Traders- Risk, Decisions and Management

70+ DVD’s FOR SALE and EXCHANGE www. brokers programming. com www. forex-warez. com www. exchanging programming assortment. com www. tradestation without download. com Contacts [emailâ protected] com [emailâ protected] ru Skype: andreybbrv TRADERS This page purposefully left clear TRADERS Risks, Decisions, and Management in Financial Markets Mark Fenton-O’Creevy Nigel Nicholson Emma Soane Paul Willman 1 Great Clarendon Street, Oxford ox2 6dp Oxford University Press is a division of the University of Oxford.It advances the University’s target of greatness in research, grant, and training by distributing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With workplaces in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan South Korea Poland Portugal Singapore Switzerland Thailand Turkey Ukraine Vietnam Oxford is an enrolled exchange sign of Oxford University Press in the UK and in certain different nations Published in the United States by Oxford University Press Inc. New York  © Oxford University Press 2005 The ethical privileges of the creator have been stated Database right Oxford University Press (producer) First distributed 2005 All rights saved. No piece of this distribution might be duplicated, put away in a recovery framework, or transmitted, in any structure or using any and all means, without the earlier authorization recorded as a hard copy of Oxford University Press, or as explicitly allowed by law, or under terms concurred with the proper reprographics rights organization.Enquiries concerning generation outside the extent of the above ought to be sent to the Rights Department, Oxford University Press, at the location above. You should not course this book in some other authoritative or spread and you should force this equivalent condition on any acquirer. English Library Cata loging in Publication Data accessible Library of Congress Cataloging in Publication Data accessible ISBN 0â€19â€926948â€3 3 5 7 9 10 8 6 4 2 Typeset by Newgen Imaging Systems (P) Ltd. , Chennai, India Printed in Great Britain on corrosive free paper by Biddles Ltd. King’s Lynn, Norfolk Acknowledgments We appreciatively recognize the assistance of the speculation banks which coordinated in this examination and gave ? nancial support, and the Economic and Social Research Council which gave subsidizing as a major aspect of the Risk and Human Behavior Program (award number L211252056). We are particularly thankful to the dealers and chiefs who gave us their time and shared their comprehension. This page purposefully left clear Contents List of Figures List of Tables viii ix 1INTRODUCTION Traders, Markets, and Social Science 1 10 2 THE GROWTH OF FINANCIAL MARKETS AND THE ROLE OF TRADERS 3 ECONOMIC, PSYCHOLOGICAL, AND SOCIAL EXPLANATIONS OF MARKET Behavior 4 TRADERS AND TH EIR THEORIES 5 A FRAMEWORK FOR UNDERSTANDING TRADER PSYCHOLOGY 6 RISK TAKERS Pro? ling Traders 28 51 74 110 145 178 197 212 221 237 7 8 9 10 BECOMING A TRADER MANAGING TRADERS CONCLUSIONS APPENDIX The Study References Index List of Figures 2. 1 2. 2. 3. 1 3. 2 4. 1 4. 2 5. 1 5. 2 6. 1 6. 2 6. 3 6. 4Post-war UK value showcase development Post-war US value advertise development Global development in OTC subsidiaries Expected utility hypothesis Prospect hypothesis The connection among hazard and return Idealized dealer chance genius? les RAT Screenshot Distribution of traders’ deception of control scores A model of individual hazard conduct Comparisons of character scores by word related gathering Risk inclination, dangers takenâ€now and past Comparisons of hazard penchant scores by word related gathering 7. 1 Career versatility to date 7. 2 Likelihood of a lifelong change in the following 5 years 8. Acquainting motivator and observing impacts with prospect hypothesis depicti on of hazard conduct 14 15 16 40 41 55 63 104 106 117 132 136 138 174 175 194 List of Tables 6. 1 Risk taking file 6. 2 Personality facetsâ€signi? cant contrasts between word related gatherings 6. 3 Relationships among RTI and Big Five character factors 6. 4 Relationships among RTI and Big Five character subscales 6. 5 Regression on all out compensation 8. 1 Controls and motivating forces related with confining effectsâ€empirical ? ndings 10. A1 Investment bank test professional? le 10.A2 Personality and hazard affinity test genius? le 10. A3 Frequencies of self-appraisals of execution 131 133 138 140 143 193 214 215 218 This page deliberately left clear Chapter 1 INTRODUCTION Traders, Markets, and Social Science I experienced childhood in an unassuming community in Florida and none of this stuff truly exists like stocks and securities and things like that. Nobody I at any point realized growing up did this kind of thing and to me everything appears to be a dreamland some of t he time and it’s exceptionally theoretical. You know, I disclose to my mom what I do and I can’t, you can’t put words to it, it just doesn’t bode well. You can peruse likewise Portfolio Management QuizzesI am so expelled from the day by day life of the normal individual that I think sooner or later this must reach a conclusion. Regardless of whether I truly accept that or not I don’t know but rather in my mind I sort of think this is all dream land and one day I’m going to wake up and I’m going to state I had the most astounding dream, I’ve been dealing with some spot called Wall Street, that paid me bunches of cash and I just lounged around and took a gander at PCs the entire day and set up these pieces and everything worked out and it was each of the a ton of fun. So in my psyche that’s sort of what I think.Derivatives Trader, ? rm B We experience a daily reality such that is molded by ? nancial markets and we are on the whole significantly influenced by their activity. Our business possibilities, Introduction our ? nancial security, our annuities, the soundness of political frameworks and nature of the general public we live in are all enormously in? uenced by the activity of these business sectors. The job and significance of worldwide ?nancial markets and the brokers who occupy them has developed drastically in the previous barely any decades. The degree of ? nancial ? ows in these business sectors can ascend to very amazing levels.For model, in the day preceding the setting of passage trade rates to the Euro, exchanges monetary forms entering the Euro totalled around multiple times World total national output (GDP). At any one time, remarkable subsidiaries contracts have an all out estimation of around multiple times World GDP. Proficient dealers ? gure noticeably in media records of the operations of ? nancial markets and the economy. TV news notices on the economy or securities exchange much of the time incorporate meetings with senior dealers, or film of an exchanging ? oor. Anecdotes about ‘rogue’ brokers are large news.The choices of individual merchan ts are regularly observed as having the capacity to move markets and influence national economies. However, the job of the expert broker is generally missing from standard ? nancial monetary records of business sectors. Proficient dealers, we contend, occupy a borderland in business sectors where a portion of the conventional suspicions of ef? cient, promptly altering costs separate. They are frequently all around put to abuse advertise blemishes, by excellence of lower exchange costs, access to favored data, minimum amount, or exclusive information and models.However, simultaneously, they work in a quick moving scene of clamor, talk, questionable data, and vulnerability. In this manner, it is frequently dif? faction to tell whether an open door is genuine or fanciful. This is a book about expert merchants in this uproarious borderland: what they do, the sort of individuals they are, the manner by which they see the world they possess, how they settle on choices and face challenges. This is additionally a book about how brokers are overseen and the establishments they occupy: ? rms, markets, societies, and speculations of how the world functions. Our way to deal with composing this book is unequivocally interdisciplinary.We draw on brain science, human science, and financial matters so as to light up crafted by merchants and their reality. Our center is dealers and the ? rms they work in. It isn't the motivation behind this book to mount a broad evaluate of the prevailing rationalâ€economic record of ? nancial markets, nor 2 Introduction is ‘markets’ our focal core interest. We are concerned essentially with understanding the universe of the expert merchant. In any case, we accomplish accept our work is applicable to a comprehension of ? nancial markets. In the first place, so as to comprehend the job and work of the merchant, comprehend that the neoclassical worldview of ef? ient markets and objective evaluating separates at the edges and that proficient merchants both bene? t from and add to this takeoff from standard ? nancial monetary hypothesis. Second, the ef? cient markets worldview lays on the supposition that without consistently judicious financial specialists, there is a suf? cient gathering of sound financial specialists who can drive out evaluating irregularities through exchange. 1 Professional merchants in speculation banks appear to be acceptable possibility to assume this job. Consequently, the proof that we present on the manners by which brokers can stray signi? antly from rational†financial standards of conduct might be productive in assisting with clarifying business sector wonders. 1. 1 Our Work and How It Informs the Book This book depends on an investigation of brokers in ? nancial instruments in four huge venture banks working in the City of London. Through the span of 1997 and 1998, we completed meetings with 118 dealers and broker supervisors in four enormous City of London venture banks an d gathered subjective and quantitative information on their jobs, conduct, execution, and mental professional? les. We did followup meets in 2002. We utilize point by point citations from the meetings all through the book. Where we utilize these statements they are introduced verbatim. We had three principle concerns. To start with, we went to the investigation w

Personal Identify and Self

In the novella The Death of Ivan Ilyich, Leo Tolstoy investigates the encounters of an individual who needs to reconsider as long as he can remember and his relations with other people.Advertising We will compose a custom paper test on Personal Identify and Self-Reflection in The Death of Ivan Ilyich explicitly for you for just $16.05 $11/page Learn More The hero is faced the reality of his inescapable demise, and this mindfulness prompts him to think about his way of life also his incentive for other people. All things considered, the story encourages the creator to depict the self-revelation of the principle character. Specifically, Ivan Ilyich esteems a fantasy that he is an effective individual who has accomplished satisfaction; in any case, his terminal disease makes him see his shallowness and absence of compassion which is basic for the joy of a person. These are the primary inquiries that ought to be analyzed in more prominent detail. They can be seen as the focal topics anal yzed by Tolstoy in this scholarly work. It ought to be noticed that toward the start of the novella, Leo Tolstoy depicts people’s response to the passing of the hero. For example, Ivan Ilyich’s partners, who imply to be his companions, contemplate their advancement, particularly the chance to possess the post held by the hero (Tolstoy unpaged). They have no worry for the prosperity of his family members. Moreover, his significant other feels alleviation since she was excessively worn out on Ivan Ilyich’s shouts. This would one say one is of the subtleties can draw in the consideration of the reader.Advertising Looking for exposition on writing dialects? We should check whether we can support you! Get your first paper with 15% OFF Learn More By looking at the conduct of different characters, the creator shows that others were not sincerely appended to the hero. This is one of the primary contentions that can be made. Afterward, the creator takes a gander at the e ncounters of the primary character. He sees himself as a â€Å"intelligent cleaned, enthusiastic and pleasant man† (Tolstoy unpaged). All in all, he accepts that his life has been very effective. He can't help suspecting that he has satisfied his gifts. As indicated by the social norms of the nineteenth century, Ivan Ilyich could even be seen as a good example for other people. This is one of the fundamental issues that can be distinguished. All in all, Tolstoy shows that up to a specific second, the principle character remains completely happy with his himself. By the by, his terminal sickness constrains him to reevaluate his perspective. All things considered, the story shows that the hero drove an exceptionally shallow life; specifically, he just â€Å"amused himself agreeably and decorously† (Tolstoy unpaged). Additionally, the hero comprehends that he never focused on the inward characteristics of others. For instance, his better half ends up being a testy individ ual who couldn't care less about the requirements of others. The principle character is bewildered by her insensitivity when he desperately needs her empathy. So also, his alleged companions give little consideration to his setbacks. By and large, these subtleties show how Ivan Ilyich takes a gander at his past conduct just as qualities which end up being bogus. This is one of the fundamental subtleties that ought to be considered.Advertising We will compose a custom exposition test on Personal Identify and Self-Reflection in The Death of Ivan Ilyich explicitly for you for just $16.05 $11/page Learn More Moreover, throughout the story, Ivan Ilyich arrives at the resolution that his life has been counterfeit since it needed such a component as compassion for others. Previously, he didn't feel the requirement for compassion and this is the reason he disparaged its worth. Nonetheless, he can all the more likely value this quality when he sees that individuals, who encompass him, do not have this capacity to place themselves in the situation of others. There are just two special cases; specifically, one ought to talk about his hireling Gerasim and his child who attempt to help Ivan Ilyich. Conversely, others see his enduring as a bother. This is one of the subtleties delivers a permanent impact on the principle character who is solidly persuaded that his prosperity is indispensable for others. Leo Tolstoy shows how a solitary occasion can provoke an individual to look all the more carefully at one’s self-personality. Ivan Ilyich sees himself as an effective person who has accomplished each conceivable objective. All things considered, he in the end finds that he has been a shallow individual who neglected to carry any an incentive into the lives of others. Also, a large number of his convictions end up being mistaken, particularly the conviction that he was an effective individual. This is one reason why he is so scared of his mortality. In this way, Ivan I lyich’s self-reflection makes him take a gander at numerous things from an alternate point of view. By and large, the story of this novella is an amazing asset for depicting the inward universe of the hero and his resulting change. The non-straight plot of the story encourages Tolstoy to delineate the manner by which individuals react to the demise of Ivan Ilyich.Advertising Searching for paper on writing dialects? How about we check whether we can support you! Get your first paper with 15% OFF Find out More In addition, this methodology is significant for depicting the manner by which the fundamental character takes a gander at his self-personality, his accomplishments, and qualities. The hero is compelled to change his perspectives and qualities since he is placed in a circumstance when his standards don't work. He finds that empathy is crucial for the prosperity of an individual, and this is something that he needs. Works Cited Tolstoy, Leo. The Death of Ivan Ilyich. n. d. Web. This article on Personal Identify and Self-Reflection in The Death of Ivan Ilyich was composed and put together by client L1v1a to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it appropriately. You can give your paper here.

Sadness, Pain, and Sorrow in Skirrid Hill - Literature Essay Samples

In the poetry collection ‘Skirrid Hill’, Owen Sheers explores the theme of sorrow in a variety of different situations and contexts, showing the reader the dire circumstances of many people in Wales, be it in the past or present. Almost all of the poems in the collection have an elegiac element to them that creates an undertone of sadness even when not directly linking to this theme. However, a handful of Sheer’s poems raises these themes in a more direct fashion, calling attention to the implications of sorrow and loss even when sights and landscapes of apparent beauty are present. One example of Sheers elegising and depicting sadness is shown in the poem ‘The Steelworks’ where he mourns the loss of an industry and shows the detrimental effect it has on the people who once worked in it. With regards to context, this poem links to a part of Wales called Ebbw Vale where one of the major steelworks was founded. In the 1930s it had the largest in all of Europe however after many decades it closed in 2002, leaving many in that community at a loss when it came to work and possibly by extension, identity. This kind of thing happened all across Wales with other industries such as coal mining and many of these communities have never fully recovered. Therefore this poem encapsulates that sadness and feeling of being lost right from the start by using a pun that runs off the title as it says ‘The Steelworks, except it doesn’t anymore.’ so the reader is immediately aware of this loss and the finality of it as emphasised by the end-stopped l ine. Interestingly Sheers refers to it as ‘a deserted mothership’ which you could say is a surreal use of diction, more commonly found in a science-fiction context but it highlights the idea of the steelworks closure being unexpected or inexplicable in the minds of many as this phrase also shows that it was like an integral hub or base that is somehow no longer present in the community. While in many other poems of ‘Skirrid Hill’ Sheers depicts nature and its reclamation of territory as a positive thing, here, when the sheep and birds take over, it seems to cause suffering, as shown by the ‘breathless vents’ highlighting how the industry is neither living nor thriving. However this difference when it comes to the depiction of nature only further demonstrates how special this place must have been to many. One group of people who were heavily affected by its closure is the men who worked there as the poem illustrates their masculine strength and skill through their ‘pressing and dipping in the lifting bays, locking out elbows’ and yet it is completely wasted as they have to use their strength ‘elsewhere’, likely at a gym because they no longer feel the purpose that their work once gave them. In fact this part of their masculinity is very important to them as Sheers uses the phrase ‘the benediction of a lateral pull’, which has connotations of an almost religious sacredness to masculine strength and by extension the manual labour industries. Furthermore the use lexical choice of ‘iron’, ‘screwed’, ‘pneumatic’ and ‘brushed-metal’ to describe these men and the world they live in highlights the idea of the men feeling mechanically engaged in a pointless routine with a bleak and grey outlook on life, which is only further emphasised by the pathetic fallacy of the rain in the final stanza and the regular tercets of the poem, showing how there is no spontaneity and joy; only a meaningless,disappointing existence as their talents are wasted. Therefore we fully see not only the sadness of the community but also the pain of the men who have lost what have them purpose and was part of their worth as men. The idea of the Welsh people suffering tragedy is something that is also seen in ‘Mametz Wood’. The location in the title was the scene of fierce fighting during the Battle of the Somme where a welsh division were sent. The fighting lasted 5 days with around 4000 casualties and 600 deaths. Despite the Welsh victory, bravery and sacrifice, their efforts were never really acknowledged. This poem undoubtedly has the tone of an elegy as it melancholically describes the loss of the young Welshmen, whilst the free verse allows all focus to to be placed on the content and sadness of the poem. Sheers illustrates the tragic nature of the situation by calling them ‘the wasted young’ as their lives were cut short by the horrors of war and also could possibly be an allusion to the phrase ‘doomed youth’ by Wilfred Owen, where both highlight the sorrowful circumstances of men that had to go to war. Their fragility and vulnerability is also shown when it descr ibes their shoulder blade as ‘a china plate’, as something that is easily broken. It then talks of bone fragments or ‘the relic of a finger’ rather than of the people themselves which feels dehumanising but in the context it could be a reference to how many of these men were never identified, adding a new layer of elegiac elements to it. This is further highlighted by the phrase ‘blown and broken bird’s egg of a skull’ whose plosive alliteration emphasises the destruction and even mimics the sound of explosion whilst the bird’s egg connotes the idea of youth showing that these men were often still just children. This idea of lost youth continues when the narrator states that ‘they were told to walk, not run’ which has a patronising tone as if you were talking to a child however this highlights how inept the tactics of World War one were and the tragedy of how these ill-equipped men were sent on what felt like a suicide mission at such a young age. One of very few rhymes in the poems is with ‘run’ and ‘gun’ which only further emphases the accusatory tone towards their commanders who led them to their unnatural deaths as ‘foreign bodies’ in France or in other words Welshmen away from their home country and families. The poem then shifts to the present tense and there is a dramatic moment when the speaker sees ‘twenty men buried in one long grave’ however the sorrow is shown by the absence of respect shown for these young lives by not even dignifying them with an individual grave; instead they are all ‘paused mid-dance macab re’ or in a ‘dance of death’ which was the expression of the all-consuming power of death through art. This connotes the theme of performance, possibly inferring that for many they were just part of a far-away performance of history that is easy to detach yourself from in the present day, nevertheless the poem plants memento moris of the ‘boots that outlasted them’ for example, in order to highlight that this was really the reality. In fact these men would have been put through extreme fear as ‘their jaws†¦ dropped open’. Through the use of irony with the idea of a jaw-dropping moment, it shows that their death would have been unexpected and shocking for them too. Finally, the last stanza introduces aural imagery with the ‘notes they had sung’ being ‘slipped from their absent tongues’ after all this time, which perhaps indicates that they never got to say goodbye but now with the ‘unearthing’ t hey are able to have their voice again and be given some sort of recognition. Nevertheless, this final stanza has the cathartic tone commonly found in an elegy as the inevitability of excavation and giving honor to these men is expressed after the descriptions of their tragic and sorrowful deaths are given through a lens of reality. Arguably, the most painful and saddening poem in the collection is that of ‘Border Country’ which depicts the pain of having to deal with trauma and having your childhood taken away from you because of suicide. It is a poem that depicts urban Wales as abandoned, bleak and derelict surrounding a story that has its roots in the tragedy that the agricultural industry suffered many years ago. Thousands of cows had to be slaughtered due to BSE. A similar thing happened with foot and mouth disease which desolated the farming community, causing three suicides of welsh farmers in the space of one month in 2001. This was part of the economic struggles that cast a bleak shadow across the country but also had personal effects as shown in ‘Border Country’. The poem almost immediately introduces the reader to the idea of death because of the use of prolepsis with phrases like ‘hummock of a grave’ and ‘headstone of trees’ while for the speaker th is area is permeated with sorrow because the ‘wind-written epitaphs’ are ‘running in their leaves’ as if he can hear and see the death surrounding him as he projects his friend’s father’s suicide onto the landscape. The speaker takes an empathetic view of the situation as he still can’t fully let go of what happened, describing it as a ‘motorway pile-up’ which feels as though he is dignifying the other men who were affected by the economic crisis. The poem then shifts to the past tense as he remembers the happier times he and his friend had, however the descriptions are laced with foreshadowing such as when his friend was ‘shouldering the kick of your father’s shotgun’. This phrase emphasises the power of the weapon especially through the onomatopoeic word ‘kick’ as it sounds like a shot or the clicking of a gun which is a reference to this man’s death. It also could be an allusion to Chekov’s Gun, planting the idea of death in the reader’s mind long before any tragedy occurs. Furthermore there is a semantic field of war and brokenness with phrases like ‘playing war’, ‘dying again and again’ and ‘broken beams’ that make up bittersweet memories of an innocent childhood cut short. The next stanza has a very pessimistic feel to it as it too is laced with foreboding imagery as seen by the ‘buzzards above us’, but it also has a contextual sadness as there is a ‘flint sky’ while they are sitting in the car ‘going nowhere’, both of which are reminders of the bleak economic future for these children in Wales which keeps them stagnant. Furthermore in this section there is a small line about ‘dock-leaves and nettles’ running in the pistons of the car engines, emphasising the fact that everything bad in their lives at this point can be fixed like how a dock-leaf heals a nettle sting but this is not the case later one in their lives. Prolepsis is seen yet again with the enjambed line ‘reading aloud from the names of the dead: Volvo, Ford, Vauxhall, their primary colour rusting to red’. The enjambment highlights the disruptive nature of their experiences with loss while the ‘red and ‘dead’ rhyme emphasises the memento mori of blood-red colours and the shift from happy to painful memories. The children may have thought their happiness would last ‘year on year’ but the speaker indicates that ‘life put on the brakes and pitched you, without notice through the windscreen of your youth’ showing how quickly things can change. The fragile protection of the metaphorical windscreen is completely shattered while the brakes illustrate the immediacy of this jarring event when his childhood is taken from him. The poem then emphasises the sorrowful nature of the death through the euphemism ‘a poppy sown in the unripe corn’ as if he still can’t come to terms with the harsh reality but describe the father as a ‘poppy’ which is reminiscent of fallen soldiers in the World Wars while ‘the unripe corn’ could be referring to the boy not being ready to handle the trauma of the premature death of his father. The poem then shifts in time again to the present day when the speaker returns to find the quarry ‘diminished to steel and stone’ as he finds the memories of his childhood all the more distant and devoid of emotion due to the detached, cold imagery. While the poem is undoubtedly elegiac, the final stanza has elements of pastoral poetry in the way that is describes the peaceful regression back to nature with the ‘shuffling trees and wildlife on the fields. Furthermore the speaker describes the farm animals as ‘spittle’ and ‘ink-dot’, with a tractor ‘writing with it’s wheels’. This imagery of writing language could be making a point on how trauma and our stories are marked in nature and the landscape in a peaceful, reconciling way. Nevertheless the one person who the speaker imagines being unable to regress back to peace is his friend who thinks of as ‘a boy’ who meandered between the hedges’ as if he is still an isolated child moving slowly and purposeless as the pessimism of the future in Wales and the death of his father has affected him to the point where it stunts his growth as a person. To the speaker the boy is ‘trying once more to find his way ho me.’ showing that his childhood friend is trying to make his way in life as someone who is still feeling lost, however the end-stopped line seems to bring some small element of consolation as the narrative feel of the poem ends and a new story can begin. In these three examples, Sheers aptly discussed themes of loss when it comes to losing purpose, the lives ofyoung soldiers, and childhood all while amalgamating them with the tragedy that Wales has suffered regarding agriculture, industries and war. Whilst in many other poems in the collection Wales is often seen as a breathtakingly beautiful place with healing landscapes, Sheers does not shy away from presenting the problematic and distressing elements of Wales and the bleak future it was confronted with. This context only adds to the personal sadness that the people described in the poems suffer, thus resulting in three multi-faceted and differing takes on sorrow and pain.

Black Codes And The End Of The 1920s - 987 Words

From Reconstruction through the end of the 1920s, there were multiple encounters of people from all different types of races that have dramatically changed the face of the United States. Old immigrates, White Anglo Saxton Protestants, were the only people who were thought of as true Americans and not outsiders at the time. The 13th amendment abolished the majority of slavery and African American hoped to be finally freed after years of bondage. However, this is far from the end of their issues and there are many more racial barriers to be crossed from not only African Americans, but also for others coming into the country. The newly freed slaves were gaining rights that were always only a dream with legal marriage, education, and power over their children’s lives. However, Black Codes were being used to recreate slavery and were making it hard for African Americans to own property and function in society. (Lecture 1/29/16) Their rights were not given without many exceptions in cluding that African Americans who were convicted of felonies were being put back to work on farms that they were just given the freedom to leave, and all of a sudden it was much easier to get a felony charge for being black and not having a job were considered committing a crime. President Johnson’s neglect of action in southern states was making it nearly impossible for the former slaves to function in society, even after The Civil Rights Act of 1866, and leads into the creation of the Ku Klux KlanShow MoreRelatedThe Klan s Organized Terrorism1114 Words   |  5 PagesThe Ku Klux Klan had three eras, an era ends when the Ku Klux Klan movement dies out or they loss the need for it. Each era may have its own intentions or what their main goal is, but white supremacy is still their goal just trying to accomplish it in different ways, while also opposing thing that may go against their moral code, like gay marriage. 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Today around 50 years after the end of the civil rights movement there is still discrimination and brutalization of black people. TodayRead MoreThe 1960s Of The 1920s Essay1331 Words   |  6 PagesThe 1920s were a time of optimism for many Americans. Most remember the era as the â€Å"Roaring Twenties†, a term that calls up images of listening to jazz in Harlem Nightclubs, happy people dancing the famous Charleston, or people piling into inexpensive Model T Fords for joy rides around the city. People enjoyed the rapid advances in medicine, a thriving economy, and many technological conveniences in their lives. However, despite all of the bright spots during the 1920s there were several dark spots

The Paradox From Zeno And Mctaggart Essay - 1539 Words

In this paper I will be discussing the concept of the paradox, examples from Zeno and McTaggart, and how modern science has potential solved the paradox put forth by McTaggart. Both of these paradoxes have a enormous repercussion on how objective fact about the world can be understood. I claim that McTaggart’s theory of time can be solved by modern physics as Einstein’s theory of relativity makes time a relative factor in how time is understood. Before discussing the idea of paradoxes, I will first describe what a paradox is. A paradox, strictly speaking, is when a theory with logical premises leads to the creation of two logical, but contradictory, conclusion. This definition of paradox works, but is very limited in scope of what we can classify as a paradox. Thus modifying the definition of a paradox to mean an argument that leads to wildly different conclusion†¦ . Using this understanding of paradox, I will give a famous example of a paradox thought up by the Gr eek philosopher Zeno. I will now discuss Zeno’s paradox of motion. Zeno argues that motion does not exist through this argument: 1) there is an object at point A that is moving to a point B; 2) in order to reach point B, the object must pass the halfway point of points A and B; 3) we continue halving the remain distance and point B, all the way up to infinity; 4) this means that the object is taking an infinite distance to cross, and therefore, motion cannot exist, as an object cannot move an infinite

Culturally Relevant and Anti-Bias Education Approach free essay sample

Multicultural Education Approach Culturally Relevant and Anti-Bias Education Approach Teachers have an obligation to provide their students with a positive environment that will promote their individual needs and interest. Classrooms have a variety of cultures and developmental levels that need to be included when writing lesson plans and daily activities. Culturally relevant and Anti-Bias education approach reflects the parent’s style of taking care of their child, their home culture, and an anti-bias atmosphere in the classroom (York, 2006).A variety of cultural activities and material are used in the classroom on a daily basis. Appreciation for diversity and resisting stereotyping is an important component of this approach. Teachers can use this education approach in the classroom to make a unique classroom experience that will benefit the teacher and the students. Sharon Cronin constructed the culturally relevant and anti-bias education approach that focuses on the family’s home culture (York, 2006).The characteristics of the culturally relevant and anti-bias education approach are reflected in the curriculum, material, meals, teaching method, practices, and staffing. We will write a custom essay sample on Culturally Relevant and Anti-Bias Education Approach or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The classroom curriculum includes activities that encourage students to be proud of their differences and everybody should be provided equal opportunities to succeed in the classroom. The classroom should include real life pictures and include material that the children can use independently. The teachers can use pictures of the surrounding community and community helpers to connect the students and families to their community.The dramatic play area includes realistic dolls, supplies, clothing, and food that reflect a variety of cultures and skin colors. The classroom arrangement and material should reinforce the teacher’s goals and reflect the family’s culture and beliefs. Children should feel welcome and appreciated in the classroom setting. Classroom activities explore a variety of cultures using hands-on experience using cultural material, foods, and people. Culturally Relevant and Anti-Bias Education ApproachTeachers can have families introduce food, music, or material related to their culture or beliefs. Materials can include national flags, traditional clothing, artifacts, and pretend ethnic food. The teachers need to include these components in all aspects of the classroom curriculum to teach children to respect and value different cultures. Promoting a positive attitude amongst the students and preventing bias and stereo-typing through classroom material and activities are reflected in the culturally relevant and anti-bias approach (Banks, 2004).The daily activities of this approach reflect the real lives of the children and families in the classroom. Teachers use â€Å"teachable moments† throughout the day and children interact and play together (Banks, 2004). Children explore their individuality and learn about others to gain respect and self-esteem. The culturally relevant and anti-bias education approach encourages families to be involved and provides students with a culturally diverse classroom. Teachers can use a variety of techniques and strategies to provide students with a diverse and educational learning experience.Introducing multicultural material in the classroom by using an honest and open approach to encourage children to ask questions and build their interest. Avoid generalization and stereo-typing when introducing material or activities. Teachers can use activities about the students, families, homelands, or music to introduce children to different cultures by using fun learning experiences. Teachers have an obligation to provide their students with a positive environment that will promote their individual needs and interest.

Technological Advances in Education

Abstract Technology has had massive impact on education. The recent technological inventions and innovations have changed the approach taken by various stakeholders in this field.Advertising We will write a custom research paper sample on Technological Advances in Education specifically for you for only $16.05 $11/page Learn More The geographical barrier that existed before has been eliminated completely. In the current society, a British student can undertake his or her junior primary education in Britain, high school in Russia, and at the college level the leaner can go to the United States. The world has been reduced to a small village where learners and teachers can easily move from one location to another. Children are experiencing new forms of teaching with the help of such gadgets as iPads and personal computers. With internet connectivity, learners can easily access important academic materials online. Teachers can also use the same internet to s end notes to students. Teacher-student relationship has been enhanced. The need to have a physical classroom setting is also reducing due to advanced technology. Learning has just been made easier with the advancement in technology. Introduction Technology has transformed various sectors of economy around the world. The world has been reduced into a small village because of the advances made in technology that has taken place around the world. People can easily move from one geographical location to another using a plane or various other means of transport. Communication has also been made easier due to advancement in the field of information technology. Information is easily shared through the internet and other means of communication. Technology is also making various devises cheap enough for the middle class. This means that they can easily access the information available in the internet, and other means of communication. The education sector is one of the sectors that have heav ily been impacted by technological advances. There has been a massive shift in the approach taken in this field due to the advancement in technology. According to Lakshmi (2007), technology has brought radical changes in this field that never existed before. This scholar says that technology has brought major advances in education. There is an emergent of a virtual classroom, where individuals learn miles away from classrooms. This is because of technological advances such as video conferencing.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students have also found technology to be very resourceful in their research. A researcher in the United Stated of America can conduct a comprehensive research on a company in India right from the comfort of his class. This is made possible by the fact that all the important facts that such a researcher may need can easily be found on the internet. The emergent of social media has had massive effect on education. This research focuses on the impact of technology on education. Impact of Technology on Education Technology in education has raised a lot of debate among scholars in the recent past. There are a group of scholars who strongly believe that technology has had positive impact of education. On the other hand, there are those who strongly believe that technology has had serious negative consequences on education and on the lives of learners. According to Tettegah (2006), the proponents and opponents of technology in the field of education have had a near equal force in fronting their arguments. In this research, analysis will be done on both the positive and negative consequences of technology on education. Positive Impacts of Technology on Education According to Lakshmi (2007), technology has completely transformed education in various forms and in a positive way. This scholar says that education system today has embraced te chnology in various fronts, and the results have been marvellous. One of the biggest advantages that technology has brought in the field of education is global learning. König (2007) says that technology has enhanced learning to the level where learners can get knowledge from any part of the world. Global learning has been enhanced by such technological improvements as video conferencing techniques. In this case, a learner may not need to move to a physical classroom. Through this technology, a teacher can disseminate knowledge from the comfort of his or her office to students who are in their homes. The technology allows for interactivity between the teacher and the students, and among the students. This means that a teacher in United Kingdom can have a class to students in the United Arab Emirates with the aid of technology. This means that when such a teacher has several classes with similar unit, they can be joined together in one class irrespective of their location around the globe (König, 2007). As such, the issue limited number of teachers around the country will be eliminated. Technology has enhanced a free flow of information from one corner of the world to another (Tettegah, 2006). This scholar says that with advanced technology, there has emerged a new trend of global learning where learners can share information from any part of the world with the help of the internet.Advertising We will write a custom research paper sample on Technological Advances in Education specifically for you for only $16.05 $11/page Learn More There is every kind of information one may need in the internet. Lipsitz (2008) argues that the internet has become a very strong source of knowledge in the contemporary education system. The scholar holds that learners in the current society can easily use the internet to get information on various subjects, most of which are found freely. The internet has replaced physical books that were very bulky to the students. The internet has enabled learners to compile a lot of materials and keep them in soft copy to be retrieved at any time the learner wishes to. With a personal computer, a leaner can compile a large volume of notes and keep them in an easily retrievable manner. The personal computer will also enable the learner to summarize the notes in a way that will capture most important facts per given unit in the class. With a laptop, a student will be moving around with vast materials, compressed into simple easy to retrieve, easy to read manner. Technology has helped enhance reading of books among the learners, while making publishing easy for the authors. Purchasing a book has been made easier and cheaper thanks to the internet. The emergent of e-books has made it extremely easy for learners to make purchase of the most important books in their courses. A learner will easily order for the book, pay for it and receive a copy all through online means. This means that such individuals may not strain looking for physical stores where they can make purchase of the books. Once with the book, the learner will find it easy reading the book because besides being a virtual book that is not bulky, navigating this book is easier then when one handles a physical book. To the others, publishing has been made easier. There is no longer a need to incur huge costs of publishing due to the need to produce physical books. These authors are therefore encouraged to increase their production because the cost of production and the logistics that would have followed are already eliminated. To the environmentalists, this is one of the best technologies ever to occur. With e-books, there is an assurance that the tree will be protected from lumbers. The reduction of printed books will reduce the demand for paper, meaning that the operational activities of the paper factories will be reduced. This would mean cleaner and more conducive environment for the learners. Researcher s have found technology to be of utmost importance in their lives. According to Wright (2008), researchers have been using the internet to gather relevant information they need in their area of research. This scholar holds that a researcher in the United Arabs Emirates may not need to travel to South Africa in order to conduct an economical analysis of Coca Cola Company is performing in this country. Such a researcher will get most of the information required through online means.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More If there may be need to conduct further researcher by conducting some interviews on the employees or top management of the firm, this can be made possible through phone call conversation, video-conferencing, emailing or the use of the social media to pass a communication and receive a response. The internet has also created a forum through which researchers can meet and share some of their findings in a developmental manner. Through such social media tools as Facebook, Tweeter and LinkedIn, a researcher will easily notice another researcher who is in the same field of research. The two or more researchers can come together and share their knowledge, and the level of their findings irrespective of their location around the globe. This can enhance development of a given field of research. In such cases, Tettegah (2006) says that the researchers can work as a unit in a manner where, if researcher in United Arab Emirates wants some facts about business environmental conditions in France , the data can be collected through a correspondent who is in France, hence this cuts off the cost of transport. According to Wright (2008), technology has also benefited schools and their management systems. Various schools around the world have embraced technology in one way or the other to advance their systems. Most schools have their students registered in computer system where a simple click into the student’s identification number brings all the details of the students, including information about their academic performance. Teachers can therefore easily monitor performance of each individual student. The class teacher can also share information with the parents with a lot of ease. The elimination of physical and tedious work means that teachers can get enough time to spend with students in a constructive manner. The administrations have also found technology very important in running schools. With computerized system of managing school assets, it becomes easier to man age the education system. Technology has also helped schools administration to increase their intake of students. Technology is allowing schools to administer distance learning to students in various locations around the globe. This has increased the income of such institutions, making it possible for them to enhance learning system to suit the needs of the learners. Technology has also enhanced the relationship that exists between all the stakeholders within the education society. Parents can easily communicate with teachers and get to know how the development of their children thanks to the developments brought about by technology. Lipsitz (2008) says that with enhanced technology, parents can easily monitor the progress of the school, their children and be able to reach out to various other stakeholders within the society to help build the system. Negative Impacts of Technology on Education According to Wright (2008), the praises that various people have had on the impact of tech nology on education are misplaced. This scholar holds that technology has brought serious negative consequences in the field of education. The sentiments of this scholar are shared among various other scholars who feel that technology has brought very little positivity in the field of education. The following are some of the negative factors that these scholars have highlighted in their opposition to technology. Tettegah (2006) says that with emergent of technology, learners have completely forgotten about books. Students rarely use books in the current society. This scholar says that technology has massively distracted learners from books. Right from lower classes to the universities, learners rarely take time to read books unless there is an urgent exam and there is need to avoid failure in the exams. Learners take most of their times watching movies or playing games using the same computers which they are supposed to use to do further research. Wright (2008) observes that it is c urrently a common phenomenon to see books in the library gathering dust because of lack of handling for various weeks. The urge to dig deep into the books in order to gather information that would advance knowledge of a learner has been replaced by the desire to watch new movies or play new games using the computers. The little time the learners have left is used to watch movies in the television or listen to music using the iPod. Reading books is almost becoming an archaic practice among learners at various levels. Reading is specifically meant for the exams and not personal development. For that matter, cramming of the notes is considered more preferable among these students. Technology has allowed learners, access to materials that are mind-corrupting. It is common to find a young student aged 12 years with an iPad. With such a gadget, such a young learner will be exposed to all the information and content of the internet, some of which are beyond his understanding. Tettegah (200 6) says that with access to the internet, some minors may come across sites with adult contents. Because there is no clear way through which such sites can determine the age of the viewer, such youngsters are allowed into sites with materials beyond their level of consumption. Such content would always end up corrupting the mind of the viewer. This may be manifested in their actions or words. Such a learner will not only be wasting precious time that should be meant for learning, but will also get morally washed-off because of the contents of what they view. Some of the movies that learners watch are violent in nature. Because of the delicacy of this stage in the development of a person, such individuals come to internalize the fact that being violent is cool. Actions of violence may not only land such learners in jail and interfere with their learning, but may also affect other academics negatively. According to Reed (2010), young learners in the current society get glued on televi sions for very long time watching movies that are morally wanting. This scholar warns that this habit is becoming more popular among the youths who are expected to take most of their tome learning. Tan (2012) talks of the social media as the main destructor of learning process. The emergence of social media has acted as a big distracter to young learners in the current society. Facebook has about one billion followers, majority being the youth in learning institutions. They spend most of their time on the Facebook discussing things that are not related to their academic lives. This leaves them with limited time to spend on books. As a result of this, they are not in a position to prosper in their education. Tweeter has the same effect as Facebook. The impact of YouTube has even been greater. Given the fact that YouTube can support heavy graphics such as videos, these young learners of today spend most of their time on YouTube either listening to music or watching videos at the expen se of learning. According to Lipsitz (2008), learning is a very difficult process that when faced with a very little distracter, will yield very dismal results. Learners must be made to realize that their academic performance is not secondary to their entertainment. As such, they should not give it a second place to their entertainment. However, given the fact that the learning process is very challenging, they easily get swayed when they get such entertaining means as YouTube. Technology has replaced the normal way of life of learners in the current society, but in a negative way. According to König (2007), technology has completely changed the recreational trend among learners. Initially, children appreciated the importance of outdoor games. After school and when on holidays, learners would take their time to play various games with their peers. These games would range from football games, baseball, volleyball, skiing, swimming, athletics, tennis among others. These games are very important to the mental and physical development of children. When they run, kick and stretch their arms, they get to exercise their muscles. This would stimulate their entire body system and give them a refreshing feeling when they embark on books. Their minds are strong enough after such rigorous activities. The blood circulation in their body gets steady and they generally feel stronger. This also eliminates incidences of simple diseases that would attack them because of lack of proper exercise. Such complications as heart problems, weak bones or mental distress will be eliminated. This will go a long way in eliminating time wasted due to the need to stay on bed under medication due to such complications. Outdoor games also enhance socialization. When these learners go out to play, they meet their peers and this helps in their mental development. This would enhance their learning capacity when they are back in school because they get to appreciate the importance of teamwork. They get to apply such skills in school and as Means (2009) says, this would result in brilliant performance in their academics. These positive virtues of outdoor learning have been replaced by technology enhanced indoor games. Learners do not have time to engage in outdoor games because they can play right inside the bedroom. This means that they get affected by all the negative consequences of not being able to engage in outdoor games. Innocert (2012) says that doctors and other medical experts have lamented the effect that lack of outdoor games has on learners. Conclusion It is a fact that technology has brought about massive improvement in the field of education. With advanced technology, learners are able to access various learning materials through the internet. They are able to share information with their fellow learners because of improved accessibility. Learner-learner and learner-teacher relationship has greatly improved. A learner can easily access the teacher through v arious means, and using various technological tools. Researchers have found the internet very vital in their process of research. These are some of the positive impacts that technology has had on education. However, it is worth noting that despite these positive changes, there have been numerous negative effects that technology has had on education (Gura Percy, 2005). Learners in the modern society do take most of their time entertaining themselves other than learning. They enjoy watching movies instead of reading books. Some of the contents they get in the internet get to corrupt their mind, making them engage in activities that are not healthy to their wellbeing and to their peers. Indoor games have detrimental effects on their physical and mental health. It would therefore be prudent to conclude that although technology is necessary in this field, measures should be taken to counter its negative effects. References Gura, M., Percy, B. (2005). Recapturing technology for educatio n: Keeping tomorrow in today’s classrooms. Lanham: Scarecrow Education. Innocert, M. (2012). Advanced information technology in education. Berlin: Springer. König, M. E. (2007). Technology in education: An essay about pros, cons and challenges. München: GRIN Verlag GmbH. Lakshmi, N. M. (2007). Information communication technology and education. New Delhi: Discovery Publishing House. Lipsitz, L. (2008). Technology and education: Articles from Educational technology magazine. Englewood Cliffs: Educational Technology Publications. Means, B. (2009). Technology and education reform: Studies of education reform. Upland: Diane Pub. Reed, R. H. (2010). The impact of tablet PCs and pen-based technology on education: Going mainstream, 2010. West Lafayette: Purdue University Press. Tan, H. (2012). Technology for education and learning. Berlin: Springer. Tettegah, S. (2006). Technology and education: Issues in administration, policy, and applications in K12 schools. Amsterdam: El sevier JAI. Wright, C. (2008). Issues in education and technology: Policy guidelines and strategies. London: Commonwealth Secretariat. 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