Misconception of African Americans Essay

Since the beginning of time African Americans have been viewed negatively. We have always been viewed as a threat to society and frowned upon by many races. There are many cliches displayed in the media of what African Americans are supposed to act like. These conclusions cause almost immediate negative feelings from other races and sometimes by our own race. African American females in television shows and movies are often shown as the loud â€Å"ghetto† acting, angry black girl who is always â€Å"telling someone off†. Actor Tyler Perry has been criticized for illustrating African American females as â€Å"big momma†, another negative portrayal of black women. Other times shapely video vixens cause other black females to be portrayed as â€Å"jump-offs† or gold diggers. African American males have even greater judgments to overcome. They are viewed as a menace to society. They are illustrated as wild, angry, dangerous â€Å"gang bangers†. Black men are viewed as absentee fathers or abusive husbands. Although, in some cases, African American males do possess some of these characteristics, there are just as many black men that are positive role models. These ignorant judgments are called stereotypes. A stereotype is defined as â€Å"a widely held but fixed and oversimplified image or idea of a particular type of person or thing†. Stereotypes, in my own words, are judgments blindly made by people who use ignorance as an excuse to be biased against those who are different from them. There are many different types of stereotyping. Racial stereotyping, sexist stereotyping, stereotypes about cultures, and sexual orientation stereotypes are all judgments that can affect one’s life in many ways. Stereotypes are, sadly, made by everyone. Racial stereotyping, however, is the most common type of stereotyping, and can sometimes be dangerous. The Trayvon Martin story, for example, is a situation where stereotyping turned tragic. Trayvon Martin was a young African American boy who was walking from the store with nothing but Skittles and a drink in his pockets. Because of his race, and the stereotype of what black Males are capable of, he was targeted, and tragically killed. There have been many similar cases of dangerous stereotyping. People’s fear of what the media shows we are suited to do, has gotten out of control. Too many of us are dying because of this fear. While many stereotypes do seem to be believable, people like Barack Obama, Michelle Obama, my grandparents, and my mom allow me to realize that not all stereotypes are true.

Young Apprentice Transcript

The Young Apprentice Transcript Question: How do the candidates try to save themselves from elimination? Key:(}) spoken at the same time. (1) seconds someone pauses for(. ) short pause| | Key SIR ALAN: You three (1) Lewis and you Harry and you Mohammed,   you were the mobile team, okay. Who was selling? { All three of you? } Harry:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  { All three of us } and (. ) we had kind of adopted a strategy where basically, we would each, individually try and find customers, sell to them {and } (interrupted) (? ) SA:    {So you didn’t   adopt their strategy} where you had one person doing the ice cream and one} coordinating?Lewis: I wanted to go forward for that but Harry was too focused on getting his own sales so he could have that big number next to his name. SA: Right, how was you doing it? You was actually selling and scooping yourself? L: {Yeah to be fair, Mohammed was very weak when (. ) Can you actually let me fin ish? } Mohammed: {I think, I think, I don’t think that was me, I was persistent, I was confident I was approaching the {customers} †¦. S. A: Could you send the three of them in please? Receptionist: Yes Lord Sugar. SA: Well er, gentlemen I’ve had a chat with Karen and Nick (. There are, er, few things that I’m a bit concerned about. I’ll start with you harry apart from your little stroke of genius of actually going from the static {stall} Harry: {hmm} SA: and actually going on the beach there as the project leader just tell me what you think your strategic role was here. H: I (. ) took a huge role in leading, in leading this team. No one was confident enough to step up to it but I did, people trusted me to lead and people trusted my decision- (interrupted by James) James:- Harry, I’m confused as to why { I’m here}S. A: (agreeing) No, I†¦ J: I was the man with the ideas, everything came from me. No one else suggested any ideas as re gards to the br, the branding at all. I came up with the concept, I came up with the name, I said we get a pirate costume and then throughout the sales I think that I was the one who pulled in most of the attraction. {I’ve accepted (? ) } (interrupted by SA) S. A: {Woah, woah, woah woah, hold on, hold on, hold on, hold on} you know, if you say things enough times you end up convincing yourself okay?Tell me about all of your ideas including dropping the price, er, to a {pound}.. J: (Trying to interrupt but fails){Well} SA: †¦ then think again about whether all of your ideas were that great. Don’t just pluck a few little things. J: No one else had any ideas. I came up with the idea to {call} (interrupted by SA) SA: {Harry, do you? } H: You cannot sit there and say that the whole meeting, you were discussing all the {ideas, and we were just sitting there, and were sitting there silently were we? I have a thing that} †¦M:   Ã‚  (tries to interrupt harry but fai ls and they speak together) {no, no, no, all he mentioned, actually, can I just say? All he mentioned, all, all} H:†¦ I don’t like about you James is you can’t accept when you’re wrong and I think you have to, have to take on, take on board that actually erm   through discussion we came to, came about these ideas to do this theme. M: I think it was James and me,{ I developed it, I developed it. Yes, yes, yeah} J: {no, no, no, I’m not happy with that, not happy with that} H: {How, how?Have you not heard about the deliveries? Have you not heard about the deliveries? Have you listened? } J: You came up with the idea to turn one of the, one the stalls into a treasure {chest} M: {yeah} J: after I came up with the idea, after I {named it. No, no, you didn’t Mohammed. You’re lying in boardroom} M: {No, no, no, I was the one who came up with the pirates, I was the one who came up with the costumes. I came up with the costumes and {he wants to take all the credit (2) no, no I chose it} J: {no you didn’t.I chose the pirate costumes and asked will anyone wear this and then no one, no one came up and I said} I will wear the pirate {costume}- (Harry talks at the same time at this point) M: {I was the one, I was the one, I was the one} (tries to interrupt James) H: {Lord Sugar} at the moment this is turning into a never ending list of Mohammed’s, of Mohammed’s achievements and it’s just not {founded, it’s completely unfounded} M:{no, no, no, no, I think, I think as a project manager}-( interrupted by SA) SA: Mohammed, Mohammed, let me give- can I give you my call on it?M: Yeah. SA: Ok, now take this in the nicest possible way. I don’t think that you could be responsible for everything good that went on in this task. It’s, it’s, it’s physically impossible. Okay? M: Yeah. SA: Forget about the pirate theme and this theme and what not, what else did you do? M: erm, I think, personally, I don’t well. I was making customers come to the stall, I was serving them, I was being polite, I was being confident that’s the reason why I think that on the, {on the paper, yeah I think} SA: {You sold ? 2 worth of stuff} M: {yeah, on pap-} SA: {? 62} worth of stuff. 10% , approximately of the sales and all I’m hearing from you is, you’ve taken, you’re taking the claim for everything good and what you would have done if you were the pr- pr – project manager and you didn’t. You had the chance to be a project manager and you didn’t put yourself forward. Right? M : nods SA: Listen, who should get fired? J: I think, Mohammed. SA: Why? J: Because, his contribution was nothing throughout the whole {task. } M: {no†¦ }

Systems maintainence Research Paper Example | Topics and Well Written Essays - 750 words

Systems maintainence - Research Paper Example Theoretically, a reliable product is completely free of any technical errors. In practical world, there is no an ideal system (Huo, Zhang, Wang, & Yan, 2005). The reliability-Centred Maintenance Reliability-Centred Maintenance, simply called RCM is a system improvement approach that focuses on identifying and fixing the maintenance, operational and capital enhancement policies that would manage the dangers of equipment failure in the most effective way (Hauge & Johnston, 2001). It is a framework that facilitates the definition of a total maintenance regime. It considers maintenance as the means through which the functions required by a user are met. As a discipline, RCM enables machinery stakeholders to observe, predict, asses, and in general terms understand the working of their practical assets (Douglas & Greg, 1997). This is included in the first part of the RCM procedures that involves identifying the operating context of the given system, and document a Failure Mode Effects and Critically Analysis Applying the â€Å"RCM logic† is the second part of the analysis, which helps to establish the suitable maintenance tasks for the spotted failure modes of FMECA. Immediately the logic is complete for the entire FMECA elements, the outcome of the maintenance are â€Å"packed† in order for the task periodicities to be rationalized and be called up in the work packets. However, it is vital not to demolish the maintenance applicability at this stage. Lastly, it is advisable for RCM to be kept live during the entire â€Å"in-service† machinery life, where the efficiency of the maintenance is reviewed constantly and adjusted as per the experience obtained (Douglas & Greg, 1997). The RCM method can be used to recognize the most effective way to utilize resources for medical system maintenance. It involves spotting out actions that when applied, will decrease the possibility of failure and that are more cost-friendly. It seeks the best mix of Conditi on-founded actions, a Run-to Failure, or Time-or-Cycle-Based operations approach. Reliability-Cantered Maintenance is a continuous process that collects data on uses and performance of data to enhance planning for maintenance in future. These maintenance methods, rather than being used independently, are put together to take advantage of their respective powers to optimise equipment/departmental operation and competence within a particular resource constraint (Huo, Zhang, Wang, & Yan, 2005). RCM approach employs Planned Preventive Maintenance (PPM), repair, proactive maintenance methods, and Predictive Testing and Inspection. (PT&I) techniques are an integrated way to increase the likelihood that a medical component or device will work in the required way over its design life-cycle. The aim of this approach is to offer the required availability and reliability at the lowest cost possible. It necessitates that maintenance decisions be founded on the requirements justified by economic and technical support. Like for any approach, there are numerous processes or paths that lead to an eventual end. This is especially a reality for RCM, where the results of failure can differ dramatically (Hauge & Johnston, 2001). Define supportability and how it is used in the system design process Supportability refers to the level to which the design features of a support or standby system meet the operational needs of a firm (Yu, Li, Jia, & Li, 2012). In

Explicating two poems - compare and contrast Essay

Explicating two poems - compare and contrast - Essay Example The two poems are on the subject of childhood with reference to the innocence that is conceded by children in their very hearts as well as wholesomeness of their passions or zeal. The poems moreover depict childhood of the poets and how they experience evocative feelings concerning the preeminent time of their lives which had enormous possibilities but which have become precedent already. Mutually, the poems characterize delight and recollections of childhood. The disparity between these two poems is that Mitchell’s poem is incredibly optimistic, has its core focus on celebrating children. Riley’s poem, on the other hand, upholds its concern on the poet’s own childhood experience. Mitchell’s poem; â€Å"The Love will Start with a Word about Children† encompass straightforward words that illustrate that children have continual potentials as pure and innocent beings. Mitchell articulates her outlook as regards small kids in a reasonably incredible approach. She has used simple defined word, which is continent, to symbolically stand for children. She considers that just like a continent can have many nations and look forward to a lot of development in its life, the children also have endless possibilities in life. We on no account know what a child will be able to explore. She has especially and confidently expressed the responsibility of parents in helping their kids to explore the world. They get to be ac quainted with themselves and their roots through their parents. She believes that after some time, these children will grow up and will advance or promote matching acquaintance and aptitude to their children. Riley in â€Å"The Child-World† has conferred the world of children according to his personal experience. The poet has given the impression of his own home, his street and Indiana of his own childhood. In addition he argues

Business Strategy Assignment Example | Topics and Well Written Essays - 1000 words

Business Strategy - Assignment Example A company may adopt either a mechanistic or an organic approach while executing its business or any other role that it plays in the society. A mechanistic approach is characterized by high levels of bureaucracy and complex strategies of executing duties, which are carried out in a more formal way. On the other hand, an organic organization has lower degree of bureaucracy, is relatively centralized and show limited level of formality while executing its strategies (Herman, 1991, pp306). b) Alfred D. Chandler’s reading is a business classic. Explain why structure follows strategy. Does firm structure continually evolve? If yes, how does this take place? Give an example to illustrate. (7 marks) Any organization that ventures in any business must come up with strategies to achieve the best fit in the ever-competitive environment. In this case, the company has to decide on which strategy to adopt among other issues. It is indispensable to appreciate the fact that a company has to s trategize on which structure to adopt. In this case, strategy comes before structure. Most organizations evolve in order to acclimatize themselves to changes in the business environment. Furthermore, growing competition often forces a company to re-strategize and come up with better ideas to help it to operate profitably. This is the basis of evolution. In fact, a company may have to diversify its operations and provide new product that it were not producing initially (Herman, 1991, pp309). Furthermore, a company may come up with new departments to help it in tackling the numerous issues related to success. This is the basis of structural evolution in an organization. For example, Google Inc. has experienced an evolving organizational structure. Initially, it did not have representatives in other regions of its operations. However, it has had to introduce branches in such places in order to take care of its interests. Branches like Google South America, Google SE Asia, and Google Ea st Africa among others exemplify this. c) Bartlett and Ghoshal (1995) argue the benefits of transnational organizations. What is a transnational organization? Provide an example of a transnational organization, justifying your selection. (5 marks) A transnational organization as used by Bartlett and Ghoshal (1995) is a phrase used to illustrate an organization that carries out its activities in a global perspective and does not rely in any way with the differences that may exist in countries that it operates. Such an organization in most instances seeks to achieve the balance of providing globally efficient services, responsive to all its customers irrespective of their nationalities, and carries out worldwide development. Microsoft Inc. exemplifies this. The corporation is American-based, but it is obviously clear that it seeks to provide goods and services serving the global market (Segal-Horn & Faulkner 1999, pp 116). d) What do critical views and current findings tell us about t he link between strategy and structure? (3 marks) The current findings and views postulate a clear perspective that strategy and structure are intertwined facets in which one cannot operate in the absence of then other. It is essential to note that, strategies formulated by any organization are drawn from the status of the existing business environment. This will then be used to come up with the best structure that counters the weakness and takes advantage of the strengths at its disposal. The development of such a competitive advantage positions the company at a situation where it can capitalize its strategic options, which are often determined by the environment. a) Briefly explain the planning perspective and the incrementalism

History of the third world Essay Example | Topics and Well Written Essays - 750 words

History of the third world - Essay Example And a major part of the third world nation doesn't agree western nations intervening In the ruling matters of the developing countries also the third world countries are inclined to spend its nations income in war and ammunition because of which could not progress in the way of they are to be and for all this the reason are the western countries which support and help the rival nations what they earn. They are already developed nations and instead of giving a helping hand to under developing nations if they raise objections it is nothing but they are not progress loving and peace loving nations. Also when the super powerful nations are struck by natural calamities they received a financial aid from the third world nations. They need something to learn from. How can the progress of third world bear equality to their leave. The contemporary third world that exists along with the developed and underdeveloped countries is an experience to all the countries what the third world has experienced is never experienced by the developed countries. The pain and agony through which the third world has experienced has become the eye opening. The primary reasons for such experiences are the developed countries, which used to exploit underdeveloped countries in every possible manner. ... These countries slowly emerging from the clutches of the slavery and the bonded labor have become internally strong, independent and with rich cultural heritage. This glorious journey is a result of centuries of struggle for independency. The global changes like World War I and World War II were truly influencing the third world countries to reclaim their national sovereignty. The slump in the financial position of the ruling countries because of the two world wars Lead them in slowly started slowly backing off men and military from each country. Apart from that during their regime in two countries the bounded labor and slavery slowly revolutionized and started opposing and revolting against the colonial rule. After decades and decades of struggle and fight for independence was finally achieved. But along with independence there were umpteen numbers of responsibilities. There are not only responsibilities but also new challenges to foresee with. Tackling poverty, diseases, insufficient, funds, armed forces, foreign affairs, internal issues etc. William J brought many heart wrenching facts to light. Most of the facts point out the inept handling by the American nation into its foreign affairs and relief work offered. The capitalistic nature of behavior is clearly seen the way they handle their foreign counter parts. The gruesome incident reported by William J. in the detention centers of American relief operations has put the readers to shock. The manner in which the incidents were reported brought severe criticisms from all walks of the society. The ugly American since when it is published has become a rage and it also made the President Eisenhower to put a committee and order a probe into the dealings of the foreign affairs. The author tried his

Managerial Economics Individual Work wk1 Essay Example | Topics and Well Written Essays - 750 words

Managerial Economics Individual Work wk1 - Essay Example Some of these are discussed below: Scarcity is the excess of human wants over the resources he holds (Devlin, 2014). As the resources available to the world are limited while wants are unlimited, therefore we say that the resources are scarce in relation to human wants. Opportunity cost means trade-off of one desire for the choice of another. Since resources are scarce compared to human wants, every person needs to make choice of what he should purchase with his limited resources (ICAP, 2013). It is not possible for a person to buy everything with his resources. Hence if a person has two choices of buying a burger or some bread and he chooses to buy a burger, then the amount of bread he ignored for that burger is the opportunity cost of that burger. It shows those economic activities in which income earned by one factor is the expense of the other factor (Hirschey, 2008). For example, in a commercial organization, labor provides factor services and in return the organization pays the labor wages. These wages are income for the labor whereas expense for the organization. Market efficiency is directly related to property ownership. It may be explained as whenever there is a factor of property ownership in a specific region, there will be economic stability which will then lead to efficient markets. Let us take the example of America where property ownership is not very difficult. For this reason, the people in that region, after ownership of the property, look towards further investments in the region. It is a well-known fact that where investment increases, markets get more and more competitive leading to market efficiency. Illegal immigration means moving or living in a country without its citizenship or legal visa of the country. In almost all the countries of our world, illegal immigration is strictly prohibited. These countries quickly deport such immigrants as soon as they

Personal Activity Plan Essay Example | Topics and Well Written Essays - 1000 words

Personal Activity Plan - Essay Example The right to lead a healthy lifestyle has social and intellectual ramifications. An individual can consistently pursue any of these issues in a court of law if it threatens him or her health status. The six dimensions of health comprise personal issues such as physical, psychological, intellectual and spiritual concerns, and external factors comprising social and environmental issues. It is necessary to deal with the personal and external factors separately to get better idea how they affect the individual and the society. (Health 190). Today, the internet offers an individual a whole array of treatment and remedies to promote good health. The resources are so vast that it is easy to be inundated with information and contacts. It is here that one has to be careful and vigilant. The internet is a big seamless world. The genuine and the cheat live here. It is important to distinguish the real from the dross. The chances of getting misled by alluring sites and supernatural claims are simply too great to be made light of. Once trapped, the consequences are almost impossible to reverse. Money is not all that is loss, health and body organs' too suffer damages. (Chapter A2-A5). Scientifically established allopathic treatment and remedies take preference in health and sickness-related issues. However, even Complementary and Alternative Medicines (CAM) are growing in popularity due to failure of allopathic line of treatment at times. Successful treatment by herbal and homeopathic medicines has merited the attention of well-established, renowned medical institutions to research effective herbal medicines. Therefore, individuals the world over are keeping their options open for any line of treatment that works in order to achieve good, healthy lifestyles. (Health Information on the Internet). External factors The contributions of social and environmental factors to an individual's health are civic responsibilities and provision of pollution-free atmosphere. Congestion in urban locations, junk food outlets, vehicular and manufacturing units' gas emissions, haphazard dumping of domestic and industrial wastes are some factors that adversely affect personal health and hygiene. A good, clean neighborhood and pollution-free atmosphere helps with prevention of diseases. Self treatment The family doctor is an important consultant to refer for all health and medicine related issues. Indeed, it is a boon for a family to have a conscientious, responsible general medical practitioner to turn to for every type of health problem. Also, the medical line has become techno-savvy and specialized so there are special doctors and surgeons providing the best line of treatment in their own field of practice. However, it is ultimately the individual who is responsible for his or her own health status. Medicines, medical treatment and facilities, books on home remedies, medical forums, online medical information sources, etc. have enough potential for a patient and the layman to zero in on the best available remedies. The information is provided in simple and easy to understand language. The

The Presidency Essay Example | Topics and Well Written Essays - 1000 words - 1

The Presidency - Essay Example He was barely twenty years old when he started out with FBI in this modest fashion. He climbed up the career ladder steadily thereafter. His appointment as the Assistant Special Agent in Charge (ASAC) in Chicago is a notable milestone. But it is the World Trade Center (WTC) bombing at Oklahoma in 1993 that would prove to be a turning point in his career. A year later he was made supervisor of VAPCON in 1994. From this point onwards John was deeply involvement in counter-terror operations for the rest of his life. In hindsight a lot of warnings given by O’Neill have proven to be right. His fractious relationship with the FBI bosses and his own abrasive personality had created distrust or disregard for the information that he was passing on. Though a lone voice among his colleagues, he kept repeating the threat of terrorist attacks till the very end of his tenure with the FBI. In the last few years of his service, he served as the Chief of Counterterrorism Section within the FBI . Despite this critical position he held within the national intelligence apparatus his words were not given due respect. Every time an important lead would emerge, â€Å"John would fight with Washington to make sure that we constantly took the lead on these investigations. So we would build this intelligence base, and so we would have investigators that had the institutional knowledge and that was the way it was.† (Clint Guenther, Former FBI Agent NYC – Counterterrorism) Investigating the 911 terror attacks in retrospect, there is nothing inevitable about its occurrence. There were enough indications for the FBI to take preventative action. John O’Neill saw himself as the champion of this cause – one of saving America from a grave security threat. But, unfortunately, those around him, especially the top leaders in the FBI did not concur with O’Neill’s views. More than an odd lapse it is a systematic failure on part of the key national agenc y. Bureaucratic bungling and red tape have made O’Neill’s desperate attempts to communicate a challenge. Personal ego hassles between O’Neill and his peers and superiors was another mitigating factor. O’Neill’s abrasive personality rubbed off his colleagues the wrong way. As a result, the intelligence reports given out by O’Neill did not get the urgent attention that they merited. One needs to ask how personal favoritism and prejudice can undermine the high profile operations of the FBI. John O’Neill was quite vocal and persistent about the presence of Al Qaeda sleeper cells in the United States. John had communicated how the terror network had developed capabilities for attacking many strategic locations not just in the United States but anywhere in the world. It was O’Neill who identified Al Qaeda as the foremost threat to America -much ahead of his peers did. As his colleague Richard Clarke recounts, â€Å"I would go around the country to FBI offices and ask, "Is there an Al Qaeda presence in Chicago, in San Francisco, in Boston?" And typically the reaction I would get is, "What's Al Qaeda?"...But not with John. John knew what Al Qaeda was; he was among the first people to see the bin Laden threat. He believed there was a bin Laden network in the United States even if he couldn't prove it. So he was constantly trying to prove it†¦" (Richard Clarke, NSS Coordinator for Counterterrorism, 1992-2001) John O’

Accounting and Finance For Business Essay Example for Free

Accounting and Finance For Business Essay While these tutorial tasks MUST be submitted individually, you are encourage to work through these tasks together with the other members of your team, both during this week’s tutorial and in your own time. This is a good opportunity to ensure that all members of your group can calculate a breakeven point before and after-tax, a margin of safety and make a managerial decision regarding the addition of a new product (in this tutorial exercise, the addition of a new route). All answers must be inserted into the on-line form provided in LMS titled, Topic 9 Tutorial Exercises. Kangaroo Airlines Kangaroo Airlines in small local carrier located in the Kimberly region of Western Australia. All seats are economy class and the following data is available: 1.What is the break-even point in number of passengers per month? 30000 2.What is the break-even point in sales revenue dollars per month? 2100000 3.What is the break-even point in number of flights per month (round up)? 334 4.If Kangaroo Airline currently has on average 40,000 passengers per month what is Kangaroo Airline’s margin of safety in number of passengers? 5.If Kangaroo Airlines raises its average full passenger fare to $85 and the  average variable costs per passenger will remain at $30, it is estimated that the load factor will decrease to 60 percent. What will be the break-even point in number of flights (round up)? 6.The cost of aviation fuel is a significant variable cost to any airline. If fuel charges increase by $8 per barrel, it is estimated that variable cost per passenger will increase to $40 however that average full passenger fare will remain at the original $70 per passenger as will the original load factor of 75 percent. What will be the new break-even point in number of passengers? 7.The cost of aviation fuel is a significant variable cost to any airline. If fuel charges increase by $8 per barrel, it is estimated that variable cost per passenger will increase to $40 however the average full passenger fare will remain at the original $70 per passenger as will the original load factor of 75%. What will be the new break-even point in number of passengers? What will be the new break-even point in number of flights (round up)? 8.Kangaroo Airlines has experienced an increase in average variable cost per passenger to $35 and an increase in fixed costs to $1,500,000. Kangaroo Airlines has decided to increase the average full passenger fare to $80. How many of passengers are needed to generate an after-tax profit of $400,000, if the company tax rate is 30 percent (round up)?

Public Participation Planning

Public Participation Planning The purpose of this Literature Review is to establish a theoretical framework for my research proposal, specifically the theoretical aspects associated with public participation and collaborative planning. It aims to analyse and assess the various articles books and journals published and researched to date, while also identifying potential gaps in the research, which could be addressed by my research proposal. The literature review will take the form of an assessment of the emergence of public participation, the different types of participation and decision making models, followed by an analysis of the merits of collaborative planning as a tool for facilitating public participation within a development plan process. 2.2What is meant by participation? Although the merits of public participation have only begun to gain credence in recent times, the idea itself has been around for quite a while and literature on the subject can be found spanning back a number of decades. Public Participation has been defined as citizen involvement in making service delivery and management decisions (Langton, 1978). More recently it has been defined as ‘the process through which stakeholders influence and share control over priority setting, policy-making, resource allocations and access to public goods and services (Kende-Robb, 2005). Sanoff argues that it is advocated to reduce citizen cynicism toward government, build stakeholder consensus in government and enhance administrative decision-making. There remains a strong sense that the proper objective of participation is to ensure the ‘transformation of existing development practice, and more radically, the social relations, institutional practices and capacity gaps which cause social exclusion. This was central to many of the approaches to participation over the years including the community development approach from the 1940s to 1960s; political participation in the 1960s and 1970s; alternative development from the 1970s to the 1990s; social capital from the mid 1990s to the present and participatory governance and citizen participation from the late 1990s to the present day (Hickey Mohan, 2004). Other traditional participation mechanisms include public hearings, citizen forums, community or neighbourhood meetings, citizen advisory groups, individual citizen representation and focus groups (Wang, 2001). The focus on increasing public participation and citizen involvement in policy making has only begun to have a visible effect in recent times. It has been stated that direct, active citizen involvement in policy making has not always been a goal of civilised societies (Putnam, 1995). The reason is, to some extent a result of the enlarged role in society played by government bureaucracies (Davidoff, 1965). Habermas however states that individuals should be able to freely share their views with one another in a process, which closely resembles true participatory democracy. He states that the public sphere is â€Å"a discursive arena that is home to citizen debate, deliberation, agreement and action† (Habermas, 1981). By allowing every person the same opportunity to participate in discourse, Habermas hopes to eradicate the prejudices which limit marginalized groups from fully attaining their rights in a democratic society. The difficulty with recent models of participation is that citizens are more often reacting to plans rather than proposing what they see as appropriate goals for future action. This is certainly the case in Ireland, where participation is almost always reactive in nature. However, in the last decade this has begun to change and public participation is becoming an established part of planning and policy decision-making practice (Cameron Grant-Smith, 2005). Participation Versus Consultation Even though the term ‘participation is used to describe public involvement in policy and decision making, it must be recognised that there are various levels at which a person may participate and in many cases what is referred to as public ‘participation is not in fact participation at all. In the late 1960s, Sherry Arnstein developed an 8 rung ‘Ladder of Citizen Participation with each rung corresponding to the extent of the citizens power in influencing a final outcome (Arnstein, 1969). Arnstein developed this Ladder while involved in developing processes for citizen participation in planning and renewal projects in America (see figure 1). At the bottom of the ladder are rungs 1 (Manipulation)and 2 (Therapy). Both are non participative and the aim is to cure or educate the participants. The proposed plan is deemed best and the job of participation is to achieve public support by public relations. Rungs 3 (Informing), 4 (Consultation) and 5 (Placation) demonstrate slightly higher levels of tokenistic participation, however too frequently the emphasis is on a one-way flow of information with no channel for feedback. Rung 6 (Partnership) can be described as meaningful participation, as power is in fact redistributed through negotiation between citizens and power holders. Planning and decision-making responsibilities are shared e.g. through joint committees. It is at this partnership level that the collaborative planning model aims to operate. Rungs 7 (Delegated Power) and 8 (Citizen Control) affords ‘have-not citizens the majority of decision making seats or full power and is the holy grail in terms of citizen participation. Figure 1: If participation is to be real and effective there must be dialogue between the different stakeholders and between those who have power (those at the top of the ladder) and between those who have little or no power (those at the bottom of the ladder). There must be a two way flow of information between the parties involved. However there is no dialogue in consultation which is what has traditionally been considered ‘participation in a development plan process in Ireland. The planning authority consults the public normally after a plan has been prepared by seeking feedback through public meetings and public comment. ‘Participation in Ireland essentially consists of proposal and response the planning authority proposes a plan for a community and members of the public respond through making a submission. This submission is often made without any direct contact with officials in the planning authority so in effect there is no dialogue of any form, thereby illustrating that what is refered to as ‘participation in a development plan process in Ireland is in fact consultation. However, with public participation now becoming central to National, European and International policy, as well as being an important aspect of the sustainable development discourse, such tokenistic participation is no longer adequate. The introduction of the Planning and Development Act 2000 has resulted in a requirement on planning authorities to produce their statutory plans through a process that involves greater public input at the earlier stages. They are now required to develop a somewhat more participatory approach to planning than was previously the case. The Aarhus Convention, which took place in 1998, and the 2003 Public Participation Directive which followed on from the convention, also provide members of the public with opportunities for early and effective participation on plans or programmes relating to the environment. The increase in emphasis on public participation has meant that alternative models of planning need to emerge to facilitate and respond to this increas e and the collaborative planning model is one such response. 2.4Participation in Physical Planning Decision Making There has been much debate about the most effective methods of facilitating citizen involvement in policy formulation and decision-making. A useful approach that provides a basis for analysing processes of decision-making in planning is that developed by Innes and Booher (2000) and this will be discussed first, followed by an analysis of other participatory models of decision making that have emerged in recent times. The Innes and Booher approach identifies four different models of decision making technical/bureaucratic, political influence, social movement and the collaborative model as well as identifying when and where each model works best, which ultimately depends on the levels of diversity and interdependence present (see diagram). Source: (Innes and Booher, 2000) The technical/bureaucratic model works best where there is neither diversity nor interdependence among interests. A bureaucratic system is set up to implement known policy and the technical analyst is associated with rationality and bureaucracy. Technicians and bureaucracies essentially respond to a single set of goals and decision maker, and the typical practice is one where analyses are not focussed on interdependencies. Within this model, the focus of planning is on the achievement of the most efficient mechanism for reaching easily defined and identified needs. The political influence model works best where there is a high diversity of interests, however there is normally a low interdependence of interests, as each individual is focussed on their maximising their own interest only. In this model there tends to be a political bargaining approach that seeks to get an adequate number of interests to agree to a particular course of action in order for it to work. The social movement model recognises the importance of high levels of interdependence among a coalition of interests and individuals, but which does not deal with the full diversity of interests. Collaboration therefore is seen as the model that deals best with both diversity and interdependence ‘but is typically the least-used and least-institutionalised of the four models (Innes and Booher, 2000). Both the technical/bureaucratic model and the political influence models of planning and decision making, as proposed by Innes and Booher, reflect the lower levels of participation as identified by Arnstein, with the ‘convincing nature of the technical/bureaucratic model comparing significantly with need to ‘educate and ‘cure participants on Arnsteins tokenism rungs. The technocratic approach to planning which was the dominant planning model for much of the twentieth century has been severely criticised for its failure to adequately incorporate the values and interests of stakeholders into the decision making process. This criticism of technocratic planning was fuelled by the growing protests of stakeholders over expert-formulated plans in areas such as natural resource management, environmental regulation, transportation, and urban renewal, that were clearly contrary to the interests of large segments of society (Gunton and Day 2003). Planning theory responded to t he criticism and limitations of the technocratic approach by acknowledging the role of goals and objectives identified through democratic political processes (political influence model) to set the framework in which plans were prepared (Davidoff 1965). Planners, previously experts under the technocratic umbrella were relegated to determining optimal means to achieve politically set goals within this new participatory environment. The unresolved question in this new goals-based planning theory was how the goals should be determined. The initial and somewhat vague response was that goals should be determined by citizen participation in the planning process, however it was not clear how this was to be achieved (Gunton and Day 2003). Dahl suggested that pluralism was another vehicle that would allow individual citizens to have their concerns voiced in government, a concept developed by Davidoff in the 1960s interlinked with the idea of the planner as an advocate for the under-represented (Dahl, 1989). Unlike the ‘advocacy planning that Davidoff proposes (different planners acting as advocates for different interests), most city and town planning is performed by a single planning authority which develops plans, which it feels will best serve the welfare of the whole community, not of individual interest groups (LeGates and Stout, 2000). Davidoff argues that different groups in society have different interests, which would result in fundamentally different plans if such interests were incorporated into these plans. The articulate, wealthy and powerful groups have the skills and resources to influence plans to take account of their own interests while the poor and powerless do not. Advocacy Planning introduces the idea of planners acting as advocates, articulating the needs of the poor and powerless, the same way as a lawyer represents a client (Davidoff, 1965). The problem with advocacy planning, however, is that it did not provide a framework for resolving disputes among competing interest groups and therefore cannot be seen as an adequate method for dealing with the various conflicts that are emerging in modern day planning. Dahl sees pluralism as a situation where individuals join interests groups that represent their needs and wants. These interests groups then come together to debate their competing viewpoints and create a collective public policy that should reflect the common good. The more interest groups that exist, the greater the conflict, and the greater the likelihood that decision making will reflect that common good (Dahl, 1989). However, Lowi on the other hand argues that pluralism often fails to represent the collective good, and instead represents the needs and wants of special interest groups (Lowi, 1979). Davidoffs idea of pluralism is slightly different from Dahls, in that citizens or interest groups should go one step further and produce an alternative plan to what he sees as the ‘unitary plan prepared by the planning authority, and the advocate planner can be central to the process by representing certain interest groups. A final model, often referred to as alternative dispute resolution, also emerged as a way of engaging stakeholders in the development of plans by allowing stakeholders to negotiate a consensus agreement to resolve the dispute (Susskind and Cruikshank 1987). However the alternative dispute resolution does not appear to provide a satisfactory model either, as it is reactive in responding to disputes that have already arisen instead of proactive. In essence, this limits its effectiveness as a planning tool. It is evident therefore that to date, the existing models of decision making have had limited success with regard to facilitating public participation. However as our societies and communities are now becoming more diverse and less homogenous than ever before it would seem an alternative model is required to facilitate and acknowledge these changes. 2.5The Collaborative Planning Model Innes and Booher (2000) note that in situations where there is a clear interdependence between stakeholders interests and there exists a high diversity of such interests that a different model of planning and policy making is needed. This model is known as collaborative planning. It emerged as a distinct planning paradigm in the 1990s and is a logical extension of alternative dispute resolution (Gunton and Day 2003). ‘The collaborative model is about stakeholders co-evolving to a common understanding, direction and set of heuristics†¦. It is only the collaborative model that deals both with diversity and interdependence because it tries to be inclusive and to explore interdependence in the search for solutions. It does not ignore or override interests, but seeks solutions that satisfy multiple interests. For complex and controversial issues in rapidly changing and uncertain contexts issues that there is public pressure to address collaboration among stakeholders is likely to be the best approach indeed the only approach that can produce a satisfactory result. (Innes and Booher, 2000, p21) This model is a new framework for planning which proposes that spatial planning activity move from the traditional narrow, technical and procedural focus towards a communicative and collaborative model for achieving common purposes in the shared spaces of our societies (Healy, 1997). For Healy, collaborative planning seems not to be an end in itself, but a path to â€Å"co-existence in shared spaces.† Like Innes and Booher, Healy also believes that a collaborative approach can be successful only where there is a variety of stakeholders interests, because if all the interests are the same then no dialogue is required. Healys version of collaborative planning emerged after she analysed the shortcomings of conventional forms of governance and styles of planning, namely economic planning, physical development, public administration and policy analysis, advocacy planning, neo liberalism and utilitarianism. The conceptual base for collaborative planning as Healy sees it, consists of two theoretical strands, an ‘institutionalist sociology and ‘communicative dialogue. The institutionalist theory states that spatial planning processes need to be judged by the quality of the process, i.e. the way the decision is made is just as important as the actual decision. It also seeks to identify and analyze forms and relations of power between people, beyond that of class and categories. The communicative approach offers a way forward in the design of governance processes for a ‘shared world and takes an ethical commitment to enabling all stakeholders have a voice. It deals with the design of governance systems and practices, focusing on ways of fostering collaborative, consensus building processes. This approach outlines a number of necessary components for a collaborative model to be successful. Consensus building practices are important, as they help to ensure that no stakeholder finds a particular outcome intolerable. It is important that an individuals position at the top of the ladder is not maximized at the expense of the individual at the bottom; there should be equality. It recognizes three forms of reasoning instrumental/technical (the mechanisms for public decision making), moral and emotive/aesthetic. It argues that there has been a predominance of the first, at the expense of the other two. Within the public sphere, moral and emotive reasoning must be afforded an equivalent status, to achieve balance. There is also a need for recognition of the growing cultural differences that there now is. She also points out that polices and processes need to be designed to relate to the experience of globalization and multi-cultural societies, as older planning practices do not take these into account. Leadership is not about bringing stakeholders around to a particular planning content but in getting people to agree and ensuring that, whatever the position of the participants within the socio-economic hierarchy, no groups interests will dominate (Healy, 1997) Another approach to collaborative planning is that which emerges from the work of John Forester, an American planning theorist, who focuses on the communicative role of the planning analyst. His view is that planners within organizations do not work instrumentally towards the achievement of clearly distinguishable ends. Instead he sees the role of the planner to: ‘†¦work instead toward the correction of needless distortions, some systematic and some not, which disable, mystify, distract and mislead others: to work towards a political democratization of daily communications. (Forester, 1989, p.21) Forester also states that: ‘†¦problems will be solved not only by technical experts, but also by pooling expertise and non-professional contributions too; not just by formal procedure but by informal consultation and involvement; not mainly through formally rational management procedures, but through internal and external politics and the development of a working consensus; not by solving an engineering equation but by complimenting technical performance with political sophistication, support building, and liaison work (p. 152) Forester therefore recognizes the communication and negotiating elements of planning, as well as its technical elements. He also recognizes the political nature of planning and the extent to which the planner is engaged in value laden political action. 2.6Strengths and Weaknesses of Collaborative Planning Advocates of collaborative planning cite many advantages of the collaborative model relative to other models of planning. Firstly, the chances of reaching a decision on a plan are a lot higher, because stakeholders are incorporated in the process from the outset to help reach a solution, rather than remaining as critics outside the process (Gunton and Day 2003, Susskind et al. 2000). Secondly the dynamic interaction of the stakeholders is likely to produce a plan that is in the public interest as more alternatives are generated and the consensus decision rule ensures that the mutual interests of all parties are at least partially catered for in the plan (Frame et al, 2004). Thirdly, the plan produced at the end of the process has a greater chance of being implemented, because stakeholders who might otherwise attempt to block the implementation have developed the plan and will help implement it because they have a stake in the outcome. Finally, collaborative planning helps to create à ¢â‚¬Ëœsocial capital among the stakeholders, improving their skills, knowledge and stakeholder relationships which last beyond the process of creating a plan (Gunton and Day, 2003). However, the collaborative planning model also has its critics and a number of weaknesses and challenges to the approach have been identified. Firstly, collaborative planning is founded on the principle of stakeholders negotiating with one another to agree on an outcome. In some cases, more influential and powerful stakeholders will avoid or undermine the process by using delaying tactics, or pursuing alternative means to achieve their objectives if they do not like the outcome of collaboration (Frame et al, 2003). Secondly, the need to achieve consensus may encourage stakeholders to seek second best or vague solutions when they cannot reach the best possible agreement (Gunton and Day, 2003). Cooper and Mckenna (2006) and Fainstein (2000) also state that the need to achieve consensus has meant that participatory exercises often concentrate on issues where agreement is more likely to be achieved and avoids those which are likely to cause difficulties. Thirdly, the time and resources r equired to organise a process around large group of diverse stakeholders is quite substantial. This is compounded by the potential lack of support or interest from planning officials who are unwilling to delegate the decision-making responsibilities to outside stakeholders (Wondolleck and Yaffee, 2000, Fainstein, 2000). Also, established statutory fora comprising of local elected representatives are relatively neglected, while project staff must spend huge amounts of time, energy and money organising and servicing local public meetings, stakeholder meetings, public surveys and follow up consultation exercises. This often leads to a situation where projects become characterised by ‘consultation paralysis, a condition where nothing can be done because yet someone else must be consulted or re-consulted (Cooper and McKenna, 2006). Finally, relying on stakeholders that have little or no specialised training may lead to the exclusion of important scientific information in the decisi on making process, thus resulting in poor decisions being made. Fainstein (2000) also cites what she sees as a number of other weaknesses with the collaborative planning approach including: Action/implementation is often a problem, because parties in the process are not honest about their intentions and purposes It ignores the role of the powerful and their capacity to impede the implementation of agreed actions The process is usually too drawn out and resource hungry If the planner/expert acts as facilitator only, new and creative thinking can be stifled and only those that are incrementalist in nature will emerge There is evidence that experts acting on their own often come up with better solutions than stakeholders operating in a collaborative process It is evident from the above that collaborative planning approaches have many strengths and weaknesses, however it would appear that the potential benefits to the community from using such an approach outweigh potential negatives. COLLABORATIVE PLANNING IN IRELAND In the past number of years, there have been many attempts to develop models for community development and planning that aim to achieve higher levels of participation than previous models. Such models include the ADOPT model, the Bantry Bay Charter and Integrated Area Planning (IAP) to name but a few, while the Village Design Statement (VDS) could also be considered as an attempt at achieving higher levels of participation through a more collaborative approach. The ADOPT model, which was pioneered by Ballyhoura Development Ltd, is aimed at providing local area-based communities with a framework for participation in community development at a local level. The model also aims to tackle the lack of co-operation within the community sector, and weak research and planning by communities who are participating and contributing to local planning and development activities. It seeks to develop a strong community representative structure, an umbrella group that brings together representatives of the various bodies and groups within the community to ensure that activities are not being duplicated and that real needs are being addressed. This umbrella structure, along with the training and capacity building that the model promotes, supports communities and their representatives to play a meaningful role in partnership functions with Stage agencies and other bodies (Pobal, 2003). The Bantry Bay Charter was a project initiated by Cork County Council with the main objective being to develop a model and strategy for successful coastal zone management. By developing a stakeholders charter it was possible to develop an agreed approach to the management and development of the Bantry Bay area. In doing so, the process brought together the different stakeholders and interest groups of the area, as well as the agencies involved in regulating and developing the area. The Charter is based on the understanding that the regulatory agencies need to work in partnership with the local community for the successful management and development of the area. It explored the use of consensus, where all those who are stakeholders work together, to develop a single agreed approach to its development. Similar to these models is a model of collaborative planning developed by Tipperary Institute (TI), a third level education institution specialising in the area of Sustainable Rural Development called Integrated Area Planning. Integrated Area Planning is a concept that first emerged through the 1999 Urban Renewal Scheme, introduced by the Irish Government and which involved a more targeted approach to the award of urban renewal incentives. This model is multi-focused and is based on the premise that development of an area should emerge from a broadly based not take place in isolation but should emerge from a broadly based Integrated Area Plan (IAP), taking into account the social, environmental, economic and cultural needs of a community. Integrated Area Planning has been defined by TI as an empowering, practical and participatory process to collect, analyse, and compile information while developing the skills and structures needed to prepare and implement an inclusive and multifacet ed plan for a defined geographical area. The development of the IAP model was influenced to a great extent by planning theorist Patsy Healy and central to the model is the requirement for consensus to be reached on all issues before the process can be moved forward. The IAP model contains many key steps, which must be carried out including: Contracting Phase Pre-Development Phase Data Collection Establishment of a Steering Group Capacity Building of the Steering Group Establishment of Visions and Objectives Establishment of task groups Drafting Stage Validation Approval Implementation Using the IAP model, TI became involved in a number of community planning projects in Ireland including: Crusheen Co. Clare, Kinvara and Eyercourt Co. Galway, Ferbane Co. Offaly, Hacketstown Co. Carlow and Kilmacthomas in Co. Waterford. In each of these cases, the communities, in partnership with the relevant authorities prepared plans for their areas. Two of the key stages in the process are establishing the steering group and task groups. The steering group is elected by the community and it is contains a representative from the various different stakeholders in the process. The steering group plays an important role in the whole IAP process as they are responsible for driving the process forward. The task groups on the other hand are smaller groups, which are made up of members from the community and statutory agencies. The task groups are responsible for carrying out research on particular topics, such as the environment, infrastructure etc and they then report back their finding s to the steering group. The IAP process is quite resource demanding and generally takes over 12 months to complete. CONCLUSION It is clear from the above that the issue of participation and the models, which attempt to facilitate it, are central to the planning and environmental fields in both Ireland and abroad. Some of the collaborative planning models that have been developed in Ireland have multiple aims, one of which is to impact on the statutory Local Area Plan process and outcomes, including those implemented in Kinvara, Ferbane, Hacketstown and Kilmacthomas. However having reviewed the literature it is evident that there has been a clear lack of research focussing on the assessment of such collaborative planning models in Ireland. In order to assess the extent to which the IAP model in Kinvara was successful, an examination of the entire process is required. To this end, the examination required will entail more than just the IAP process itself, but also its impact on the LAP process as well as an assessment of the level of implementation that has taken place to date. Bibliography: Arnstein, Sherry R., (1969) A Ladder of Citizen Participation, Journal of the Institute of American Planners, Vol. 35 (4), pp 216-24. Connick, S., Innes J., (2001) Outcomes of Collaborative Water Policy Making: Applying Complexity Thinking to Evaluation, Working Paper 2001-08 Dahl R, (1989). Democracy and its Critics. New Haven, Conn.: Yale University Press. Davidoff, P, (1965) Advocacy and Pluralism in Planning, Journal of the American Institute of Planners DeSario, J. Langton S, (1987) Fainstein, S.S. (2000). ‘New directions in Planning theory, Urban Affairs Review, Vol.35, Issue 4, March, pp.451-78 Frame, Tanis M., Thomas I. Gunton, and J.C. Day. (2003). Resolving Environmental Disputes through Collaborative Planning. Journal of Environmental Planning and Management. Frame, Tanis M., Thomas I. Gunton, an

Justice in Platos Republic and Hobbes Leviathan Essay -- Politics Phi

One of the main concepts in both Plato's Republic and Hobbes' Leviathan is justice. For Plato, the goal of his Republic is to discover what justice is and to demonstrate that it is better than injustice. Plato does this by explaining justice in two different ways: through a city or polis and through an individual human beings soul. He uses justice in a city to reveal justice in an individual. For Hobbes, the term justice is used to explain the relationship between morality and self-interest. Hobbes explains justice in relation to obligations and self-preservation. This essay will analyze justice specifically in relation to the statement ? The fool hath said in his heart, there is no such thing as justice? Looking at Hobbes? reply to the fool will demonstrate that his main goal was to declare what people ought to do when interacting with others and what can be expected in return for that behaviour. By analyzing the Republic, it will be shown that Plato would most likely differ w ith the statement made by the fool because the main of premise the book in itself is to discover the definition of justice. To understand Hobbes? reply to the fool, one must first define justice according to Hobbes. He believes that justice is men performing their covenants made and the constant will of giving every man his own. A covenant is a part of a contract, or ?mutual transferring of right, in which at least one of the parties ?is to perform in time to come?. Hobbes maintains that it is never against reason to complete a covenant when man has the security that others will also perform covenants made with him. However, the problem that arises from forming covenants is that just because people enter into a covenant to perform some actio... ...ing so he also showed that there is such a thing a justice within a city as well as in an individual. Thus, Plato?s reply to the fool would be that indeed there is such a thing as justice. And justice is good because it benefits in this life as well as the next. Therefore, even though a man may wish to behave unjustly when he can, as with the myth of the ring of Gyges, behaving justly will have the most rewards. Both Plato and Hobbes present different views of justice in reply to the fool. Plato, claiming one should be just because it is good in itself, where as Hobbes claims being just is good for the pursuit of self-interest or preservation. Despite the difference of opinion on justice between the two philosophers, it is clear that the fool?s statement has been refuted. For there is such a thing as justice despite the differences in how the term is defined.

World War II Essay -- History, War

World War II brought peace and economic prosperity to the Allied nations, which allowed for the fertility rate in North America to increase. This caused an explosion in the population of the U.S. especially, with around 78 million babies born by the end of the 1940s-1960s, according to Colombia Dictionary. Similarly, Canada experienced a surge of 479,000 babies following the 1950s (Henripin, Krotki 1). A large population amounts to a shift in demographics, and subsequently the social system of North America started to change gradually in order to adapt to the new baby boom generation. As a result of a new economic affluence in the continent, North American society became materialistic and consumerism seized a big part of the economy (Owram 309). Children became an important demographic for companies, leading to the toy industry benefitting and expanding (Gillion 5). Technology advanced considerably, too: in the 1950s, the television became a ground-breaking medium that helped people spread ideas, see what was going on in their country and the rest of the world, much like what the printing press did for the Renaissance. Although the post-WWII baby boom only occurred in a few countries, namely the U.S. and Canada, this time period transformed the West and the world immensely—the areas of life that were affected during the baby boom went on to greatly influence later generations and decades due to the change and reform it yielded, which replaced the outdated and unethical traditions of the old West and the world. Prevailing social and political attitudes of the baby boom were much more liberal than they were in the pre-war decades. Numerous social issues found their way into the spotlight, such as women's rights and the sexual rev... ...ame needs as an effect of consumerism on the baby boom generation. The same materialism of the 1950s conceived a new consciousness in the 1960s, equating to new values for the baby boom generation, such as self-actualization, social consciousness and tolerance. During the 1950s, the U.S. achieved the highest standard of living in the world, metamorphosing the working class into the new middle class (Monhollon xvi). The richest generation in North American history and the 21st century has left behind a plethora of valuable lessons that will not be forgotten soon. In conclusion, the baby boom, which lead to a long cycle of prosperity and growth in the post-WWII years is crucial because it redefined the traditional and rigid values people wrongfully harbored in the past and spearheaded dramatic change on a global level, bringing the West and the World closer than ever.

Dantes Inferno in Comparison to Christianity and The Media Essay

Dantes Inferno in Comparison to Christianity and The Media Dante's Inferno is a strange journey through hell, which at times seems familiar but then sometimes seems unexpected. As an American and a Christian it is possible to think that my opinion on this could be crafted from my religion and our society, particularly its media. In my mind I see hell as this place of immense torment bestowed on sinners. My faith has taught me that those who sin go to hell to be punished. Dante's adventure clearly shows that the souls of hell are punished, as I thought. Punishments range from living in filth to painful tortures. What my religion or any movies or television shows I've seen mentioned is the idea of a hierarchy. The idea of hell being made up of circles that descend based on sin. While this idea makes sense, I have never been exposed to that thought, so it a little surprising, but also interesting. My view of hell was this burning hole where all the souls of sinners kind of dwell together. I basically felt that a sin is a sin, this is probably because it was instil...

Daniel hade

Shaina Gilbert Prof. Conway English 101 November 26, 2013 It is an obligation since elementary for children to learn about the U. S. history.However, some historical books feed our children and society inaccurate stories to cover some lies that our prideful country, the United States of America is hiding from To paraphrase, Hade talks about The American Girl Collections how the stories in those books are so inaccurate that the United States tends to hide the issues, or to focus less on the consequences of some issues as a result for our children to grow up ith the belief that the United Sates is this perfect and progressing country, where the United States always have a happy ending (563-572).Related to Hade's approach of inaccurate stories, the conspiracy of Martin Luther Kings death falls into the same category. Our history book always taught us that Martin's assassination was done by a lone gunman called James Earl Ray. However along the line, cases and investigations have proven that Martin Luther's death was all a conspiracy involving the FBI, military, CIA plotting against civil rights leaders. The government and media anage to cover up by providing the public misinformation to protect the pride of the United States, that the U.S. would never have such corrupted agencies, that USA should always be the best, the example of many (Halyard). We all knew that it was never about a racist gunman, there was more to the situation but again the government partially revealed the information, for the purpose of how people will look at the United States and it is the same point as Hade said about his article that our children are taught lies and even adults had to grow up with those lies for the protection of the US's reputation.He argues that â€Å"the books are too busy telling the students how great the United States was and still is to give them much real history'(Hade 568). It is true, we all know that books will never admit that we were wrong for some part, on the contrary books will brush off the real issues or the real story of the issue to present the United States as being on the right side and doing the best of all. Martin Luther's death until this day is still not fully revealed to the public and will never for the sake of the prideful fgure that United States have. Quoted by Hade, â€Å"These books†¦ ems to connect with the ultimate American goal† (572), and he is right we have given stuff that only they decided we should know to protect the American goal.

Industrialization and the Rise of Big Business Essay

From the period of 1870 to 1900, the United States became one of the world’s strongest and growing industrial nations. An industrial revolution that had begun with the manufacture of cotton and woolen textiles had, by the beginning of the 20th, transformed the production of most everyday goods. Ranging from food, clothing, appliances, and automobiles, the enormous output of industrial production led to the rise of big business as it coordinated methods of distribution and sales to forge an infrastructure for consumer culture. The rise of corporations, such as Carnegie Steel, J.P. Morgan, and Standard Oil, in the late 1800’s, was able to dramatically shape the country politically, socially, and economically and even continues to do so today through new modern finance and monopolies. Industrial growth was mainly fueled by a surplus in resources, immigration and therefore cheap labor, and major technological advances that expanded the capabilities of various industries. As technological advances transformed production and distribution, a wave of inventions, including the typewriter, light bulb, and automobile led into new industries. Through this boom in business, leaders learned how to operate many different financial activities throughout the nation. Ultimately, they were able to become larger and the modern corporation was â€Å"born† into one of the most important roles in the future of business. These corporations seemed â€Å"new† for many people in the country, but corporations actually date back to the 16th and 17th centuries, where they were used by royalty and governments to organize exploration and possible colonization. Many businessmen and politicians had been suspicious of the corporation from the time it first emerged in the late 16th century. Unlike the partnership form of business, which dealt with a small amount of people on a personal level, the corporation separated ownership from management. In Adam Smith’s The Wealth of Nations, he warns that because managers could not be trusted to steward â€Å"other people’s money†, â€Å"negligence and profusion† would eventually result when businesses organized as corporations. In 1811, New York became the first state that passed legislation concerning protocol and procedure for becoming a corporation, and other states eventually adapted this as well. Corporations were well suited to meet the demands of the Industrial Revolution, which generated a giant increase in business opportunities which, in hand, required massive amounts of money but â€Å"over the last 150 years the corporation has risen from relative obscurity to become the world’s dominant economic institution† (Bakan 5). â€Å"The genius of the corporation as a business form, and the reason for its remarkable rise over the last three centuries, was-and is-its capacity to combine the capital, and thus the economic power, of unlimited numbers of people† (Bakan 9). As corporations become more powerful and fuel development of large-scale industry, they affect politics. The men idolized by some and vilified by other, America’s 19th century Robber Barons were the true creators of the modern corporate era. The railroad was the first major monopoly in the United States. Since these railroads were massive undertakings, they required millions of dollars in capital investment. This was more than could be provided by relatively small group of wealthy men who invested in corporations at the turn of the century and the majority of the money was raised through the sales of stocks and bonds. With greed and corruption heavily present throughout the construction of the railroads, beginning in the 1890s, the corporation underwent a major transformation. The states of New Jersey and Delaware sought to attract valuable incorporation business to their jurisdictions by jettisoning unpopular restrictions from their corporate laws. In addition, they also repealed the rules that required businesses to incorporate only for defined purposes, to exist only for limited durations, and to only operate in certain locations. Another move consisted of loosening control on merger and acquisitions and they abolished the rule that one company could not own stock in another. Soon the rest of the country, not wanting to lose out in the competition for the incorporation business, soon followed their examples with revisions to their own laws. With flexible freedoms and powers now available, there was a large amount of incorporations by businesses. However, with all the constraints on mergers and acquisitions gone, it was only a matter of time before companies bought each other out. â€Å"1,800 corporations were consolidated into 157 between 1898 and 1904. In less than a decade the U.S. economy had been transformed from one in which individually owned enterprises competed freely among themselves into one dominated by a relatively few huge corporations, each owned by many shareholders† (Bakan 14). The era of corporate capitalism had begun with all those consolidations and mergers. With the economy dominated by a few huge corporations, we find ourselves looking at the development of monopolies, development the states started by limiting the set laws. With the growing capitalism pressuring politicians, a bizarre law was passed by the Supreme Court in 1886. â€Å"The courts had fully transformed the corporation into a â€Å"person†, complete with its own identity, separate from the actual people who were its owners and managers, like a real person, to conduct business in its own name, acquire assets, employ workers, pay taxes, and go to court. The logic of this law conceived if corporations were considered free individuals, or â€Å"persons†, corporations should be protected by the Fourteenth Amendment’s right to due process of law and equal protection of the laws, rights originally added to the constitution to protect freed slaves† (Hobsbawm 208). Trusts were becoming a problem after several years of abuse by major corporations. By the end of the 19th century, trusts used to crush competition and create monopolies throughout different industries had gotten to a point where the public demanded that there be something done. Congress ended up passing the Sherman Antitrust Act in 1890. This Act has two main prov isions which apply to most of the corporations of the time. Every contract or agreement, in the form of a trust or not, or conspiracy to restraint trade in commerce is illegal and second, it would be illegal for anyone to monopolize, try to monopolize, or conspire to monopolize commerce. The Sherman Act was just the first of a series of laws aimed at controlling attempts by business firms to conspire and establish monopoly power in industry and commerce. Other acts followed when it became apparent that the Sherman Act had loopholes. Teddy Roosevelt was known as the â€Å"trust buster† because of his anti-monopoly views. Many large corporations had complete control of an entire industry and Roosevelt went in to these companies and helped to stop this type of monopoly, even managing to break up Northern Securities and J.P. Morgan. A big supporter of labor, he set up child protection laws, which were used to prevent children to work in factories and set up workman compensation, which is a payment that employers had to pay employees who ge t injured on the job. After the Great Depression occurred sometime around 1929 until the early 1940s, Roosevelt stepped in and called for Congress to help him pass his â€Å"New Deal†. â€Å"The â€Å"New Deal† was a package of regulatory reforms designed to restore economic health by, among other things, crushing the powers and freedoms of corporations† (Bakan 20). On March 9 Congress passed the Emergency Banking Act, which allowed the federal banks to be inspected. They also passed the Glass-Steagall Act, which had stringent rules for banks and provided insurance for depositors through the newly created Federal Deposit Insurance Corporation (FDIC). Two more acts in 1933 and 1934, mandated specific regulations for the securities market, enforced by the new Securities and Exchange Commission (SEC). Several bills provided mortgage relief for farmers and homeowners and offered loans for home purchasers through. Also, the National Labor Relations Act of 1935 gave federal protection in the bargaining process for workers and established a set of fair employment standards. The National Labor Relations Act guaranteed workers the right to organize and bargain through unions and the Federal Fair Labor Standards Act of 1938, the last major program launched by Roosevelt specified maximum hours and minimum wages for most categories of workers. A monopoly is considered an economic situation in which only a single seller or producer supplies a commodity or a service. Economic monopolies have existed throughout most of history and in modern times we still deal with their continued threat. We usually encounter monopolies when giant business firms began to emerge and dominate the economy. Usually more than one firm in the same industry grows and dominates the market resulting in oligopoly, in which the market is dominated by a few firms. A modern example is Microsoft, which was founded in 1975 by Bill Gates and Paul Allen. In 1985, Microsoft released the Windows OS, an OS with the same features of MS- DOS just with a graphical user interface added for ease of use. Windows 2.0, released in 1987, improved performance and offered a new visual appearance. In 1990 Microsoft released a more powerful version, Windows 3.0. These versions, which came preinstalled on most new personal computers, becoming the most widely used operating systems in the industry at the time. In 1993 Apple lost a copyright-infringement lawsuit against Microsoft that claimed Window s illegally copied the design of the Macintosh’s operating system. In May 1998, the Justice Department and 20 states filed broad anti-trust suits charging Microsoft with engaging in â€Å"monopolistic† conduct. They wanted to force Microsoft to offer Windows without Internet Explorer or to include Navigator, a competing browser made by Netscape. In November 2001 Microsoft announced a settlement with the Justice Department and nine of the states. Key provisions included requiring Microsoft to reveal technical information about the Windows operating system to competitors so that software applications could be compatible with Windows, while also enabling personal computer manufacturers to hide icons for activating Microsoft software applications. A computer manufacturer could therefore remove access to Internet Explorer and enable another Internet browser to be displayed on the desktop. Corporations transformed the U.S. economy through breakthroughs in technology as well as new business practices and strategies. â€Å"The early Industrial Revolution not only changed manufacturing technically but also introduced a new organization of industry. These innovations followed from the new machinery but had advantages of their own. Together, these changes constitute its economic impact† (Stearns). Americans created giant enterprises. Businesses such as Standard Oil and Carnegie Steel brought together huge stocks of natural resources and unprecedented quantities of modern machinery to mass-produce goods for domestic and international markets. In meeting these demands, American entrepreneurs pioneered the development of modern business with its large-scale production and widespread markets, first by developing the railroad industry and then by creating industrial corporations. These railroads were massive undertakings, they required millions of dollars in capital investment. This was more than could be provided by relatively small group of wealthy men who invested in corporations at the turn of the century and the majority of the money was raised through the sales of stocks and bonds. â€Å"Everything the stock market is, and was, rooted in the basic idea of capitalism. Without that idea, stocks and bonds would never have come to be. Capitalism is an â€Å"economic system in which the means of production and distribution are privately or corporately owned and development is proportionate to the accumulation and reinvestment of profits gained in a free market† (Hobsbawn 48). In the steel industry, Carnegie developed a system known as vertical integration. Carnegie bought his own iron and coal mines because using independent companies cost too much and was inefficient. Through this method he was able to charge less than any of his competitors. Unlike Andrew Carnegie, John D. Rockefeller integrated his oil business into horizontal. He followed one product through all its stages. Although, Carnegie inclined to be tough-fisted in business, he was not a monopolist and disliked monopolistic trusts. John D. Rockefeller came to dominate the oil industry. He created the first U.S. trust in 1882 by persuading the stockholders of the 40 companies associated with his to turn over their common stock to nine trustees in exchange for trust certificates. However, in 1911, the Supreme Court found that unlawful monopoly power existed in his company ordered him to dissolve it into smaller, competing companies. The development of trusts coincided with industrialization in the U.S. The trust movement was both a way to create large-scale business firms in this period and a downfall of the tremendous growth of industry. The success of the Standard Oil Company and U.S. Steel company was credited to the fact that their owners ran them with great authority. In this very competitive era, many new businesses were being formed and it took talented management to get ahead and have the companies running smoothly while making a great deal of money. As corporations expanded they affected the social outlook of the nation and brought social changes fueled by the Industrial Revolution. â€Å"In the wake of the twentieth- century merger movement, many Americans realized that corporations, now huge behemoths, threatened to overwhelm their social institutions and governments† (Bakan 17). Many people believed that corporate greed and mismanagement had caused the Great Depression. In response, business leaders embraced corporate social responsibility, believing that it was the best strategy to restore people’s faith in corporations. â€Å"New Capitalism† was the term that was used to describe the trend that softened corporations’ images with promises of good corporate citizenship and better working conditions. â€Å"By the end of WWI, some of America’s leading corporations, among them, General Electric, Eastman Kodak, National cash register, Standard Oil, and US Rubber, were busy crafting images of themselves as benevolent and socially responsible† (Bakan 18). As economic activities in many communities moved from agriculture to manufacturing, production shifted from its traditional locations in the home and the small workshop to larger and more capable factories. A great amount of the population relocated from the countryside to the towns and cities where manufacturing centers were found. The overall amount of goods and services produced expanded dramatically, and the proportion of capital invested per worker grew. Industrialization gradually changed the nature of human life for many people. For the first time in American history, more than half the country’s population lived in cities. In Adam Smith’s The Wealth of Nations, he states that the most decisive mark of the prosperity of any country is the increase of the number of its inhabitants. On average, the population doubles in England and most other European countries around every 500 years. In America, the population doubles in about 25 years. With continued expansion of industrialization, America moves forward and advances with greater rapidity to the further acquisition of riches than any other countries. Key changes revolved around families as well, with work now farther from home, new specializations are required among some. While some women would be withdrawn from the formal labor force in order to supply domestic labor, and children were sent to school instead of being used in early industry. Outside the home, industrialization created new and unpleasant social divisions. The gap between the factory owners and the growing number of workers widened. New forms of protest, including strikes and political action developed alongside the advancement of industrialization. For years they had working long days on the farms, it’s the nature of the work that was biggest issue. Factory work tended to be monotonous and made work more dangerous. While on the farm, in the midst of the hard work, there was socializing and irregularity for the workers. Once in the shop, the workers had to deal with strict time schedules, and harsh working conditions. While wages were often low in the early years of industrialization, they ultimately improved, creating new opportunities for consumption. A small number of workers could also rise to become more highly skilled, even entering the ranks of supervisors. More substantial advancement, however, was rare. Most workers ultimately reduced their reliance on job satisfaction and sought shorter hours and higher pay instead. But life off the job did not necessarily improve rapidly. Working-class families might be tightly knit, but new tensions appeared. Many workers vented their frustrations on other family members and leisure life initially deteriorated with industrialization. Carnegie Steel, J.P. Morgan, and Standard Oil, are just some of the many corporations that rose in the late 1800’s, and were able to dramatically shape the country politically, socially, and economically and even continues to do so today. Without them, America would not be the world superpower that it currently is. The shift from and agricultural society into an industrial one may have been difficult for who lived during that era. However, by the turn of the century, industrialization had transformed commerce, business organization, the, the workplace, technology and general everyday life in America into something solid and positively profound. Now we face the challenge of deciding whether to leave the market to itself or to have the government regulate or control it. I believe that government control won’t amount to anything because of all the extra work needed. If the market was left to itself then corporations may take advantage of certain elements and monopolies may dominate the market. This best compromise would be for the government to regulate the market in a way that corporations are forced to do legitimate and legal business.

Important Choice in of Mice and Men

Choices are made by everyone at some point in life. Choices can be complicated or as simple as yes or no. Decisions can be difficult or easy to make. Some choices are impulsive while some require a lot of premeditation to make. In the novella, Of Mice and Men, written by George Steinbeck, George chose to kill his best friend Lennie. Lennie and George were friends for a long time. They both worked at a farm together. Lennie was retarded and George took care of him and watched over him. Throughout the book Lennie displays blind loyalty to George and their hope of a better life.George is a very dynamic character through the book while Lennie is constant displaying incredible amounts of physical strength and being dim witted. Killing Lennie was no easy task for George. This important choice was a choice that affected others, affected George, and had to be motivated to be made. George was motivated to kill his friend, Lennie. Lennie had always loved to pet soft things. He would often kill mice just by petting them. Lennie had also killed a puppy on accident. These incidents occurred out of his innocence.He was unaware of his own strength and killed animals because of it. Lennie killed Curley’s wife in an effort to simply pet her soft hair. A mob of people from the farm chased Lennie and George from the farm in an effort to kill Lennie. Curley said he wanted to kill Lennie in the most painful way possible. George and Lennie effectively escaped their pursuit for a brief minute. In this moment George tried to calm Lennie down by reminding him of their shared dream of a better life. This involved them owning their own farm and tending rabbits for Lennie to pet.This undoubtedly brought Lennie to a calm place. In that moment when people began to close in, George killed Lennie by shooting him in the back of the head. This act was influenced by the impending doom Lennie had coming. The other men from the farm that had chased Lennie would have killed him much less pea cefully. If George did not do it, Curley would have done it much less humanely. While this reason for killing Lennie may seem to be merciful, what if George had killed him for selfish gain? George was held back by Lennie as long as he had been accompanying him.This was not the first time they had gotten in trouble with the law. Lennie also kept George from getting any type of romantic relationship or even a stable job. Is it possible George was motivated by his own selfish inclinations? Several factors influenced George to kill Lennie. George’s choice to kill Lennie was motivated by others but also affected him. It is reasonable to believe that George looked out for both Lennie and his own interest in deciding what how he must confront the situation mentioned earlier. Killing Lennie affected George’s life in depth.In the entire book George and Lennie are depicted as being together. George would have to adjust to being slightly more lonesome for the time being. Lennie w as a companion to George but he was also a hindrance. George had said how Lennie keeps him from doing many things. George was upset at this and said â€Å"If I was alone I could live so easy. I could go get a job an’ work, an’ no trouble. No mess at all, and when the end of the month come I could take my fifty bucks and go into town and get whatever I want. Why, I could stay in a cathouse all night.I could eat any place I want, hotel or any place, and order any damn thing I could think of. An’ I could do all that every damn month. Get a gallon of whisky, or set in a pool room and play cards or shoot pool. † Lennie knelt and looked over the fire at the angry George. And Lennie’s face was drawn in with terror. â€Å"An’ whatta I got,† George went on furiously. â€Å"I got you! You can’t keep a job and you lose me ever’ job I get. Jus’ keep me shovin’ all over the country all the time. † Here George act s as if he doesn’t want Lennie so it would be natural to assume that with Lennie dead George would be happy.On the contrary George is disappointed at the loss of his friend as he does not want to live an isolationist life like the other members of the ranch. The choice George made affected him negatively from his own viewpoint but also allowed him to live a less tethered lifestyle. The adverse effects of this choice affected George the most. In addition to having affected George, this choice also affected others in the ranch. Lennie was the one most affected. Obviously Lennie died because of George's decision to kill him. What could have happened had an alternate ending taken place?Instead of killing Lennie, George could have escaped and found other work. This scenario was spelled out in the beginning of the book when it says how the duo had left a ranch in Weed for undisclosed reasons. There is no reason why Lennie could have been spared in this fashion. Perhaps George reali zed the cycle that could have proceeded where they escape to another ranch only to find Lennie falls into the same pattern where they end up repeating the same steps over and over. In that case George's decision was still the right one. Lennie did not understand what death was in its full sense.When he killed animals he did not care they were dead but wanted them for comfort. In the same way George killed Lennie while he was in a comforted state. Lennie most likely wanted it that way. When Lennie was killed, their dream of the ranch was also killed. This deeply hurt those like Candy and Crooks who emotionally invested in this dream that had become theirs as well. Candy insisted that George goes ahead and buys a farm anyway. The represented freedom and lack of prejudice for Candy and Crooks. When the idea was gone, they were very upset as their dreams of a better life did the same.George's decision to kill Lennie affected others as well as him. The important choice to kill Lennie was a choice that was motivated by others, affected George and affected others. The decision was motivated by Curley’s desire for revenge. George will be forced to live an isolationist life just like the other members of the ranch in the Great Depression. Crooks and Candy’s dream of an improved life was crushed with George’s choice. Everyone has to make important choices in their life and they will usually be for the better and the worse.

Usability Evaluation of a Web Design Interface

Usability Evaluation of a Web Design Interface 1/12 http://ojni. org/602/usability. htm Usability Evaluation of a Web Design Interface by Karen D. King, RDH, MHeD and Dr. Rosalee Seymour, Associate Professor, EdD, RN Abstract This report presents the results of a usability evaluation of the Web design interfac e for an instructional unit prototype on Herpes Simplex and Apthous Ulcers. Usability is defin ed as the measure of a product’s potential to accomplish the goals of its users (Dumas, 1999). The unit and the Web interface were designed to deliver instruction to undergraduate dental hygien e students.The three randomly selected users/subjects for this evaluation were from an undergrad uate class of dental hygiene students. This report describes the usability evaluation planning, im plementation, data analysis methods, and results. The results demonstrate that conducting usabilit y evaluations help to determine the organization and ease of navigation of an interactive, Web- base d, instructional unit. Usability Evaluation of a Web Design Interface Computers are used to educate, in many instances, with conventional interfaces that i nclude those used to create documents and manipulate data.A Web interface, which was tested in t his case, is very different from a conventional one. The Web is a domain that must be instantly u sable and support many communication modalities. Web designers must focus on the computer user whose goal is to gather information rather than to create documents or manipulate data (Raj ani & Rosenberg, 1999). It is critical that the accomplishment of the users’ goals be the primary objective o f a usability evaluation (UE) of Web site interface design.Users will not be able to access correc t pages unless the constructed site reflects their needs and contains a navigation scheme that allow s easy access to the desired information (Nielsen, 2000a). In Web interface designs the properties of color, sound, navigation, and place ment must be considered from a different perspective than with c onventional interfaces. Usability evaluation purposes. The faculty of the Department of Dental Hygiene, where this evaluation was conducted developed an oral pathology course for undergraduate student s in dental hygiene and wanted to deliver it via a Web design interface.The instructional unit o n Herpes Simplex and Apthous Ulcers is the prototype for nine instructional units to follow. It was anticipated that conducting a UE, on the prototype instructional unit Web interface, would enable identification of any usability issues or problems relevant to this Web interface before the constru ction of subsequent instructional units. In keeping with Rajani and Rosenberg (1999), the primary purposes of this UE were agr eed upon as: 1) to determine if the Web-based Herpes Simplex and Apthous ulcer prototype is easy t o navigate 13/3/2013 0:50Usability Evaluation of a Web Design Interface 2/12 http://ojni. org/602/usability. htm and meets the goals of undergraduate dental hygiene students, 2) to use any identifie d problems to revise this unit, 3) to make recommendations on the construction of additional units based on this prototype, 4) to save faculty time, and 5) to insure students’ goals will be met in t he Web interface format. The Literature Usability evaluations include a range of methods for identifying how users actually i nteract with a prototype or completed Web site. Planning of a UE egins with a statement of the ove rall purpose and objectives for the investigation and a clear identification of the problem (Hom, 1999; Instone, 1999). In a typical approach a UE is conducted while users perform tasks and a modera tor watches, listens, and records for later data analyzes and reporting of results (Fichter, 2000) . The next steps are the identification of the subject/users and the design of the study. Graham (2000) describes many ways to get feedback about the usability of a Web site. Gra ham (2000) recommends that a moderator observe a user representing the site’s target audi ence as they navigate the site.Graham (2000) cautions moderators against the interruption of the subject/user while conducting any observations. Nielsen (2000a) also recommends that the user/subj ects be representative of the target audience and not colleagues or others who may know too m uch about the site. Nielsen (2000a) recommends that user/subjects perform specific tasks durin g a UE as opposed to asking them to just play on the test site. These test tasks need to be re presentative of the types of tasks that users will actually perform on the Web site within the Web in terface being tested.Nielsen (2000a) suggests that the moderator solicit comments from users as they progr ess through to task completion to help determine their thought process. Hom (2000) refers to thi s encouragement of user comments during the evaluation as the ‘think aloud protocol’. H om (2000) des cribes this technique as one in which the user verbalizes any thoughts, feelings, and/or opinions while interacting with the test site. The inclusion of the ‘think aloud protocol’ all ows the moderator to qualitatively measure how the user approaches the Web interface and what consideratio ns they keep in mind when using it.For example, a user verbalizing that the sequence of steps, d ictated by a task, is different from what was expected, could demonstrate an interface problem (Ho m, 2000). Hom (2000) recommends using the qualitative ‘think aloud method’ in conjunction with performance measures. The performance measures add to the data collected noting such things as: 1 ) the time it takes for a user to complete a task, 2) the number and type of errors per task, 3) the number of users completing a task successfully, and 4) the satisfaction of the user with the si te (Nielsen, 2000a).After determining the study design and identification of the users, Spool et al. (199 9) in agreement with Nielsen recommend development of specific tasks for users to perform during the UE. In addition to a task list, Hom (1999) advocates during the planning phase of UE that on e specify materials needed and the site evaluation environment. Rubin (1994) agrees that the U E process needs test users from the target population to evaluate the degree to which a product meets specific 13/3/2013 0:50 Usability Evaluation of a Web Design Interface /12 http://ojni. org/602/usability. htm criteria. Rubin (1994) describes six basic elements of a UE: 1) a clear statement of the problem and/or evaluation objectives, 2) a sample of users, which may/may not be randomly cho sen, 3) a setting representative of the actual work environment, 4) observation of users who either use or review a representation of the product, 5) a collection of quantitative performance and qualitative preferences measures, and 6) an analysis leading to recommendation for design of the product evaluated.When analyzing data from having conducted a UE, rather than supporting hypotheses one is looking for patterns to identify common problems, in the remarks or observations, between use rs (Dumas, 1999; Hom, 1999). Performance data is statistically analyzed while qualitative data, collected by observing the user’s actions and opinions, is analyzed for trends. The data analysis results should lead to identification of strengths and recommendations for improving the site or pro duct (Nielsen, 2000a; Spool, et al. 1999; Hom, 1999; Dumas, 1999). Usability Evaluation: The Case This UE was conducted because usability problems, within any prototype, are important to discover prior to the costly, time consuming, construction of a web interface for additional i nstructional units. The specific purpose of this UE was to determine if the Web interface presented the H erpes Simplex and Apthous Ulcer prototype interactive educational unit in a way that allowed underg raduate dental hygiene students to successfully achieve unit outcomes.Specific objectives for this usability evaluation were to determine: 1) navigational and/or organizational problems with the Web interface, 2) the presence of any confusing term inology in the site, 3) if the site meets the goals of the user, 4) if the users can complete the as signed tasks, and 5) user’s attitudes toward the Web site. Methods A description of the UE environment, user selection criteria and profiles, usability evaluation process, the task list, and evaluation measures for this study follow. Usability evaluation environment. The UE took place in the moderator’s private campus office.This is a quiet, well-lit room with a comfortable temperature, equipped with a Dell computer workstation, which was used for the evaluation. A sign reading â€Å"Usability Evaluation in Session. Please Do Not Disturb† was posted on the closed office door to prevent interruptions and distractio ns. The UEs were co nducted on July 2, 2001, at 1:00 p. m. , 2:00 p. m. , and 3:00 p. m. Subject/users interacted with the Herpes Simplex and Apthous Ulcers Web interface one at a time. Each subject /user had 20 minutes to complete the usability evaluation. Subjectuser selection and profile.Three randomly selected undergraduate dental hygi ene students, from a target population of 24 (class of 2002), became subjectusers. All 24 students will be required to take the oral pathology courses including the instructional units reflect ing the results of this UE. Alphabetical order by user’s last name determined the order of subjectuser participation. In order to be selected the subject/users must have met the following criteria: 1) be an undergraduate 13/3/2013 0:50 Usability Evaluation of a Web Design Interface 4/12 http://ojni. org/602/usability. htm ental hygiene student, 2) have successfully completed one academic year of the Denta l Hygiene Program, 3) have previous experience with the Internet, and 4) have previous experien ce with Web browsers The demographic characteristics of the users for this evaluation were that: 1) they all were female, 2) ages 25, 22, and 43, 3) all had successfully completed on e academic year in the Dental Hygiene Program, 4) all had previous experience with the Internet, and 5) all had between 1 and 3 years experience with Web browsers. Administration protocol. Prior to the UE a training packet and session of 30 minutes were provided to each subjectuser.The training session included a brief description of the UE proce ss, purpose and objectives, and the UE protocol instructions. Each subject/user was given an opportun ity to review the packet and ask any questions before agreeing, by signing a consent form, to be a voluntary participant. The UE packet included: 1) a user profile questionnaire, 2) a task list , 3) a statement of the purposes of the evaluation, 4) evaluation instructions, and 5) a consent form. Prior to each actual UE every subjec tuser was again given a 10-minute review of the UE instructions and opportunity to ask questions.Subjects/users were told it would take one hour to complete the entire UE process; 20 minutes to complete the task list. According to Nielsen (2000a) , a UE time of 30 minutes or less is adequate to conduct a UE. An additional 15 minutes allowed time for the user to verbalize about the Web interface and to complete a follow up questionnaire to de termine their attitude towards the Web interface. The remaining 15 minutes of the hour the moderat or used to review notes of comments and observations and to make corrections so that no misunder standing would occur later in interpreting results.Shneiderman (1998) suggests the moderator rewrite UE notes as soon as possible, reducing moderator errors in note interpretation later. The subjectusers were required to use the’ think aloud method’ (Hom, 2000) to provid e subjective data in conjunction with the collection of various perfo rmance measures. The performa nce measures included: 1) the time it took the user to complete the task list; 2) the number of er rors per task, 3) the number of users completing the task list successfully in the allotted time, and 4 ) the attitude of the user toward the Web interface.In addition, the moderator collected qualitative data by observing each user during completion of each task and taking notes regarding their f acial expressions, opinions expressed, and verbalized thoughts while completing UE. The mo derator made notes on the opinions and thoughts of the user following UE. Finally, the subje ctusers completed a questionnaire to describe their attitudes about the Web interface. Implementation Piloting the UE administration protocol.A Department of Dental Hygiene professor, fa miliar with the Internet, Web browsers, and oral pathology pilot tested the UE administration protoco l one week prior to testing subjectusers. The moderator provided the pilot test user with the s ame pre UE instructions and task list that would be given to subject/users. The pilot test resul ted in no problems with the UE administration protocol. The moderator observed the pilot test subject/us er and collected the same quantitative and qualitative data that was to be collected from th e research 13/3/2013 0:50 Usability Evaluation of a Web Design Interface 5/12 http://ojni. rg/602/usability. htm subjectusers. The results of the pilot test showed that the UE protocol could be use d with subject/users without revision. Pre-training for UE. At 12:30 p. m. July 2, 2001, the subjectusers arrived for the pr e UE training session. The moderator distributed the UE packet and described the purpose and proce dures of the UE. The users were given an opportunity to review the UE packet and to ask questions . Each of the three subjectusers signed consent forms before leaving the pre UE training. Administration of UE. Each of the three subject/users arrived at the moderator’s offi ce for the UE.The moderator reviewed the evaluation instructions and gave time for any additional q uestions to be answered. The following sequence of events occurred for the three users, each: a) beg an the UE , 2) completed the task list, 3) responded to questions about the evaluation experience, 4 ) added thoughts or opinions regarding interaction with the Web interface, and 5) left the mo derator’s office in 45 minutes each. The administrator used the remaining 15 minutes of each of the t hree hours to rewrite portions of notes taken during observation in preparation for the UE report o f results.Task list and description. The tasks were identified using the purposes and objective s of the UE. The task list includes 10 primary tasks for subjectusers to perform in navigation of the Website interface for the Oral Herpes Simplex and Apthous Ulcers prototype. The task list beginning wi th accessing the Website via the interface and progressing through the instructional unit follows. Because many of the 10 primary tasks were repeated the actual count of performing tasks is 31. Task 1 – with the browser open go to www. etsu. edu/cpah/dental/dcte760.This task was chosen to determine if users, indicating they had between 1 and 3 years experience with a Web b rowser, would have a problem accessing a Web site when given only a Web address without a dir ect link. Task 2 – read the instructions on the first page of the Web site and click on the lin k that it directs you to go to first. This task was to determine the clarity of the Web interface in p roviding instructions for beginning the instructional unit. Task 3 – click on Assignment 1 Task 4 – access the discussion forum and enter your name and email address.This task helped determine the Web interface design, by allowing for observing if users had difficulty locating the discussion forum area and/or entering information into it. Task 5 – When done in discussion forum, re turn to Assignment 1. This task will ident ify if users have difficulty returning to the designated page using the Web interface. Task 6 – Click on Assignment 2 Task 7 – Read the content on Apthous Ulcers. This task requires users to read content on a Web page on the site. Task 8 – Click on the images on this page to enlarge them. This task determines the e ase of click navigation to enlarge thumbnail images. 3/3/2013 0:50 Usability Evaluation of a Web Design Interface 6/12 http://ojni. org/602/usability. htm Task 9 – Return to Assignment 2. This task determined if users could navigate the We b interface via a link taking them back to a designated page in the Web site. Task 10 – Answer the study questions in Assignment 2. The study questions direct the user through a series of multiple-choice items in a linear fashion. Correct responses allow the u ser to continue to the next question while incorrect responses require the user to go back to the que sti on and make another attempt to answer.Users cannot go to the next question until the previous q uestion is answered correctly. This task requires navigating through a series of questions with the potential for going back and forth if an answer is wrong. This task determined if users could succe ssfully navigate the Web interface to the study questions Task 11 – When the study questions are all answered, return to Assignment 2. This tas k again measures their ability to use the Web interface to return to a designated page in the Web site. Task 12 – Click Assignment 3. Task 13 – Read the entire case 2 Herpes Simplex.Again, users are required to read c ontent on the Web site but they must use the Web interface design to do it successfully. Task 14 – When you have finished reading Case 2, return to Assignment 3. This task de termined if users could navigate the Web interface to a case study contained within the instructi onal unit and return to a designat ed page in the Web site. Task 15 – Click on Assignment 4. Task 16 – Go to Case 1. Task 17 – Fill in the diagnosis form. This task required students to locate a case, fill in case study information obtained from previous exercises.This task measures the Web interface’s ease of navigation using forms to complete information. Task 18 – Submit the Form. This task demonstrates if the Web interface allows for ea sy form submission upon completion. Task 19 – Return to Assignment 4. User must complete a form by diagnosing the case s tudy patient in this assignment. This task determined if users could easily navigate the case stud y, fill in the appropriate form fields, submit the form, and return to the designated page in the We b site. Task 20 – Click on Assignment 5. Task 21 – Go to the reflection form.This task demonstrates if the Web interface all ows users to navigate to the reflection form. Task 22 – Write your reflections on the unit on the form. A form to reflect on the in structional unit is required for assignment 5. This task demonstrates if users will be able, through thi s Web interface, to make text entries in the appropriate form fields in the reflection form. 13/3/2013 0:50 Usability Evaluation of a Web Design Interface 7/12 http://ojni. org/602/usability. htm Task 23 – Submit the form. The task determined if users could navigate the Web inter face to send the completed reflection form electronically.Task 24 – Return to Assignment 5. Determines if users via the Web interface, can eas ily return to a designated page in the Web site. Task 25 – Go to the course evaluation survey. An evaluation form is included in this instructional unit to determine student attitudes and satisfaction levels with the instructional un it. This task measures if the Web interface allows the user to easily locate a survey on the site. Task 26 – Complete the course evaluation survey. This task determined if users using the Web interface, could easily navigate a form to reply to the questions. Task 27 – Submit the survey.This task measures whether the Web interface allows use rs to easily submit form information electronically. Task 28 – Return to Assignment 5. This task measures the Web interface as it allows u ses to return to designated pages in the Web site with ease. Task 29 – Go to the discussion forum. This task determined if the users could open t he forum and is a test of the Web interface design and its ease of promoting discussion. Task 30 – Make a forum entry indicating that you have finished the usability evaluati on. This task measures the Web interface design’s success with entering comments into a discussion forum.Task 31 – Return to Assignment 5. This task measures the Web interface designs succ ess with returning users to designated pages in the Web site. (N=31 navigational tasks) Non-task performance measur es. Following Nielsen, (2000a) subjectusers were asked t o use the ‘think aloud method’ in conjunction with performance measures. The quantitative measu res to be evaluated included the: 1) amount of time to complete the task list, 2) number of err ors per task, 3) number of users completing the task list successfully in the allotted time, and 4) at titude of users toward the Web interface.In addition to the quantitative measures, the administrato r collected qualitative data during and after the usability evaluation by each user. This UE was designed to measure the ease of undergraduate dental hygiene student user s navigation through the Oral Herpes Simplex and Apthous Ulcers instructional unit prot otype Web interface. Although all task completion or non completion allowed for tests of the in terface, the following three questions focus more directly on navigation of the prototype Web inte rface: Do all the navigational links in this Web site work correctly?Is the or ganization of this Web site consistent? Is there any confusing terminology regarding navigation and organization on this Web site? Results The success or failure on each task performed as well as the qualitative data collect ed from the 13/3/2013 0:50 Usability Evaluation of a Web Design Interface 8/12 http://ojni. org/602/usability. htm post-test interview and the post-test questionnaire are reported. Because the tasks in the UE were short, the quantitative data collected was based on the entire task list and not on each task independently. Users had adequate time to complete the enti re task list.There were 31Website interface navigation tasks completed by three subject/users with a total of seven navigation errors. 1. User #1 took 20 minutes to successfully complete the task list with one Web i nterface navigation error. 2. User #2 took 18 minutes to successfully complete the task list with three Web interface navigation errors. 3. User #3 took 19 minutes to successfully complete the task list with three Web interface navigation errors Task 1 –Users #1 and #2 completed task #1 easily and were able to successfully open t he designated Web site without Web interface navigation error.User #3 entered the Web site address in the search line of the Web browser, an error message was returned by the browser, and then the user entered the Web site address in the address line of the browser and was able to successfully access the home page of the instructional unit via the Web site interface. In this c ase the navigational error relates to lack of knowledge about where to type in a Web address in a Web browser. Task 2 – Read the instructions on the first page of the Web site and click on the lin k that your are directed to go to first.User #1 asked, â€Å"Do I make the decision myself to go to assi gnment 1 or to the course syllabus? † The administrator did not answer this question as the instruct ions on the Web page indicated the first link. Th is error, while not significant since both links ta ke the student to the appropriate Web page to begin the instructional unit as well as the usability evaluat ion, could add user frustration to the mix. Users #2 and #3 use the Web site interface on the first page of the Web site to readily access the needed location.Task 3, 4, and 5 – Click on Assignment 1 and enter your name and email address in the discussion forum. When this task is complete, return to Assignment 1. User #1 was unable to re adily use the Web interface to access the discussion forum. This user consistently scrolled to the bottom of any page before making any choices about where to go next. This scrolling is not consider ed an error in the prototype but could indicate that the Web interface design needs revision to stop this behavior. Once the discussion forum was accessed, this user asked, â€Å"Is this where I go to post my name? The administrator did answer in the affirmative and the user continued with the task. Upon completion of the discussion forum entry user #1 could not navigate back to the desig nated page. The administrator finally intervened and instructed the user to use the â€Å"back† button on the browser. The user then looked for the â€Å"back key† on the keyboard. Further instructi on from the administrator got the user back on task. When user #2 realized that the task involved a discussion forum, the user indicated n o previous 13/3/2013 0:50 Usability Evaluation of a Web Design Interface 9/12 ttp://ojni. org/602/usability. htm experience with discussion forums of any type. Her response was â€Å"Am I being timed, b ecause here is the first problem? † The administrator reassured the user that there is as much ti me as needed to perform the task. Upon submission of the discussion forum entry, user #2 chose the â€Å" back† button on the browser quickly. User #3 got to the discussion forum easily, but then asked, â€Å"Am I the subject? † The administrator informed the user that the responses in the form fields did not matter and that any i nformation could be entered in any field.Upon submission of the form entries, user #3 used the â€Å"back† button on the browser but indicated that she thought only one click of the â€Å"back† button was sufficient. All users successfully completed the task. The Web interface design was not the culprit in these task struggles. Tasks 6, 7, 8, and 9 – Click on Assignment 2. Read the content on Apthous Ulcers. Cl ick on the images to enlarge the view. Return to Assignment 2. Users #1 and #3 did not click o n the images to view a larger version of the image. Both disregarded this portion of the task com pletely.Perhaps the images were large enough for them. User #2 opened the larger view of the images a nd returned to the designated page in the Web site indicating no problem with the Web interface d esign in the area of enlarging images. All users returne d to the designated page in the Web site, but only one user completed the entire task successfully. Tasks 10 and 11 – Answer the study questions in Assignment 2. When the study questio ns are all answered, return to Assignment 2. All users navigated through the study questions ea sily.User #1 expressed embarrassment, because the administrator of the UE is also a faculty member in the Department of Dental Hygiene, and the user did not want the administrator to know if the answers to the study questions were incorrect. The administrator reminded user #1 that the an swers to the questions were not the purpose of this evaluation. The Web site was being evaluated n ot the knowledge of the user. User #1 continued to navigate through the study questions, but indicated distress any time she chose an incorrect response to a study question.It is assumed this frustration related to having to go back and continue to answer until the answer was correct befo re going on. User #2 quickly re alized that the links chosen by user #1 were a different color. Sin ce all users participated in the UE on the same computer, the visited hyperlinks were apparent. U ser #2 easily navigated the questions with much less distress about incorrect responses, because sh e realized that her peers had chosen incorrectly as well. User #3 also noticed the visited hyperlinks and navigated the questions without incident.However, user #3 had a problem choosing answers beca use the hyperlink was on only one letter, the user had trouble positioning the mouse pointer exactly over the single letter link. The user clicked several times before realizing that the link ar ea was very small. This indicates an area of the Web interface design that needs improvement. All users successfully completed these tasks. Tasks 12, 13, and 14 – Click on Assignment 3. Read Case 2. When you have finished re turn to Assignment 3. Users #1 and #3 quickly read the case and returned to the designated We b page.Use r #2 appeared to have accidentally clicked the wrong link and could not locate Cas e 2. The administrator provided instruction because the user seemed frustrated. After the user located the correct page, there was no problem completing the task. Here it is hard to distingui sh if this is a 13/3/2013 0:50 Usability Evaluation of a Web Design Interface 10/12 http://ojni. org/602/usability. htm Web interface design error or not. Tasks 15, 16, 17, 18, and 19 – Click on Assignment 4. Fill in the form. Submit the form. Return to Assignment 4. This was the first form in the Web site.User #1 began with â€Å"OK, what is this? † The user had never filled in a form and submitted it through a Web site. Users #2 and #3 both accessed and filled in the required information in the form fields and returned to the designa ted Web page easily. User #1 took more time, but successfully completed the task. Tasks 20, 21, 22, 23, and 24 – Click on Assignment 5. Go to the reflection fo rm. Fill in the form. Submit the form. Return to Assignment 5. This was the second experience with the Web interface using a form. All three users accessed, filled in the form, and submitted the form wi thout a problem.Task 25, 26, 27, and 28 – Go to the course evaluation survey. Complete the course eva luation survey. Submit the survey. Return to Assignment 5. Users #1 and #2 had difficulty loc ating the survey link on the page. Once the survey evaluation link was located, no user had any difficulty completing the task. User #3 completed the task easily, but after submission of the form, the user clicked on the â€Å"back† button to return to the designated Web page in the site. As use r #3 clicked on the â€Å"back† button she said, â€Å"Is it erasing the form information if I am going back wi th the back button? The moderator assured her the action of the â€Å"back† button would not erase fo rm input after submission. Task 29, 30, and 31 – Go to the Discussion Forum. Make a forum entry indicating that you have finished the UE. Return to Assignment 5. By task 31, all users were familiar with th e site and had no trouble navigating the discussion forum and returning to the designated page in the W eb site. Upon completion of the task list, each user had the opportunity to comment on the Web site and offer suggestions and opinions. The following were offered:User #1 indicated that she would be more comfortable if the administrator had not bee n watching her progress. She indicated being watched so closely made her very nervous and she th ought the site would have been much easier to navigate on her own. She indicated that she like d the set up of the Web interface and asked if there were going to be other sites like this for her u se in the dental hygiene curriculum. User #2 indicated that she liked the site and thought it was easy to use. User #3 lik ed the site and would like similar sites for other topics in the dental hygiene curriculum.She indi cated that she did not like using the ‘back button’ after all the forms. All three users expressed nervo usness about being watched by the administrator. Discussion A sample of three users completed this UE. Nielsen (2000b) indicates that three to f ive participants in a UE are adequate. Usability problems were identified in some part of nine of the ten primary tasks on the task list. In addition, some of the problems as told by the users, rela ted to: 1) the administrator present during the UE was also a professor in the Department of Dental Hygiene in 3/3/2013 0:50 Usability Evaluation of a Web Design Interface 11/12 http://ojni. org/602/usability. htm which the user is a student, 2) the evaluation was conducted during the summer school session, and 3) all users were also students in the administrator’s class. Users reported being mo re nervous about the site content in the presence of this administrator. In future UE studies th e us ability administrator should be a neutral observer The questionnaire completed by the users following the usability evaluation demonstra ted user satisfaction with the site.Shneiderman (1998) suggests users should give their subje ctive impressions of the Web interface. All but one of the responses indicated that the us ers were satisfied with the site’s navigation and organization. The users indicated that the t erminology used in the site was clear, they were able to complete the assigned tasks easily, the site me t their needs, and the users liked the appearance of the site. The only responses not scored as sati sfactory were related to using the â€Å"back button†. Overall, all three users indicated the ease of na vigating the Web site interface was satisfactory. RecommendationsIt is evident from the results of this UE that Web-based interfaces for instructional delivery should be evaluated for usability problems. Corrections, suggested by the results, to the Oral Herpes Simplex and Apthous Ulcers instructional unit prototype and Web interface should be made and the site re-tested before continuing development of the remaining nine courses in the oral pat hology Web-based instructional unit series. The usability evaluation of the Oral Herpes Simplex and Apthous Ulcers Web-based inst ructional unit prototype resulted in the following recommendations for improvement to the Web site n avigation and organization. . This may be one time when the use of standard link colors should be violated. Students using the same computer to complete an instructional unit would be able to discern the answ ers chosen by the student previously using the computer. Changes in the Web interface design for te sts so that the link color does not change when a user chooses a particular response is recommended. 2. When assigning form submissions, provide a link to take the user back to the designated page in the Web site. The users in this UE did not like using the brow ser’s â€Å"back† button after completing the forms nor following entries to the discussion forum.The Web site interface desig n will be changed so the confirmation pages following discussion forum postings and submission of forms will take the user back to the page accessed immediately prior to the form or discussion f orum. 3. The hyperlinks for the answers to study questions were not large enough. Cli cking on a one letter link made users have a hard time identifying the link. This Web site interfac e design will be corrected so that the entire cell in which the letter choices are located will be the hyperlink. ConclusionsThe UE conducted on the Oral Herpes Simplex and Apthous Ulcers instructional unit pro totype Web design interface proved to be a successful method for the determination of usability problems in a 13/3/2013 0:50 Usability Evaluation of a Web Design Interface 12/12 http://ojni. org/602/usability. htm Web-based instructional delivery method. The users identified usability problems with the Web interface as well as with their own skill or lack of skill with using any browser. Re commendations for revision have been identified by the researcher and will be implemented. Authors NoteShould anyone wish to examine the Website and review the Herpes Simplex and Apthous U lcer instructional unit prototype it can be accessed at http://www. etsu. edu/cpah/dental/dcte760/. References Dumas, J. , & Redish, J. (1999). A Practical Guide to Usability Testing. Portland: In tellect Books. Fichter, D. (2000). Usability Testing Up Front. Online, 24 (1), 79-84. Graham, J. (2000). 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