisting of 500 products). These quantitative research methods use experimental designs. The various experimental methodologies are: Quasi Experimental Designs RCT: Randomized Controlled Trials Baseline Data Posttest Only Design Longitudinal Design Out of these experimental methodologies, my study falls under randomized controlled trails, where I generate a random data of five sets each set consisting of 500 different kinds of products. Introduction Purpose: The purpose of my study introduction is to provide background information for the readers for the research reported in the study. It establishes a framework for the research, so that readers can understand how it is related to other research (Creswell, 2003 p.73). It also establishes the issue or concern leading to the research by conveying information about a research problem (Creswell, 2003 p.74). In this, the problem is best addressed by understanding the factors or variables which are the process time, product order that influence an outcome delay time (Creswell, 2003 p.75). It provides the understanding of the problem that explains or relates to an outcome delay time and helps the researcher best understand and explain the problem why the delay time is to be minimized (Creswell, 2003 p. 76). The research problem in the study Guiding research questions Reviewed studies addressing the problem Deficiencies in past literature and limitations Importance of a study for an audience Benefits: By writing an effective introduction chapter, a reader can figure out the problem leading to the study i.e., how the delay time is optimized by arranging the production work order, reviewing the literature about the problem to find whether there are any related theories that is done by other investigators, identifying deficiencies in the literature about the problem, targeting audiences and notifying the significance of the problem for this audience (Creswell, 2003 p.73). Literature Review Purpose: The purpose of the literature review is to share with the reader the results of other studies that are closely related to the study being reported (Creswell, 2003 p.29). It relates a study to the larger ongoing dialogue in the literature about a topic, filling in gaps and extending prior studies (Cooper, 1984; Marshall Rossman, 1999). It provides a framework for establishing the importance of the study as well as a benchmark for comparing the results of a study with other findings. All or some of these reasons may be the foundation for writing the scholarly literature into a study (Miller, 1991). Benefits: The literature review helps to substantiate the problem and also suggests possible questions or hypotheses that need to be addressed (Creswell, 2003 p.46). Methodology Purpose: The purpose of methodology chapter is to bring focus on survey and experimental modes of inquiry. You will also explain the methodology you are using, why you chose that methodology and why you chose not to use other methods. The method that was used to collect data is explained in detail like how did I generated random data of five sets with each set consisting of 500 products using Microsoft Excel ad procedure I followed to find the real-time delay time. The reader will exactly know what was done with the collected data, to the point that he or she can replicate the study to get similar results. Benefits: With the help of methodology chapter, audiences can recognize the variation that exists in the qualitative, quantitative and mixed method studies, why I chose a quantitative study for the research problem I defined then it advances general guideline for procedures of the study. These guidelines include a discussion about the general characteristics of the study if the audiences are not familiar with the approach to research. (Source: Classroom material by Dr. Lynda Kenney) Results Purpose: The purpose of results chapter is to make a well-organized and objective presentation of the results by examining the collected data and application of either the descriptive or inferential statistical methods. Then the tables, graphs and figures of the analyzed data are also presented for sufficient support description to permit the reader to interpret them quickly and accurately (Leedy Ormrod, 2005). Benefits: The benefits of the results chapter is for readers to quickly interpret the conclusions and significance with the help of the tables, graphs, charts and figures obtained from the interpretation and analysis of the data. Flow Chart Purpose: The purpose of the flow chart is to explain the process of optimization of the production work order in a step-by-step process that is described in the study. Benefits: It makes the readers understand easily at a glance what has done in the entire study. It also helps the researcher to make and follow the created flow chart while analyzing the data. Discussion Purpose: The purpose of the discussion chapter is to highlight the main theories and conclusion used in the research study so that a reader can easily figure out what theories the researcher used in implementing and analyzing the data. Each major conclusion is clearly explained and compared with the results of the similar work by other investigators. Then, the researcher continually connects her findings with the theoretical frameworks. Any new or unusual results are also explained(Leedy Ormrod, 2005). If the researcher is not sure about the significance of the results or could not understand the phenomenon of the data, it is sometimes worthwhile to present a speculative discussion outlining several possible outcomes by alerting the readers that such a discussion is speculative. Benefits: The benefits of the discussion chapter are to make grand conclusions which support the subsequent paragraphs. Here, the entire conclusions, implications or the effects due to each conclusion including the minor and major effects are presented. The discussion also includes the method of computation or derivation of the study. Such situation arises when one figure is derived from preceding figures. If the application or method is involved, then a complete example with the method is to be explained for complete understanding to the reader. Finally, explained the significance and outcomes of the study. Conclusions Purpose: The purpose of the conclusions chapter is to make a summary of the conclusions that are presented in previous chapter. The researcher also points out both what are found and what are not found. It is also the section examined by the prospective reader with limited available time (Leedy Ormrod, 2005). Benefits: Although the researcher has previously presented each of the conclusions, conclusions chapter tell us the reader the ultimate effect or the benefit of the study. In my study, I have explained how the delay time is minimized or optimized by arranging the production work order so that it is quite helpful to readers, who might easily lose track of some important conclusions as they read earlier portions of a study(Leedy Ormrod, 2005). In addition to this, a prospective reader will able to quickly examine the research in limited time. I explained the benefits of my study that findings of this research will aid industries, retails stores by demonstrating how the algorithm is currently used, and how retail stores can assist customers to implement universal algorithm. Industries may benefit from models of evaluating arrangement of parts of a product on an assembly line. Question # 2 Framework Elements of Research: For every research proposal, a definite framework exists to follow a certain pattern. Creswell (2003) suggested that from lots of different types and terms in the literature, he focused on three approaches: quantitative, qualitative, and mixed methods approach. The first two has been available for decades, and the last is new and still developing in form and substance. To understand them, we need to consider three framework elements: philosophical assumption about what constitute knowledge claims, general procedures of research called strategies of inquiry, and detailed procedure of data collection, analysis and writing, called methods. For that Creswell (2003) proposed (which was developed by Crotty) three questions to the design of research: What knowledge claims are being made by the researcher? What strategies of inquiry will inform the procedures? What methods of data collection and analysis will be used? Framework Elements of Quantitative Research Knowledge claims: Stating a knowledge claim means that researcher start with a project with certain assumptions about how we will learn and what we will learn during their inquiry. These are called as paradigms. Philosophically, researchers make claims about what is knowledge (ontology), how we know it (epistemology), what values go into it (axiology), how we write about it (rhetoric), and the process for studying it (methodology). There are four schools for knowledge claims as what follow. Those are post positive knowledge claims, socially constructed knowledge claims, advocacy or participatory knowledge claims and finally pragmatic knowledge claims. For quantitative research, the knowledge claims are post positivism which includes determination, reductionism, empirical observation and measurement, and theory verification. Post positivism refers the thinking after positivism; challenging the absolute truth and recognizing that we can not be â€Å"positive† about claims of knowledge when studying the behaviors and action of human. Traditionally, the post positivist assumptions have cited claims about what evidences knowledge. Post positivism reflects in determining the effects or outcomes, examining the causes that reflect the outcomes by doing experiments, reducing the ideas into a small, set of ideas to test such as variables that constitute hypothesis and research questions, developing numeric measures of observations and studying the behavior of individuals. The problem studied by post positivist reflects a need to examine causes that influence outcomes. It is also reductionism; testing selected variables that constitut e hypothesis and research questions, so it is based on careful observation and measurement of the objective reality in the world. Researching is for test or refining the existing laws or theories. Strategies of inquiry: A stage of inquiry in quantitative research includes numerical summaries, generalizations across populations and comparisons between populations. Strategies of inquiry provide specific designs for procedures in the research design. Like knowledge claims, strategies have multiplied over the years as the computer technology has pushed forward data analysis and the ability to analyze complex models. Strategies associated with quantitative research were those that invoked the post positivist perspectives. These include true experiments and less vigorous experiments called quasi-experiments and correlational studies (Campbell Stanley, 1963), and specific single-subject experiments (Cooper, heron, Heward, 1987). But, these days, quantitative research strategies involved complex experiments with many variables and treatments like factorial designs and repeated measure designs. Strategies associated with quantitative approach are: Experiment: It is about random assignment of subject to treatment conditions and includes quasi-experiment with nonrandomized design. My study used experimental strategy for generating the randomized data and analyzing the data with Microsoft office tools. Non-experimental designs, such as Surveys: it is studying by using questionnaires or structured interviews with the intent of generalizing from sample to a population. These include cross-sectional and longitudinal studies using questionnaires or structured interviews for data collection, with the intent of generalizing from a sample to a population (Babbie, 1990) Research methods: The third major element that goes into a research approach is the specific methods of data collection and analysis. For quantitative research, the research methods I used are predetermined instrument based questions such as performance data, attitude data, observational data and census statistical data using Microsoft Excel. I considered full range of possibilities for data collection in the study by organizing these research methods with the use of closed-ended versus pen-ended questions and their focus on numeric versus non-numeric data analysis. Question # 5 Validity and generalizability aspects of quantitative, qualitative and mixed methods research: Qualitative research validity The degree to which the interpretations of the data accurately describe the phenomenon under investigation is known as validity. Validity is seen as a strength of the qualitative study which is used in determining whether the findings are accurate from the standpoint of the researcher, the participant, or the readers (Creswell Miller, 2000).In addition to validity, the terms used are trustworthiness, authenticity, and credibility. There are eight primary strategies, organized from most frequently used and easy to implement to those occasionally used to and difficult to implement. Various qualitative procedures should be used to make a research validate. Some of the procedures are qualitative research paradigm and ethnographic research design. Methods for establishing the validity are: Negative case analysis Presenting the negative or discrepant information that runs counter to the themes Audit trail Clarifying the bias the researcher brings to the study Prolonged field experience Spending prolonged time in the field to develop an in-depth understanding of the phenomenon under study Data triangulation triangulate different data sources of information by examining evidence from the sources and using it to build a coherent justification Member checking to determine the accuracy of the qualitative findings Rich, thick description Quantitative research validity The degree to which the evidence supports that the interpretations of the data are correct and that the manner in which the interpretations are used is appropriate. Threats to validity: There are several threats to the validity that raise the potential issues about the researcher ability to conclude the intervention affects of an outcome. They are internal threats, external threats, statistical conclusion threats, and construct validity threats. Internal validity threats are experimental procedures, treatments, or experiences of the participants that threaten the researchers ability to draw correct inferences from the data in an experiment. These involve due to inadequate procedures like changing the instrument or a tool during an experiment, changing the control group participants under study etc. External validity threats arise when the researcher draws incorrect inferences from the sample data to other persons, other settings, and past or future situations. Statistical conclusion validity arises when experimenters draw inaccurate inferences from the data because of inadequate statistical power or the violation of the assumptions. Construct validity threat arises when investigators use inadequate definitions and measure of variables. Methods of establishing validity Experiment review Data triangulation Participant feedback Regression analysis Statistical analysis Types of validity evidence Content Construct Criterion Consequential Procedure: A researcher need to describe in detain the procedure for conducting the experiments ad the reader should be able to see the design being used, the observation, the treatment, and the timeliness of activities. Typical steps used for the procedure are follows. Administering the measures of the dependent variable or a variable that closely correlated with the dependent variable to the research participants. Assign participants to the matched pairs on the basis of their scores Randomization. Randomly assign one member of each pair to the experimental group and other member to the control group Expose experimental group to experimental treatment and alternative treatment to control group. Administer measures of the dependent variables to the experimental and control groups Compare the performance of the experimental and control groups. Statistical analysis: A reader should be able to identify clearly the statistical analyses that are used in the experiment. Various statistical analyses that can be performed during the study are: Descriptive analysis reporting the means, standard deviations and ranges. Inferential analysis- performing the hypothesis tests using ‘t tests, analysis of variance, analysis of covariance, or multivariate analysis of variance. A researcher can also use the factorial designs, both interaction and main effects of ANOVA. Mixed methods research: Examine potential sources of error and ask: Chance: Random error in sampling from a population. 1. Type I (alpha) error: The probability of falsely saying that there is a difference between two populations. 2. Type II (beta) error: The probability of falsely saying that there is no difference between two populations. How (in what direction) would the threats to validity affect the findings? Bias: Systematic distortion 1. Selection bias Systematic slant in how subjects are assembled or retained for study 2. Information bias Systematic distortion from inaccuracy in measurement or classification of study variables Were potential sources of error adequately controlled in the design and analysis? Confounding: Misattribution of cause and effect How do validity concerns affect your interpretation or application of the data? In the Design Study design appropriate for the question B,C Adequate power A Complete accounting of eligible patients B1 Verification of information and Blinding B2 Multiple control groups B,C Randomization, Restriction and matching C In the Analysis Best case / worst case scenario and Sensitivity analysis B,C Adjustment B1,C Mathematical modeling C A Reduces the role of chance; B1 Reduces selection bias ; B2 Reduces information bias; C Reduces confounding References Creswell, J. W. 2003. Research Design: Quantitative, Qualitative, and Mixed Methods Approaches. SAGE. Thousand Oaks. USA. Leedy, P. D., Ormrod, J. E., (2005). Practical Research: Planning and Design. PEARSON. Columbus. Ohio. Olds, B., Moskal, B. Miller, R. â€Å"Assessment in Engineering Education†, Journal of Engineering Education , to appear Jan. 2005. Moskal, B., Leydens, J. Pavelich, M. Validity, reliability and the assessment of engineering education. Journal of Engineering Education , Vol. 91, No. 3, 351-354, 2002.

Police And The Use Of Force Shakoya

Police And The Use Of Force Shakoya There have been several issues concerning the policies that underline the use of force within the field of law enforcement. Favorable opinions, negative objections, and indecisive feelings about the use of force have varied throughout the public as well as within the criminal justice system when it comes to this policy. For a number of years, it has been extremely difficult in determining the proper definition of what is considered to be the use of force or the proper use of force, especially in regards to law enforcement. Ironically, there have been dozens of studies on police and the use of force and research concluded that there is no single accepted definition. Must police use force? Not only should the answer to this question include the circumstances surrounding the situation but it should also include the amount of force able to be used in each unique situation. This question will especially benefit a police officer when determining the amount of force that should be exerted on criminal suspects. Overall, in order for one to fully understand the various definitions of use of force, one must be able to appreciate the background, causes, and ways to reduce the use of force. The basic problem is the lack of routine, national systems for collecting data on incidents in which police use force during the normal course of duty and on the extent of excessive force. Literature Review The term, use of force, describes a right of an individual or authority to settle conflicts or prevent certain actions by applying measures to either: dissuade another party from a particular course of action, or physically intervene to stop them (Burke, 2005). The authority of the police to use force represents one of the most misunderstood powers granted to representatives of government. Use of force from a law enforcement perspective is using any means necessary to bring a volatile situation to a more manageable and/or resolved state. Adler (2007) found as leading police historians have demonstrated, early law enforcers worked in a hostile environment. Established during an era of soaring violence, when riots were commonplace and when social divisions cleaved cities into competing neighborhoods, American policemen, in Chicago and elsewhere, faced a daunting task. They were expected to maintain order, yet they lacked legitimacy and remained shackled to a partisan, often corrupt, institutional structure in which they were encouraged to use their influence and muscle for overtly political tasks, such as safeguarding their patrons and quelling labor unrest. All the while, American law enforcers battled to command respect and to control the streets. Types of Force The officer has a range of force options from which to choose. For instance, police officers are authorized to use both psychological and physical force to apprehend criminals and solve crimes. Sometimes, the mere presence of the police officer is enough control. At other times, verbal commands are needed. The compliance hold (physical force) is the next stage of control, followed by the use of non-lethal weapons such as the baton or chemical spray. Lastly, a police officer may resort to the use of deadly force, which by all means should try to be avoided unless deemed necessary (Douthit, 1975). It is widely regarded that the police in any given society have a difficult job to fulfill. Dealing with criminals and placing themselves in harms way on a day to day basis is definitely an admirable calling. Although seen as difficult, there is an underlying sentiment in the general public that the job of law enforcement officers is relatively straightforward. Police are faced with tough moral decisions daily. They are to decide when and how to act when presented with violations of the law. They are given the use of force as a means of crime prevention but often times the very usage of this force is questioned and sometimes, deemed unnecessary or excessive (Engel,1997). When the use of force exceeds that which is necessary to accomplish their lawful purpose, or when their purpose is not lawful apprehension or self-defense but, rather personal retaliation, it is defined as excessive use of force and is unethical and illegal (Pollock, 2010). The Bureau of Justice Statistics (BJS) in Data Collection on Police Use of Force, states that à ¢Ã¢â€š ¬Ã‚ ¦the legal test of excessive forceà ¢Ã¢â€š ¬Ã‚ ¦is whether the police officer reasonably believed that such force was necessary to accomplish a legitimate police purposeà ¢Ã¢â€š ¬Ã‚ ¦ However, there are no universally accepted definitions of reasonable and necessary because the terms are subjective. A court in one jurisdiction may define reasonable or necessary differently than a court in a second jurisdiction. More to the point is an understanding of the improper use of force, which can be divided into two categories: unnecessary and excessive. The unnecessary use of force would be the application of force where there is no justification for its use, while an excessive use of force would be the application of more force than required where use of force is necessary (U.S. Dept of Justice, 2008). An excessive amount of force can range from a severe man handling during arrest that seems or is unnecessary to excessive use of non-lethal force. The use of non-lethal force can sometimes be considered excessive, when the uses of chemical spray, bean bag guns, or tasers, are over used to resolve a problem (McDonald,2003). However, since they are non-lethal they can be seen as reasonable use of force. Therefore, the amount of force a policeman uses does not solely depend on himself but his or her discretion. Adams (1995), states that defining excessive force in order to understand and control is not a simple matter. Every situation that possibly involves the use of force is unique. Situations may be similar or seem to mirror one another but no situation is the same. By situations varying from the differences in people, regions, beliefs, and backgrounds to tailor a particular definition, or create certain guidelines for the use of force is difficult. The dilemma, according to Rahtz (2 003), is the lack of a clear agreement on what constitutes legitimate use of force. The public, as well as the police, understand that in some situations, force is not only necessary and unavoidable, but is required, if serious injury, death or destruction of property is to be avoided (Buker,2007). However, police officers must learn to use force lawfully. You cannot use lethal force at will or use force when it is not permissible. The idea and ability of managing force by police officers is directly related to establishing responsibility and accountability to encourage the use of reasonable force (Ng, 2009). Some people believe police should not have the power to use force, no matter what the situation. They believe everything can be solved along peaceful terms in which no one can be injured or killed (Ng, 2009). Police are allowed to use force during the course of their daily activities. Force can be used to make arrests, maintain order, or keep the peace. The important thing is that the police officer is able to gain control of the situation. How the officer gains control is left up to his or her judgment: In other words, an officer most often attempts to take control of a confrontation by defining the situation (Alpert, Smith, 1994). Causes A major cause of overuse of force, possibly leading to police brutality is the belief that police officers are soldiers in a war on crime. The war mentality says it is okay to do certain things that would not be allowed under normal conditions. Police adopt this mentality because of citizens, whose fear of crime has reached an all-time high, and because of politicians, who publicize the notion that tough cops prevent crime (Albert, Smith, 1994). Harmon (2008), indicates Haduring an arrest, an officer might give verbal commands to a suspect to stop, to keep his hands visible, to turn around and place his hands against the wall, to submit to a pat-down, to put his hands behind his back for handcuffing, to come along to the car, to get in, to get booked at the station. Most suspects are compliant and require no more than a guiding arm, but those who refuse or resist, and occasionally those who do not, may provoke a forcible response. Subjects of police uses of force often respond with a llegations of law enforcement brutality. Sometimes these allegations are baseless, a product of misunderstanding what might justify lawful force or of false accusation (Matthew, 2006). Other times they represent a just demand for recognition and redress for damaged bodies and spirits. Clearly, when the law confronts claims under these statutes that an officer used too much force during an arrest, the central question for federal liability is what constitutes constitutionally excessive force under the Eighth Amendment; the Eighth Amendment of the U.S. Constitution enforce cruel and unusual punishment (Matthew, 2006). In our society, police are in a very precarious situation when it comes to the amount of force they can apply when dealing with a civilian suspect. Whether it be physical force, persuasion, or coercion; they must use discretion when deciding what course of action best suits the situation (Douthit, 1975). Discretion is the authority to make decisions without reference to specific rules or facts, using instead ones own judgment; allows for individualization and informality in the administration of justice (Buker, 2005). This gives the police leeway as to when force is necessary and when it is not, within certain guidelines. For instance, a policeman cannot beat up a man for robbing a store. But, if the robber battered someone in the process of the robbery the policeman could. He could do this because there was a clear threat of danger to himself or to another officer or human being. Police must take the precise course of action to fit the time, because if they are too lenient or to for ceful, even when dealing with the pettiest things, they can be chastised by superiors and the public. The force the police use should not exceed the threat of force that could be applied on them by someone else. As one can see in the many case histories the excessive use of force is very rarely punished on legal terms (Matthew, 2006). The police nearly always get exonerated from the charged placed on them, even though substantial evidence may be in the prosecutions favor. Why is this? Being that the police enforce the law, they become analogous with the law (Adams, 1995). When officers are placed in situations where excessive force can be used, they use this knowledge of past precedent to get away with their excessive aggression. The 1991 beating of California motorist Rodney King will have an impact on law enforcement for years to come. The videotape of the horrifying beating, broadcast nationwide, resulted in public outrage over police brutality. The broadcasting showed three Los Angeles police officers beating with metal batons, kicking and stomping on a seemingly defenseless African American male as their supervisor watched (Gray, 2006). Regardless of the videotape, a jury in Simi Valley concluded that the evidence was not adequate to convict these officers. Everyone seemed to believe that the police used excessive force in arresting King. This case caused a special commission to investigate whether brutality was widespread within the police department. Police departments across the country likewise reviewed their own policies on excessive force. Despite these efforts, citizen complaints about police brutality have increased since the Rodney King beating. Where an officers initial use of force is provoked and lawful, the line between a legal arrest and an unlawful deprivation of civil rights within the aggravated assault guidelines is relatively thin. The line between reasonable force and a criminal excessive force beating is thin indeed. There is no middle ground, no buffer zone. Its either reasonable or criminal. One extra baton strike, shove or control holds can make the difference between an officer doing his job and being sent to prison (Johnson, 2007). Ways to Reduce Use of Force In order to reduce the improper and excessive use of force, the law must be enforced in its totality. Police must not be able to get away with the use of excessive force on undeserving offenders. Police who commit this crime should be prosecuted to the fullest extent of the law. They should be made as examples, so this crime does not happen in the future (Alpert, Smith, 1994). It is not a question of should or whether, but when and how much. Guidelines define when deadly force should be used: The use of such force is prescribed by state and federal statutes. In an effort to curb the discretionary power used by police, there is a set of written procedures (Burns, Crawford, 1998). Providing a framework for police to follow is one method employed to try and counteract individual decision making by trying to prevent officers from deviating from procedure. Another method used to control police more thoroughly is the creation of watchdog units within the department. Often times, this comes in the form of an internal affairs office. This is a department within a police department which is strictly in existence to ensure that police are acting responsibly and also to investigate any allegations against officers that may arise. The Continuum Scale is believed to be one of the most efficient sources used to ensure the appropriate amount of force is used. A use of force continuum is a standard that provides law enforcement officials security guards with guidelines as to how much force may be used against a resisting subject in a given situation. In certain ways it is similar to the military rules of engagement. It was designed as a general guide to using force in a confrontation or arrest situation and to make sure police officers use the appropriate level of force necessary in the performance of their duties (Burns, Crawford, 2009). The scale will assist officers in applying the law and departmental policy in use of force situations, documenting the use of force, and presenting testimony in a court proceeding. The purpose of these models is to clarify, both for officers and citizens, the complex subject of use of force by law officers. Implementation With pertinent criticisms of the use of force by law enforcement, there has been a development of a Police Training Model to assist with attempting to reduce the use of force by police officers. For instance, as of 1999, the COPS Office provided funding to PERF and the Reno (Nevada) Police Department to develop an alternative national model for training new officers that would incorporate community policing and problem-based learning techniques. The resulting Police Training Officer (PTO) Program addresses the traditional duties of policing in the context of specific neighborhood problems and includes several segments on the use of force. The PTO Program is an alternative to the 30-year-old San Jose Field Training Officer (FTO) Program. Many agencies are using the outlines of the PTO Program to develop their own in-house programs adapted to their particular needs (US. Dept of Justice, 2008). Methodology The literature is in general agreement that police are in a very precarious situation when it comes to the amount of force they can apply when dealing with a civilian suspect. There is no clear definition of use of force because the terms are subjective. The methodology used in this research was a qualitative approach. Many early studies utilized official report statistics to measure the outcome of the variables use of force and excessive use of force. Contacts between Police and the Public, a 1999 BJS report, estimated that less than half of 1 percent of an estimated 44 million people who had face-to-face contact with a police officer were threatened with or actually experienced force. Other studies report similar statistics. It is these few situations, however, that attract public attention. Robert K. Olsen, former Minneapolis Police Chief and Past President, Police Executive Research Forum (PERF), early in 2004 called the use of force the single most volatile issue facing police departments. He noted that just one use of force incident can dramatically alter the stability of a police department and its relationship with a community (U. S. Dept of Justice, 2008). Also, according to International Association of Chiefs of Police (2001), one of the most publicly debated aspects of police use of excessive force during the last year, is the racial characteristic of participants in use of force encounters. There were 8,148 reported incidents of police use of force in which the contributors (police departments) included racial descriptions for officers and suspects. Of this total, 39% involved white officers using force on white subjects, 44% involved white officers using force on African American subjects, 7% involved African American officers using force on African American subjects and 3.4% involved African American officers using force on white subjects. Overall, police department policies can have a significant impact on how force is used in street-level encounters, says a 2003 study by the Community Relations Services of the U.S. Department of Justice, Principles of Good Policing: Avoiding Violence Between Police and Citizens. The BJS Data Collection statistics reported, stresses the need for police executives to improve training of recruits and police officers on the use of force and the techniques for minimizing its application. It also so stresses the need to reduce the negative perception of police officers and the use of force within the publics opinion (U.S. Dept of Justice, 2008). Limitations Several key points could have been operationalized differently. For instance, every day, law enforcement officers face danger while carrying out their responsibilities. When dealing with a dangerous or unpredictable situation, police officers usually have very little time to assess it and determine the proper response. It is evident that the proper training as well as other guidelines can enable the officer to react properly to the threat or possible threat and respond with the appropriate tactics to address the situation, possibly including some level of force, if necessary, given the circumstances (U.S. Dept of Justice, 2008). The need for improved data collection systems can also be justified by considering the legal liabilities that law enforcement agencies have with their use of force, from both lethal and less-than-lethal weapons. The research conducted over the last 30 years on police use of force consistently calls for improved data collection at the local and national level. Conclusion In short, the purpose of this study was to determine the meaning of use of force, who can use force when and how much. The term of use of force describes a right of an individual or authority to settle conflicts or prevent certain actions by applying measures to either: dissuade another party from a particular course of action, or physically intervene to stop them (Buker, 2005). A major cause for police use of force is the belief that police officers are solders in a war on crime. The continuum scale is one of the most effective sources use to ensure the appropriate amount of force is being used. All in all, one may view the use of force as a glass half empty, and some view the glass half full, which simply states it all depends on how you look at the situation. Works Cited Adams, K. (1995). Measuring the prevalence of police abuse of force. In W.A. Geller and H. Toch (Eds.), And Justice for All: Understanding and Controlling Police Abuse of Force. Washington, DC: Police Executive Research Forum. Adler, J. (2007). Shoot to Kill: The Use of Deadly Force by the Chicago Police, 1875-1920. Journal of Interdisciplinary History, 38(2), 233-254. Retrieved August 26, 2009, from Academic Search Complete database. Alpert, S. (1994). How Reasonable is the Resonable Man. Journal of Criminal Law and Criminology . Buker, H. (2005). Understanding Police Use of Force / Understanding Police Use of Force: Officers, Suspects and Reciprocity / Into the Killing Zone: A Cops Eye View of Deadly Force. International Journal of Police Science Management, 7(3), 208-217. Retrieved August 24, 2009, from Academic Search Complete database Douthit, N. (2003). Enforcement and non-enforcement roles in policing. Journal of Police Science and Administratin , 339. Engel, R. (2008). Revisiting Critical Issues in Police Use of Force. Criminology and Public Policy , 557-561. Gray, M. (2006, October). The L.A. Riots:15 years after Rodney King. Time . International Association of Chiefs of Police. (2001). Police Use Of Force In America. Retrieved July 6, 2005, from www.theiacp.org/documents/pdts/publication/Pol. Matthew, A. (2006). Understanding Police Use of Force:Officers Suspects and Reciprocity. Comteporary Sociology , 69-71. McDonald, J. (2003). Police Use of Force: Examining the Relationship between Calls for Service and the Balance of Police Force and Suspect Resistance. Journal of Criminal Justice , 119-127. Ng, N. (2009). Rules for the Use of Force. International Peace Operations , 39-42. Rahtz, H. (2003) Understanding Police Use of Force. Criminal Justice Press: New York

Diminishing Discrimination :: Essays Papers

Diminishing Discrimination Times are changing; people who used to be discriminated against are now starting to be treated with more equality and respect. The disrespect and abuse that the disabled community has gotten in the past is a very dark topic that comes with many sad and scary truths. There are many groups and laws at the present time that are helping this community grow. By integrating more disabled people into public services helps them gain a higher esteem for themselves. The abuse problem amongst the developmentally disabled still does exist today. The most controversial abuse problem happened behind closed doors, in the institutions. The one institution that was in Tucson was called Arizona Training Program Tucson (ATPT). In these such institutions, people with all many varieties of disabilities. This problem of institutional abuse was recognized for at least two centuries (Sobsey, 89). The term institutional abuse refers to neglectful, psychological, physical, an/or sexual abuse that took place in the managed institutional car of human beings (Sobsey, 89-90). Hearing stories from both the patients in these institutions to the workers is horrifying. Some of the things the staff would do to the patients: use heavy sedation, locks, restraints, sexually abuse them, take inappropriate pictures, time outs for long periods of time, and takedowns with several large staff. Other things that were done to the patients was doing the same r outine over and over never teaching new tasks, no outside contact, and no luxury items just bed dresser and clothes. Yes, ATPT was one of the better institutions there were. Many were worse. Institutional abuse is characterized by the extreme power iniquities that exist between staff and residents. In extreme cases, staff control when residents wake up, sleep, eat go to the bathroom, wash, communicate, exercise, rest, and virtually every other aspect of their lives. These extreme disempowerment of institutional residents is rationalized by the paradoxical notion of â€Å"good intentions† (Sobsey, 90). The public was hidden from the real truth till recently when they were shut down or changed into day programs and smaller residential settings, to be more like a home environment.

The Three Houses in The Great Gatsby :: Great Gatsby Essays

The Three Houses in The Great Gatsby      Ã‚  Ã‚   The houses of the three main characters in The Great Gatsby represent different characteristics of their dwellers.   Gatsby is a flashy and superficial man with a one track mind.   He lives next to Nick who is simple and observant.   Nick's half cousin is Daisy, who lives across the water from Nick and Gatsby.   She is superficial and cynical.      Ã‚  Ã‚   Daisy's house is a fairly large and elaborate Georgian Colonial mansion, located on East Egg.   She lives there with her husband Tom Buchannan.   The house is spacious, much like the Buchanna's marriage, but it has nice furniture and antiques so that it appears to be comfortable and quaint, and one would assume that a happy family lived it.   Tom and Daisy, like the house, aren't really happy, or in love, but they have all the right properties and conveniences to cover the real situation up.   Daisy didn't really want to marry Tom, and she new that at her wedding.   Now, her marriage is falling apart, especially because Tom is having an affair and Daisy knows it.   Neither of them really care about their child, and Daisy is completely s uperficial.   She always acts bored with life and like everything is a pain, she seems to do everything for show.      Ã‚  Ã‚   Directly across the water from Daisy is locater Gatsby's huge and ostentatious house.   Gatsby purposefully picked this spot because he centers his life around Daisy.   Everything he does is in an effort to impress her, get closer to her, or attract her attention.   He is very much in love with her and has been for a long time.   He'd do anything for her, but he doesn't really care about anyone else.   He just uses Nick as a tool to get to Daisy, and is kind of condescending with him.   He always calls him 'old sportà ¢Ã‹â€ .   From his house Gatsby can watch the green light on Daisy's dock.   He holds extravagant parties at his huge mansion, only hoping that Daisy might drop by.   He buys only the best of everything because he knows that's what Daisy

Blink

Thin Slicing is a term used by psychologist and philosophers, but what does it mean? According to Malcolm Gladwell, â€Å"It’s the tendency that we have as human beings to reach very rapid, very profound and sophisticated conclusions based on very thin slices of experiences. † Blink is a book by Malcolm Gladwell explaining this theory of thin-slicing. In the book Gladwell tells us many different stories that have to do with thin-slicing. The book has examples of successful thin-slicing, examples showing how it works and what it accomplishes.It also has stories teaching us, the reader of thin-slicing and how it isn’t all that great and completely accurate as well. Some stories that can teach us lessons, which we can learn from not to make the same mistakes over and over. This book is about the unconscious mind and how we don’t know it but it affects us at every moment whether we notice or not. How the unconscious mind picks up patterns from small amount of information or experiences and we make snap judgments based on those patterns.Which most of the time we don’t notice, unless of course you have trained your mind to recognize these patterns, which there’s an example of in the book. All this thin-slicing has its pros and cons I believe Gladwell’s theory is correct; all his examples are backed up by his theory of thin-slicing. He gives evidence to how it works both positively and negatively. The theory of thin-slicing is that we have the ability as human beings to instantly identify specific patterns from within small amounts of experience or information, and we make instant or snap judgments based upon those patterns.What does this mean; it means that our unconscious holds on to information from previous events. From that information our unconscious recognizes certain patterns from the past and catches similarities in current experiences or events and reacts. This reaction although it may sound a bit complicated happens in mere seconds. We don’t recognize what is going on, it happens without us being able to explain it. The book defines it as, â€Å"the ability of our unconscious to find patterns in situations and behavior based on very narrow slices of experience. Its rapid cognition, the unconscious reacts from recognition to previous patterns in mere seconds; this is what makes it so amazing. At the same time snap judgments from thin-slicing can be very problematic, as we learn from the book in its examples. The first story in the book being a positive one teaches us how thin-slicing works instantly, without being able to explain it. The book starts off at the Getty Museum on its early days, when it was starting off. It wanted to gain some kind of recognition so it made its first big art purchase.It was a 10 million dollar purchase, so the museum took caution. They hired lawyers to check all the paperwork and records of the statue. This statue of a kouros was said to be thousands of years old. There was even a geologist who took samples of the statue and ran it through many different tests and machines. They all concluded that the statue was the real deal and made the purchase in the fall of 1986. This kouros was going to be a great occasion, with stories on the New York Times, and other magazines. A few weeks after the kouros was put on display was when the truth came out.One by one different art experts doubted the statue. They couldn’t explain why at the time, but their immediate reaction to the kouros was just a hunch that something wasn’t right. Why though? What did these experts see what all the other people missed when looking at the statue? They were all intuitively repulsed by this kouros at first sight of it. Eventually all the paperwork and records didn’t fit, they all came to the conclusion that the kouros was a fake. The art experts were taking part of thin-slicing.They knew something wasn’t right the first time they saw it, their hunch was that something wasn’t right, but they couldn’t explain what it was. This example of the Getty museum showed successful thin slicing. The â€Å"love lab† is John Gottman’s successful way of determining if a couple is going to be together 15 years from now. He does this by videotaping each person he just has them sit in a room; he measures their heart rate, movements, and has them have a conversation. He then analyzes these videos second by second, looking at every emotion.His method of determining such an important conclusion is based on SPAFF; it’s a coding system that has many categories corresponding to all emotions. His success rate is incredibly accurate, by analyzing a couple for an hour his prediction has 95% accuracy if the couple will be married 15 years later. If he watches them for 15 minutes his percentage is about 90%, and with only three minutes of analyzing the accuracy of his predictions are still very impres sive. The â€Å"love lab,† is an example of how thin-slicing works correctly.Our unconscious is Gottman analyzing those videos, second by second looking at every emotion in the couples. The only difference is that our thin-slicing is done unconsciously, automatically, and in mere seconds. Our unconscious finds patterns in very minute amounts of events or information. Just like with the â€Å"love lab† our thin-slicing has a high rate of accuracy. This process makes it possible to gather information to make an important decision in such a short amount of time, it’s almost instantaneously. Thin-slicing can also be wrong, which we’ll see in the following examples.The Implicit Association Test (IAT) is an example of the dark side of thin-slicing. This test was made by psychologists. This test brought forth a profound observation, which was that we make connections much more quickly between pairs of ideas that are already related in our minds than we do betwee n pairs of ideas that are unfamiliar to us. The book gives us an example of the IAT tests, the gender and race ones. These tests use mental associations which we are used to and then flips it around, an example is the gender test, first it shows names of both sexes and you have to choose whether the name is a female or male.That part is easy enough and done pretty fast, it then gives you two more choices career or male and female or home then words which are associated to either list. Then the last part where it gets tricky is when it switches home and career, so the choices are male or home and female and career. This part of the test takes people a little longer to choose. This test also has a race version in which the choices are European American or bad and African American and good, then switches the good and bad. The results of the race IAT are that more than 80% have pro-white associations.Why is this so, and what does it mean? The book explains that our attitudes towards rac e and gender operate on two levels. First our conscious attitude which is what we choose to believe. What the IAT measures though is something else, it’s our second level of attitude on an unconscious level. On this level are our immediate, automatic association that just come out, we don’t even notice these. These unconscious attitudes weren’t chosen by us, we may not even be aware of these. This is data our unconscious crunches from past experiences or information we’ve seen on TV, book, movies, etc.From all this data we unconsciously form opinions of race and gender, which is what the IAT measures. This teaches us that thin-slicing can also have negative conclusions, and may not always be right. The IAT also discovered that the results mean we tend to act differently with certain races, its little things we don’t notice we do because they are done in an unconscious level. This is bad because it makes us discriminate, on an unconscious level, wit hout us even knowing so. Another example of thin-slicing reactions we don’t notice. The Millennium Challenge was a war game exercise by the U. S. n 2002 which cost 250 million dollars. This war was made up of blue team which was the U. S. and red team which was the enemy run by Paul Van Riper a retired Marine Corps Lieutenant General. This war game was used by the pentagon to test new ideas about military organization and experiments. Blue team had greater intellectual resources they had an advantage over red team. In the end the winner was the red team. How did this happen, Van Riper didn’t have any advantage over blue team and their resources. He did however have his past experiences to help him. Blue team had all these resources, they had too many resources.All these resources which were supposed to be an advantage ended up being their demise, they were over thinking every move they made. On the other hand Van Riper acted instantly and won. The mistake blue team mad e was that they forced their commanders to stop and talk things over figure out what was going on. The war games didn’t demand for logic, it demanded for action. This is an example of the unconscious finding patterns in chaos and just reacting, thin-slicing in action. Thin-slicing might sound good for the most part, but there is also much wrong with thin-slicing.Not everything can be thin-sliced, and work out, an example of this in the book is a rock musician known as Kenna. He had a new sound and it was unlike anything ever heard before. People in the music business loved him, and recommended him he got a record deal and so on. The only thing left for Kenna was to have his music on the radio, sounds easy enough if musicians, producers, and people in the business liked his stuff. Kenna’s single was put through a test to see how people were going to react and if he would be successful. His song was tested with people, and ended up being a failure, no one liked him.This is thin-slicing gone wrong, where our first impression isn’t the right one. Kenna’s song was tested with people who only heard a clip of the song, not the whole song. Just a clip of something they had never heard before something completely new, it was something unrecognizable, and no one liked it. All the music pro’s on the other hand loved it; they were experts in music and knew that Kenna was something different. Just that thin-slicing never let Kenna be the star he could have been. Another lesson we can learn from thin-slicing comes from the shooting f Amadou Diallo. This man was shot down 41 times by 4 police officers. This took place in the Bronx after midnight, the event in the book is said to have only taken 7 seconds to happen. This is when snap judgments went wrong; these four officers reacted and killed an innocent man. These four officers were driving around patrolling as part of the Street Crime Unit. The thing is that they were driving around in an unmarked car in plainclothes. They saw Diallo standing outside his building and thought he looked suspicious so two got off and went to go talk to him.They went up to Diallo and he tried to go inside his building. They kept telling him to freeze and pointed their guns at him; he then reached into his pocket and pulled out something that one of the officers saw as a gun, which ended up being a wallet. So much went wrong here, these cops didn’t bother to see Diallo or as the book says read his emotions. This is something we, under normal circumstances, have the ability to read other people’s emotions through facial expressions. However we lose this ability under too much stress, pressure, or fear.Gladwell’s theory about thin-slicing indicates that it is not enough to make certain conscious changes in attitudes or values, but must also acknowledge the subtle influence that can alter our subconscious, thereby undermining our conscious attitudes. He argues that by t aking control of the environment in which thin-slicing happens, one can also control thin-slicing and prevent/lessen the mistakes made. He makes a good point of this throughout his book; he gives us many examples of how thin-slicing can work positively and negatively. He shows how it’s not always right, but how we can work on it to correct it.The aeron chair is an example of this, thin-slicing made people look at the chair and hate it. It was something new; they had never seen anything like it so they rejected it. Once they got to try the chair though they experienced it and found out that they actually really liked the chair. The same with Kenna’s music, thin-slicing made people dislike his music. Thin-slicing, snap judgments, all of this has its good and bad. Gladwell’s book shows how the theory of thin-slicing works, good and bad examples of it, and shows us how things can go wrong in the blink of an eye. How our unconscious affects us at all times whether we realize it or not.How we can notice when our snap judgments are wrong, and makes us realize we need to pay more attention to how we act. Our unconscious works in amazing ways and the process of thin-slicing only makes it a much more amazing thing. It can however be a bad thing as well. This book shows us how this is so, and how we unconsciously act a certain way, are attracted to certain things, and so on. Blinking like thin-slicing is done unconsciously but blinking unlike thin-slicing is noticed by us, but after this book I will try to notice my thin-slicing and try to notice when I unconsciously act.

Key Qualities of a Successful Entrepreneur Essay

Being an entrepreneur is about more than just starting a business or two, it is about having attitude and the drive to succeed in business. All successful Entrepreneurs have a similar way of thinking and posses several key personal qualities that make them so successful in business. Successful entrepreneurs like the ambitious Richard Branson have an inner drive to succeed and grow their business, rather than having a Harvard Business degree or technical knowledge in a particular field.All successful entrepreneurs have the following qualities:Inner Drive to SucceedEntrepreneurs are driven to succeed and expand their business. They see the bigger picture and are often very ambitious. Entrepreneurs set massive goals for themselves and stay committed to achieving them regardless of the obstacles that get in the way. Strong Belief in themselvesSuccessful entrepreneurs have a healthy opinion of themselves and often have a strong and assertive personality. They are focused and determined to achieve their goals and believe completely in their ability to achieve them. Their self optimism can often been seen by others as flamboyance or arrogance but entrepreneurs are just too focused to spend too much time thinking about un-constructive criticism. Search for New Ideas and InnovationAll entrepreneurs have a passionate desire to do things better and to improve their products or service. They are constantly looking for ways to improve. They‘re creative, innovative and resourceful.Openness to ChangeIf something is not working for them they simply change. Entrepreneurs know the importance of keeping on top of their industry and the only way to being number one is to evolve and change with the times. They‘re up to date with the latest technology or service techniques and are always ready to change if they see a new opportunity arise.www.woopidoo.comCompetitive by NatureSuccessful entrepreneurs thrive on competition. The only way to reach their goals and live up to their self imposed high standards is to compete with other successful businesses. Highly Motivated and EnergeticEntrepreneurs are always on the move, full of energy and highly motivated. They are driven to succeed and have an abundance of self motivation. The high standards and ambition of many entrepreneurs demand that they have to be motivated!Accepting of Constructive Criticism and RejectionInnovative entrepreneurs are often at the forefront of their industry so they hear the words †it can‘t be done† quite a bit. They readjust their path if the criticism is constructive and useful to their overall plan, otherwise they will simply disregard the comments as pessimism. Also, the best entrepreneurs know that rejection and obstacles are a part of any leading business and they deal with them appropriately.True entrepreneurs are resourceful, passionate and driven to succeed and improve. They‘re pioneers and are comfortable fighting on the frontline The great ones are ready to be laughed at and criticized in the beginning because they can see their path ahead and are too busy working towards their dream.