Plan Market Research Assessment Essay

Introduction This Project scope â€Å"Regain† has been designed to involve all stakeholders of D.A. Garden Supplies so that all aspects of the business can be be analysed through collecting invaluable information and data by the research methods below. Our aim is to identify the cause of the problem that the business is going through right now so that future marketing can be targeted accordingly for positive results. With proper research and strategic planning, D.A. Garden Supplies should be able to recover its lost and on its way to a successful future. Preliminary project scope Project name: Regain Project Owner: Even Tan Sponsor: D.A. Garden Supplies Stakeholder: David and Alison Required resources, sample size and research assistance Resources required for the scope research will include human, financial and physical resources. These will be required for each type of data collection as follows: Focus Group – This is a small group of customers in a discussion to focus on the main thought of cause to the problem, the competition. Could be held in the lunch room over a 1 hour period. An external marketing professional would need to be hired to conduct the focus group and 6 participants from the target market would also be required for the discussion. Physical resources required are pens, paper, tea and coffee, brochures of competition and light refreshments. Overall cost including preparation of the focus group would be $550. Survey – After the focus group has taken place the survey can be developed from the data collected. The 5 min survey could be conducted at the local shopping centre focused on surveying a minimum of 30 to 60 people from the  target market over a 6 hour period. An external interviewing professional would need to be hired to conduct the survey and briefed on who to approach and what to say. Physical resources required include surveys, pens, clipboard and a bag to store completed surveys. Overall cost including preparation of survey and external staff would be $450. Research Reports and Internet Research – A specialist market research organisation will need to be hired to conduct this research and for analysing the data from these reports, survey results, interviewed staff and experiment of product. The cost for analysing this data into a detailed report would cost $740. Another cost would be the purchase of secondary data from Ibisworld. The â€Å"Garden supplies retailing in Australia market research report† is $845 and this will provide invaluable information into the industry. Interview Staff – This could be held in the lunch room each one of the 9 staff members should have a half hour interview conducted by external marketing professional. Physical resources required are a questionnaire and light refreshments. The total cost would be for development of the questionnaire and 4.5 hours of interviewing the staff, this would cost $650. Research Method and timeline This research are using both quantitative research and qualitative research, since it conducted surveys, focus group and meetings in order to gather needed information. Using qualitative method such as focus group able us to develop our survey, This way we know we will ask the correct questions that are needed when surveying our customers and potential customers. This method was chosen as it is beneficial in developing a successful survey. Using quantitative method for this research because it is easily analysed using statistical methods. For example, a survey is carried out to obtain information about people, such as their opinions, preferences, attitudes, expectations, likes and dislikes. This method was chosen as it directly targets our customers and potential customers to get their opinions on D.A. Garden Supplies and the competition. This whole research process going to take 2 weeks, that give us, the researcher enough time to analyze the data and come out with a detail solution on the problem. Data gathering Types of data required This research need a combination of data in order to get the best result. Secondary data- this data is information that already exists, information like the â€Å"Garden supplies retailing in Australia market research report† are statistics conducted by government. This resource is easier and cheaper to obtain, and it provide a great insight on the market itself. Primary data- this data does not exist, it requires the researcher to communicating with people or making observation about people and situation in order to generate the data. Although it is much harder and time consuming compare to secondary data, it is the most valuable resource for the company since it targets the specific problem that the company has. Formal Research and informal research- Conducting a survey able to cover a broad range of topics and able to gather as much information as the research need to, Informal research such as asking opinions from staff about the company and customers feedback and analysing the company sales statistics from internal records are the easiest way to gather in the shortest among of time, however, be careful with the data as it might be data that are not as subjective as primary and secondary data. Quantifying the data The sample size is chosen to maximise the chance of uncovering a specific mean difference, which is also statistically significant. The reason larger samples increase your chance of significance is because they more reliably reflect the population mean. Therefore it is necessary to conduct any survey or interview with as many participants as possible that is acceptable under the given financial budget. Data processing method There are some consideration in deciding how to process the data gathered will include: -type of analysis that will be required -the amount of data to be collected -available budget -available time Hiring an analyst able to handle a more complex data, and able to receive the most accurate data in a short amount of time. Less complex data can be dealt with a specialist statistical software, however it requires specific training and the software itself is expensive. Small market research can be dealt with Microsoft Excel as it able to handle basic statistics. Lastly, very basic calculation with small data sets can be undertaken using a statistical calculator. This research includes both quantitative and qualitative data, and result can be complex because it involves personal feelings and opinions from staff and consumers, therefore, hiring a statistician consider as the most appropriate method for this research, as they have the experience to deal with complex data and able to analyze all data and turn it into results that are easy to understand. Although it is expensive to conduct, if this research has done correctly, it could help D.A. Garden Supplies turn into a successful business. Draft Research Objective After our previous consultation and analysing the information in the scope the main objective is to find out if â€Å"the competition was the main cause for the 5% drop in sales† The sub-objectives are; 1) To examine customers and potential customers attitudes on the competition. 2) To identify needs of customers. 3) To determine whether new products need to be introduced. By using market research D.A. Garden Supplies will analyse the competition find the cause of the 5% drop in sales and then use this information to increase overall sales by 10%. Feasibility of the research and Conclusion Focus groups, interviewing staff and secondary data are all forms of exploratory research which essentially gather qualitative data, its findings are inconclusive and should not be used for final or important decision making. Therefore to make a final decision a survey or experiment must be conducted as they are both descriptive research which have quantitative data which makes the findings conclusive and useable. Therefore after analysing the above research methods, it could conclude that the focus group and survey would be the best data collecting methods to use to â€Å"find the cause of the 5% loss of sales profit for D.A. Garden Supplies† as it targets the customers and potential customers directly which will provide information needed to find whether the competition is the main cause. Although for the purpose of this research we will be using all of the research methods above as this will determine a thorough result. With this vital information we can eliminate the cause in future marketing plans making D.A. Garden Supplies sales successful in the future. If you find this project proposal are acceptable, I will need you, the business owner, David and Alison, and all other stakeholders to approve this research proposal.

The Baderman Island Resort Word Processing Software Upgrade

Smith Systems Consulting is IT services provider delivering business and office automation solutions country wide. We have expertise in project management, software application design, deployment and support. We also provide computing hardware and network installation services. To provide Baderman the most suitable word processing solution, our experts have worked out a plan comprising of three staged project plan based on time tested proprietary standards. Need Assessment Our experts will be involved in identifying current as well as future word processing needs for all users at Baderman.This activity will include documenting all features currently used such as word processing, desktop publishing, web publishing etc. Consultants will conduct interviews throughout the organization to document and compile an exhaustive in-use feature list. We will also collect valuable information about the current hardware and software configurations such, versions of operating systems, memory and pr ocessing power, currently used word processing software etc. Our IS auditors will collect all policies, procedures and guidelines governing the purchase, use and upgrade of computer hardware and software at Baderman.The objective of need assessment is to document all the requirements from various business units. It is an essential element of developing a business-case for any recommended solution. This business-case will help management understand the utility of such an investment, and create the executive’s buy-in necessary for the success of such a project. Product Identification Following need-assessment we will provide details of product(s) identified to best suit the current and future needs at Baderman. Our goal during this phase will be to provide a choice of options supported by data collected during need-assessment.The management may decide to opt for mix of products for different department such as word processing software for many and desktop publishing, web author ing systems for communication and marketing etc. Our proposed solution will accommodate such possibilities to avoid any repeat of work. As standard procedure we will also submit an impact analysis for each of the chosen products, on the currently deployed infrastructure. This will help develop accurate budget and expenditure forecast. Implementation The implementation phase will be further divided into three stages.Each stage will target a group of workers chosen to minimize loss of productivity in operational activities. First group will comprise of top managers from all the various business units. Installation and training will be provided to these leaders and consultants will monitor the progress continuously. These managers will provide the necessary momentum required to successfully implement the change at lower level. This exercise will create stake holders at department level ready to take a lead in adopting new solutionNext in line will be line managers reporting to lead man agers, and lastly all the knowledge workers using word processing software will be targeted. Following a strict step by step regime will allow deployment and training teams to focus attention on groups. This will deliver measurable and repeatable process for adoption of upgrades or new technology. We strive to provide the best quality of service to all our customers. Our planners, consultants and engineers will provide the right mix of skills and expertise to deliver favorable results.

Factors of Bullying

Bullying: The identify technique and its major risk factors Dr. Kasetchai Laeheem1, Dr. Metta Kuning2, Dr. Nittaya McNeil2 1. Department of Educational Foundation, Faculty of Liberal Arts, Prince of Songkla University 2. Department of Mathematics and Computer Sciences, Faculty of Science and Technology, Prince of Songkla University. Abstract The purpose of this study was to study the technique for identifying bullying outcomes, and to investigate the risk factors associated with bullying behaviour at Pattani primary schools, southern Thailand. A cross-sectional survey was conducted among 1,440 students.Descriptive statistics, Pearson’s chi-squared test, and logistic regression were used for data analysis. In this study, factor analysis and standardized score techniques were used to identify bullying outcome. It was found that 301 (20. 9%) students could be identified as a bully. Witnessing parental physical abuse and preference for action cartoons were major risk factor for bu llying others. Students having parental physical abuse experiences were more likely to bully others than were those who had never witnessed parental physical abuse (odds ratio 7. 11, 95% confidence intervals 5. 6-9. 60). Students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (odds ratio 2. 96, 95% confidence intervals 1. 99-4. 43). Key words: bullying, cartoon, factor analysis, parental physical abuse, risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 1 1. Background and significance of problem Bullying behaviour in primary schools is well-known to students, parents, teachers and educational personnel.School bullying is a serious problem which affects students’ quality of life, inflicting psychological, emotional, and physical damage and occurs throughout the world. School b ullying can be defined as any negative actions repeatedly inflicted by a stronger student or student gang toward another student (Olweus, 1999). This negative action must be deliberate and carried out with the intent of causing harm to the victim (Farrington, 1993). Bullying might be classified in a variety of ways including physical assaults and psychological or emotional or verbal harassment.Beale (2001) explained that physical bullying is action oriented and intended to intimidate or physically hurt the victim through pinching, pushing, kicking, and hitting, while verbal bullying is using words to humiliate or hurt someone’s feelings through teasing, insulting, or threatening behaviour. The major reasons that children bully others are to enjoy exercising power and status over their victims, boredom, jealousy, attention seeking, showing off, anger, revenge, and selfprotection (Besag, 2006). In this way, bullying eases the way for children to be drawn into a path of delinque ncy, vandalism and criminality (Junger, 1996).The targets or victims of school bullying are at risk of a variety of negative outcomes. They are more likely than nonvictimized children to become anxious, insecure, lonely, depressed, to be rejected by their peers, drop out of school, feud, or decide to protect themselves by carrying guns/weapons to school (Craig, 1998). There are many causes of bullying, such as domestic violence (Baldry, 2003), preferring cartoon violence (Blumberg, et al, 2008), older students (Wolke et al, 2001), and boys (Mouttapa et al, 2004).Studies have indicated that 38% of students in Netherlands (Veenstra, 2005), 30% in Nigeria (Egbochuku, 2007), 22% in Italy (Gini, 2008), 21% in Canada (Hawkins et al, 2001), 20% in Malaysia (Wan Salwina et al, 2009) and 42% in Thailand (Tapanya 2006). This study aims to study the technique for identifying bullying outcomes, to investigate the prevalence of bullying and the risk factors associated with bullying in Pattani pr imary schools, southern Thailand.By identifying students who are likely to bully others, educational authorities can introduce better strategies for reducing and preventing this problem. 2. Objectives 2. 1 To study the technique for identifying bullying outcomes 2. 2 To estimate the prevalence of bullies at primary schools in Pattani, southern Thailand 2. 3 To analyze the risk factors associated with bullying, in Pattani primary schools 3. Technical terms The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 â€Å"Bullying† has traditionally referred to a person’s actions to cause physical or psychological harm to another person. Physical bullying is the most visible and easily identifiable form of bullying. It might take the form of a kick, hit, bite, push, throw of something at someone, bite, or pinch. Psychological bullying includes name-calling, insulting the victim’s name, appearance, economic status, academic achievement, or parent’s occupation, or making negative statements about a victim’s physical disability. 4.Framework of the study Determinants School factors School type School location Demographic factors Gender Age group Environment factors Parental physical abuse Preference of cartoon type Number of close friends Outcome Bullying behaviour 5. Research methodology 5. 1 Study design and sampling technique This study used a cross-sectional study design involving interviews and surveys of primary school students attending school between November 1, 2005 and March 31, 2006. The participants were selected by using a multi-stage sampling method.The first stage involved selecting school location by using purposive sampling, with the criterion being a cluster of four types of school (public school of Basic Education Office (B. E. O. ), public school of municipalities, Islamic private scho ol, and Chinese private school). Pattani City was selected as the urban location and Saiburi district as the rural one, because these were the only two districts that met the school-type cluster criterion. In the second stage, public schools were selected by simple random sampling and private schools were selected by purposive ampling (there was only one of each such school in each district). Finally, participants in each school grade were selected by using a systematic sampling technique which was done proportionate to population size across each class; choosing every 4th seat number where there was a single class in a grade and every 6th seat number where there was more than one class in a grade. Sample size calculations followed an Italian study of bullying (Baldry, 2003) and were based on the main outcome and exposure to parental violence and non-exposure to parental violence.The prevalence of bullying by the Italian primary school students in the ‘nonThe 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 3 exposure to parental violence’ group was 45. 7%. This information was then used to calculate the required sample size for this study, obtaining an estimate by substituting ? = 0. 05, 1-? = 0. 2, OR = 1. 344 so Z? /2 and Z? are 1. 96 and 0. 84 respectively, r = 1 (ratio of non bully to bully subjects), p2 = 0. 6 (prevalence of bullying in non exposure to parental violence group), p = 0. 50, p1 = 0. 53, into a formula for sample size given by the following (McNeil, 1996), namely ? ? Z? / 2 ? ? 1 ? 1? + Z? ?1 + ? ? r ? p (1 ? p ) ? 1 1 ? + p1 (1 ? p1 ) rp 2 (1 ? p 2 ) ? ? 2 n1 = (InOR) 2 Where p1 = p2 p + rp2 , and p = 1 p2 + (1 ? p2 ) / OR 1+ r This gives n1 = n2 = 719. It was thereby concluded that a minimum sample size of 1,438 was required for this study. 5. 2 Data collection Verbal consent to participate in the study was obtained from students after assurance of confidentiality was given to individuals and group administered.The collection assistants were teachers in target schools, who volunteered to participate and were studying for a Graduate Diploma in Professional Teaching at Yala Islamic University. These teachers were trained in the interviewing techniques and the details of the questionnaire. They were asked to take care not to rush through the questionnaire and also to record responses accurately. The teachers interviewed students in the classroom after permission was granted by the school principal. Each individual was interviewed with grades 1 to 3 students. Interviewed lasted approximately 20 to 30 minutes.Group administered (narrated) surveys of grades 4 to 6 students took approximately 40 to 60 minutes. With older students, the interviewer read the instructions to them and then allowed the student to write their own responses. Most of these responses were uncomplicated a nd involved just ticking a box. 5. 3 Data management and statistical analysis The data were analyzed using Webstat (a set of programs for graphical and statistical analysis of data stored in an SQL database, written in HTML and VBScript), and R program Factor analysis was first conducted to identify possible factors for future analysis.Descriptive statistics were calculated as measures of the prevalence of bulling. Pearson’s chi-squared test was used to assess the associations between the outcome and the various categorical determinants. Logistic regression was used to estimate the relative odds of having bullied others, for risk factors. 6. Conclusions The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 4 6. Identifying bullying outcome The technique for identifying bullying outcome in this study is using statistical method; factor analysis and standardized score as follows. The first method involved an exploratory factor analyses using maximum likelihood method with varimax rotation, eigenvalue greater than one, and item loadings greater than 0. 30. Factor analysis resulted in the identification of four types of bullying: a serious physical bullying factor comprising ‘kick’, ‘hit’, and ‘bite’, a minor hysical bullying factor comprising ‘push’, ‘throw something at’, ‘beat’, ‘pinch’ and ‘scold’, a psychological bullying by maligning a parent factor comprising ‘insult parent’s occupation’, and ‘insult parent’s name’, and a psychological bullying by maligning the student factor comprising ‘insult students appearance’ and ‘insult students economic status’, as listed in Table 1. In the second method, the new scores for four types of bullying were calculate d by using discrete scores to compare with the criteria that were adapted from a Likert rating scale: loadings 0. 00-0. 25 scored as 0, 0. 26-0. 50 scored as 1, 0. 51-0. 5 scored as 2, and 0. 76-1. 00 scored as 3. The resulting new scores were thus as follows: kick, hit, and bite: 3, 3 and 1, respectively; push, throw something at, beat, pinch and scold: 3, 2, 2, 1 and 1, respectively; insult parent’s occupation: 3 and insult parent’s name: 1; and insulting students appearance is 3 and insulting students economic status: 1. The resulting new scores are listed in Table 1. Factor loading Psychological Bullying behaviour categories Serious Minor bullying (Maligning physical Physical parent) bullying bullying Kick 0. 822 (3) Hit 0. 825 (3) Bite 0. 380 (1) Pinch 0. 783 (3) Beat 0. 587 (2) Throw something at 0. 07 (2) Push 0. 458 (1) Scold/ name-calling 0. 366 (1) Insult parent’s occupation 0. 878 (3) Insult parent’s name 0. 399 (1) Insult economic status Insul t appearance Eigenvalue 1. 85 1. 77 1. 21 Variance explained 15. 4% 14. 7% 10. 1% Note: Number in the ( ) is resulting new scores for each type of bullying Psychological bullying (Maligning student) 0. 765 (1) 0. 448 (1) 1. 01 8. 4% Table 1: Factor loading scores and resulting new scores for each type of bullying The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 In the third method, the total scores for each type of bullying were calculated by using new scores for four types of bullying. The resulting total scores are thus as follows: serious physical bullying (scores 0-7): (3*hit) + (3*kick) + bite; minor physical bullying (scores 0-9): (3*pinch) + (2*beat) + (2*throw something at) + push + scold; psychological bullying by maligning a parent (scores 0-4): (3*insult parent’s occupations) + insult parent’s names; and psychological bu llying by maligning the student (scores 0-4): (3*insult students economic status) + insult students appearance.In the fourth method, the bullying scores were analyzed by combining the total scores for each type of bullying: serious physical bullying (scores 0-7) + minor physical bullying (scores 0-9) + psychological bullying by maligning a parent (scores 0-4) + psychological bullying by maligning the student. The fifth method, transform the bullying scores into Z-scores (standardized to a mean of 0 and a standard deviation of 1). Finally, the students were identified into two categories for bullying, ‘bullied’ or ‘not bullied’. The students who had a standardized score greater than 1 were identified as a bully. 6. Descriptive statistics of bullying and risk factors The distributions of seven determinants in this study involved half of students being from an urban school, 72. 2% were from public school, and 55. 4% were female. Slightly more than one third (3 4. 5%) were 8 years or less of age, 34. 0% were aged 9-10 years, and 31. 5% were 11 years old or more. Most of students (79. 7%) reported that they had not witnessed physical abuse between their parents. Nearly half (48. 2%) of the students preferred ‘mystery’ cartoons type, 26. 0% preferred ‘action’ and 25. 8% ‘comedy’. Regarding number of close friends, 41. % had 3-5 close friends, 32. 2% had two close friends or fewer and 26. 4% had six close friends or more. In this study, bullying outcome was identified as a dichotomous variables; ‘not bullied others’ (1,139 students) and ‘bullied others’ (301 students). The percentage of students reporting that they had bullied others in school was 20. 9%. 6. 3 Associations between bullying and risk factors The associations between the outcome and the seven study determinants are shown in Table 2. Bullied behaviour Determinants School type Private Public School location Urban Rur al Not bullied (1,139) 78. 2 80. 0 82. 5 77. Had bullied (301) 21. 8 20. 0 17. 5 22. 2 Total (1,440) 50. 0 50. 0 0. 7 27. 8 72. 2 0. 399 Chisquared 3. 9 p-value 0. 049* The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 6 Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action Mystery Number of close friends 2 persons or less 3-5 persons 6 persons or more 31. 1 84. 5 72. 4 82. 9 79. 6 74. 4 87. 0 48. 1 86. 5 64. 5 83. 0 80. 6 80. 7 74. 7 15. 5 27. 17. 1 20. 4 25. 6 13. 0 51. 9 13. 5 35. 5 17. 0 19. 4 19. 3 25. 3 55. 4 44. 6 10. 3 34. 5 34. 0 31. 5 213. 5 79. 7 20. 3 66. 9 25. 8 26. 0 48. 2 5. 9 32. 2 41. 4 26. 4 0. 000** 0. 006** 0. 000** 0. 000** 0. 051 * p-value < 0. 05 ** p-value < 0. 01 Table 2: Associations between bullying and study determinants Table 2 shows that school type, gender, age group, parental physical abuse, and cartoon type were strongly associated with bullying. Odds ratio plots of bullying categorized by five different risk factors are shown in Figures 1. Bullying behaviour (Bullying/Not bullying) (Public/ Private) (Male/ Female) School type Witness/ Not witness) Gender Parental physical abuse Years Favorites cartoon type Age (group) Cartoon type Figure 1: Odds ratio plots of bullying categorized by four different risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 7 Figures 1 shows that the students from public schools reported bullying others significantly more often than did students from private schools (OR 1. 35, 95% CI 1. 01-1. 82). More males than females reported that they bullying others (OR 2. 07, 95% CI 1. 59-2. 69).The students who had witnessed phys ical abuse between their parents were more likely to be a bully than did those who had never witnessed physical abuse between their parents (OR 7. 22, 95% CI 5. 39-9. 67). The students aged 11 years or more were more likely to bully others than students aged 9-10 years and 8 years or less, (OR 1. 49, 95% CI 1. 13-1. 95). The students who preferred action cartoons tended to bully more than students who preferred mystery or comedy cartoons (OR 2. 93, 95% CI 5. 39-9. 67). 6. 4 Logistic regression analysis of bullying Logistic regression was used to examine the association between bullying and risk factors.The results are shown in Table 3 and Figure 2. Table 3 shows the results of the logistic regression analysis after omitting determinants with p-values more than 0. 05 using backward elimination. In this reduced model the four factors least significantly associated with the bullying are omitted. The smallest p-values indicate the factors most strongly associated with the bullying were gender, age group, parental physical abuse and cartoon type. Determinant Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action MysteryOR 0 1. 87 0 1. 29 1. 89 0 7. 11 0 2. 96 1. 33 (95% CI) p-value 0. 000 (1. 40,2. 50) 0. 000 0. 001 0. 160 0. 000 0. 000 0. 000 0. 000 0. 000 0. 147 (0. 90,1. 85) (1. 33,2. 69) (5. 26,9. 60) (1. 99,4. 43) (0. 90,1. 96) Table 3: Reduced model of association between bullying and risk factors Figure 2 shows the odds ratio plot of the results from fitting the final logistic regression model. It was found that witnessing parental physical abuse was clearly the most strongly associated determinant for bullying others.Students having witnessed parental physical abuse were more likely 7. 11 times to bully others than were those who had never witnessed parental physical The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 8 abuse (95% CI 5. 26-9. 60). Preference for action cartoons was also a major risk factor for bullying others; students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (OR 2. 6, 95% CI 1. 99-4. 43). Among the age groups studied, older students (11+ years) were more likely to be a bully than did younger students (8 years or less); 1. 89 times (95% CI 1. 33-2. 69). Males were 1. 87 times (95% CI 1. 40-2. 50) more likely to have reported having bullied others than were females. Bullying others mystery Cartoon type action comedy Parental physical abuse yes no 11+ Age group 9-10 -8 boy Gender girl 1/8 1/4 1 2 4 8 Odds Ratio Figure 2: Risk factors of bullying in logistic regression; final model 7.Discussion In this study, factor analysis and standardized score techniques were used to identify bullying outcome; a student with a standardized score more than 1 was identified as a bully. Using an exploratory factor analysis for divided type of bullying is in accordance with a study by Parada et al (2005) in which six factors were found of 36 items. Beran (2005) found four factors of 21 items. Carlyle and Steinman (2007) found two factors. Using a standardized score for identifying bullying in which a student with a standardized score more than 1 was identified as a bully (Scholte et al, 2007; Gini, 2008).In this study, the identifying techniques led to findings that witnessing parental physical abuse and cartoon type were major risk factors for bullying. Witnessing parental physical abuse was clearly the most strongly associated determinant linked to bullying than those who had never witnessed parental physical abuse (7. 11 times more likely). Exposure to parental family violence has been found to be related to negative behaviours of students; the students who had witnessed parental physical abuse were more likely to bully othe rs, when compared to those who had not itnessed parental physical abuse. This is in accordance with the studies of Herrera et al (2001) and Baldry (2003) who all reported that parental modeling of aggression The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 9 and violence promotes the development of a child’s negative behaviour; the child might copy the parent’s physical actions and might then become a bully to gain success in their own social interactions.Preference for action cartoons was also highly associated with bullying (2. 96 times more likely). This finding shows that the children who watch action cartoons or cartoon with superhero images were more likely to display aggressive or bullying behaviour. This was consistent with the studies of Kirsch (2006) and Blumberg et al (2008), who argued that cartoon violence may also inf luence young viewers to transfer violent acts from programs to realworld situations and has a significant additional effect in predicting bullying others.Students often copy the physical actions of parents or of action cartoon characters and so through their life experiences learn to be aggressive. By personally observing others acting aggressively to achieve some goal the children might learn to act aggressively. With this modeling, the child might then become a bully to gain success in his or her own social interactions. This explanation is in line with finding by Larson (2003) and Williams (2007) who found that children use the same aggressive tactics that they observe; they learn to act aggressively when they model the behaviour of violent acts.The children are more likely to copy someone they are looking at, and children have a greater tendency to imitate the modeling of those with whom they have the most contact (Cooke, 1993; Kirsch, 2006). 8. Recommendations 8. 1 Implications of the study This study showed that bullying is a serious problem in Pattani primary schools. Witnessing parental physical abuse and preferring action cartoons were the highest risk factors associated with bullying. Parents are the most important persons in providing leadership and direction for the successful prevention and intervention of bullying.They should provide close attention and talk regularly with their children about their feelings and relationships with friends at school. They should work in partnership with the school to encourage positive behaviour. Moreover, they must have patience, try to avoid using violence, and closely advise and control the cartoon program viewing of their children. Findings from this study should help in the development of prevention and intervention policies in the primary schools and assist educational authorities to introduce better strategies for reducing the problem.School administrators and teachers are the next most important persons fo r preventing the prevalence of bullying in schools. The school environment should be safe, orderly, and bullyfree. Teachers have to provide positive and mature role-modeling in techniques to students and teach them how to interact with one another. They should develop a program that teaches The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 0 students about the dangers of bullying, develop school personnel in teaching bully-free practices and teach students about all forms of bullying: verbal, emotional, psychological, and physical, as well as teach students about disadvantages of cartoon violence viewing and physical abuse between parents. 8. 2 Recommendations for future studies Results of our study reveal the extent of bullying in primary schools within Pattani province to be a serious problem.Future research could focus on comparing prevalence rates among different types of schools or in one specific type of school across districts within Pattani province or nearby provinces, such as Yala, Naratiwat, and Songkhla provinces. Results may give the necessary information to teachers and administrators responsible for improving existing awareness programs, as well as continuing to educate our children in the safest and best learning environment possible.In order for bullying to be prevented or decreased in our schools, school personnel need to commit to the ideal that bullying is unacceptable, is serious, and should not be tolerated. Bullying is not a rite of passage that students must work out for themselves. When one incident of bullying occurs it is serious. Silence from students does not imply acceptance. Teachers need training that will help them to identify students who suffer in silence. The training needs to include strategies for victims as well as bullies. School personnel need to intervene appropriately in order to g ain the confidence of the students.To gain that confidence, teachers need to be aware that victims of bullying who remain silent will rarely take the initiative to tell teachers they are being bullied and would benefit from having someone pro-active and notice their circumstance and offer them help. There is also a large, silent majority of bystanders in our schools. These students are usually well-developed socially but they do not know how to reclaim the power from the bullies. Some of these students may be afraid to confront the issue and thus ignore or avoid bullying situations.If we can tap into this silent majority and teach these students the skills they need, we can create a positive school climate with this silent majority holding the power and helping to make the school safe and secure for all. Further research should examine specific teacher referrals after bullying incidents and whether there is a consistent method of reporting these incidents throughout the grade levels and among all teachers. The administration of disciplinary actions, when dealing with the types of bullying incidents should consistent throughout the school.An increase in student learning is an overall goal of this study. If students feel safe at school, if they are not worried about the atmosphere in which they learn, then greater student achievements will be likely to The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 11 exist. In order to create and maintain a safe and orderly school environment, all stakeholders must take an active role in combating the bullying problem in Pattani primary schools today. . References Baldry, A. C. 2003. Bullying in schools and exposure to domestic violence. Child Abuse & Neglect, 27, 713–732. Beale, A. 2001. â€Å"Bully busters†: Using drama to empower students to take a stand against bullying behaviour. Professional School Counseling, 4, 300-306. Beran, T. 2005. A new perspective on managing school bullying: Pre-service teachers’ attitudes. Journal of Social Science, 8: 43-49. Besag, V. E. 2006. Understanding girls’ friendships, fights and feuds: A practical approach to girls’ bullying. Milton Keynes: Open University Press.Blumberg, F. C. , Bierwirth, K. P. 2008. Schwartz AJ. Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View. Early Childhood Educ J. 2008; 36:101–104. Carlyle, K. E. , and Steinman, K. J. 2007. Demographic differences in the prevalence, cooccurrence, and correlates of adolescent bullying at school. Journal of School Health, 77: 623-629. Cooke, P. 1993. TV causes violence? Says Who?. The New York Times. Craig, W. 1998. The relationship among bullying, victimization, depression, anxiety and aggression in elementary children.Personality and Individual Differences, 24, 123-130. Egbochuku, E. O. 2007. Bul lying in Nigerian schools: Prevalence study and implications for counselling, J. Soc. Sci. , 14(1): 65-71. Farrington, D. P. 1993. Understanding and preventing bullying. In M. Tonry & N. Morris (Eds. ), Crime and Justice (Vol. 17). Chicago: University of Chicago Press. Gini, G. 2008. Associations between bullying behaviour, psychosomatic complaints, emotional and behavioural problems. Journal of Paediatrics and Child Health. 44: 492– 497. Hawkins, D. L. , Pepler D. J. , and Craig, W. M. 001. Naturalistic observations of peer interventions in bullying. Social Development, 10 (4): 512-527. Herrera, V. M. , and McCloskey, L. A. 2001. Gender differences in the risk for delinquency among youth exposed to family violence. Child Abuse & Neglect, 25: 1037–1051. Junger, T. J. 1996. Youth and violence in Europe. Studies on Crime and Crime Prevention, 5(1): 31-58. The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince o f Songkla University Beliefs – Literature – Lifestyle_002 12 Kirsch, S. 2006.Cartoon violence and aggression in youth. Aggression and Violent Behavior. 11: 547–557. Larson, M. S. 2003. Gender, Race, and Aggression in Television Commercials That Feature Children. Sex Roles. 48: 67-75. McNeil, D. 1996. Epidemiological research methods. New York: John Wiley & Sons. Mouttapa, M. , Valente, T. , Gallaher, P. , Rohrbach, L. A. , and Unger, J. B. 2004. Social network predictors of bullying and victimization. Adolescence, 39: 315-336. Olweus, D. 1999. The nature of school bullying: A cross-national perspective. London: Routledge. Parada, R. H. , Marsh, H. W. and Craven, R. G. 2005. There and back again from bully to victim and victim to bully: A reciprocal effects model of bullying behaviours in schools. Sydney, Australia: SELF Research Centre, University of Western Sydney. Scholte, R. J. , Engels, R. E. , Overbeek, G. , Kemp, R. T. , and Haselager, G. T. 2007. Stabilit y in Bullying and Victimization and its Association. Journal of Abnormal Child Psychology, 35: 217-228. Tapanya, S. 2006. A survey of bullying problem of students in Thailand. Chiang-Mai: Faculty of Medicine, Chiang-Mai University. Veenstra, R. , Lindenberg, S. Oldehinkel, A. J. , De Winter, A. F. , Verhulst, F. C. , and Ormel, J. 2005. Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41: 672-682. Wan Salwina, W. I. , Susan, M. K. , Nik Ruzyanei, N. J. , Tuti Iryani, M. D. , Syamsul, S. , Aniza, A. , and Zasmani, S. 2009. School bullying amongst standard students attending primary national schools in the federal territory of Kuala Lumpur: The prevalence and associated socio demographic factors, Malaysian Journal of Psychiatry, 18(1): 5-12.Williams, G. 2007. Gabriel Tarde and the Imitation of Deviance. Available at: http://www. criminology. fsu. edu/crimtheory/ tarde. htm. [Acce ssed date: September 21, 2007]. Wolke, D. , Woods, S. , Stanford, K. , and Schulz, H. 2001. Bullying and victimization of primary school children in England and Germany: Prevalence and school factors. British Journal of Psychology. 92: 673–696. The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 13

Engineering Management Assignment Example | Topics and Well Written Essays - 1750 words

Engineering Management - Assignment Example (Marnay, 2006) Research has proved that Micro grid systems can be used to produce electricity. During the recent years, the focus of battery technologies has called for the introduction of independent micro grid systems, which appears to be realistic than the former. Research has also proved that most of the independent Micro grid is often feasible from the lightning as it does not require more voltage compared to the convectional major appliances during the past. There is the recorded upsurge in the efficiency of the PV panels as the cost decreases. Beside, the advance in battery technology has facilitated the provision of greater efficiency as it extends the life of the product being focused. It is also stated that the advanced batteries will play an important role in increasing efficiency in the Micro grid systems. There are also a number of opportunities existing to help eliminate inefficiencies in the AC-AD adapters and help in the incorporation of smart technologies, which is done through th e proper implementation of sensors into specific respective case scenarios. It is important to notice that efficiency in any given level of technology can only be advanced if the organization adopts proper and relevant technology. (Galvin ,Yeager, & Stuller, 2009) In the current times, there are numerous opportunities which are available to help in the testing on the economic viability of the specific kind of the energy system. A number of the non-industrialized world does not have any access to any given type of the electricity. There is the estimation that 79% of the persons who are living in the most of the developing countries do not have any access to electricity. Most of these people still depend on the use of natural energy especially from the sun to help in meeting of their daily needs. This has appeared to be expensive to most of them. It has been realized that even cooking and most of the industrial

Critical paper for the film The Lives of Others Essay

Critical paper for the film The Lives of Others - Essay Example He also is aware of the consequences that may come with him and his career that is why he is loyal to the government although we come to realize later that he does not believe in the government after all. Christa is a character who plays the role of the mistress to Dreyman. She is admired by many including the minister in charge of the culture of East Germany. She is a supporting partner and is strong in her characters. She loves Dreyman and defends him in their course. She shares in the ideology of her master. Her character can also be explained using the Unitarianism theory that emphasizes the need to analyze a situation and predict its outcome. The right theory can also help in explaining her behavior toward the government minister and also the respect she accords to her man and Wiesler. Christa understands that she is a beautiful lady but is contented with what she has, and that is why she does not choose the minister but stays with Dreyman, the playwright. She supports her wife in all his undergoing. Wiesler is among major characters in the film. His role sees him play the characters of a captain of the East Germany secret police. Apparently, he stays in the same apartment building with Dreyman, the playwright. He is instructed to investigate Dreyman on possible disloyalty by the minister who wants to separate him from his mistress Christa. He connects wires to eavesdrop any communication. Wiesler later comes to learn of his truthful and even defends the two lovers with any possible opportunity. His character can be emphasized using the rights ethical theory because he believes and respects the rights of the citizen. His ability to endure and show no emotion can also be explained using the deontology theories that are a state that an individual should stick to their roles in making any ethical decision. Bruno Hempf. He acts the role of the government minister in

Identifying and Comparing of an Audience Research Topic Area Essay

Identifying and Comparing of an Audience Research Topic Area - Essay Example At its simplest definition, comic books are usually a series of pictures and words that are actually presented in a manner that is sequential in order to create a narrative. However, comic books are currently mass-produced quickly and inexpensively (Wright, 2001; Lent, 1995; Wright, 2001; Sassiene, 1994; Schodt, 1996). Comic books can therefore be regarded as a visual piece of art in a sequential illustration presented in its own artistic vocabulary whereby they usually combine both art and writing. Therefore, according to (McCloud 2000), comic literacy is actually needed by the reader to understand the incidences that transpire between the panels (Ferraro, 2004). This paper makes use of two case studies to discuss the development and influence of comic books in the contemporary society. Despite the international popularity of the comic books, and reasonable profits attained at times, this medium of artistic presentation of ideas has experienced very little systematic review on aspec ts pertaining to its practices. There is also very little international comparative analysis of the comic books sector (Schodt, 1996). Therefore, despite the wide recognition of the comic books globally they remain poorly understood meaning that the comparative analysis of various case studies will be intensely critical in providing some key information on comic books (Krensky, 2008). This is mainly because they have a lengthy history, very popular among the young populations globally as well as their contribution towards producing some of the most recognizable cultural icons (McCloud, 2000). However, comic books are generally generational experiences as they tend to be a domain of the young people who eventually outgrows them, remember them fondly, as well as reflect on them with a combination of bewilderment and, at times concern. Therefore, each generation tends to produce its own stories and read its own comic books that primarily address issues that prevail at that particular t ime (Krensky, 2008). Most of the comic books usually emerge from the shifts that are related to interactions between culture, politics, and audience tastes, thereby helping in framing a worldview and defining a sense of identity among the generations that have grown up with such books (Wright, 2001). Thus, they have undoubtedly played a very critical role in the lives of millions of young people around the world (Medioni, 1991; Solo, 1989) For definitional purposes, there is need for categorizing the comic books separately from the comic strips. This is mainly because despite the two of these entertainment media sharing a lot of creative similarities and historical roots, there is a markedly big difference in how they are produced, packaged, distributed, as well as how the business practices are usually conducted. For instance, the production of the comic books is usually done in a magazine format and they are usually sold as standalone products whereas the comic’

Summary Article Example | Topics and Well Written Essays - 500 words - 1

Summary - Article Example Science and technology are our greatest assets, and we must continue to help those students progress in their fields. The changes that Kerr proposes begins with a greater dependency on tuition. If students are serious about their degrees, and if they are entering higher-paying professions, they should be able to take on a higher tuition. This may seem like a negative to attending a research college, but it will also provide students with more learning opportunities while in school. Another proposition is that the government should be more concerned in the welfare of these students, especially since the students will be playing a large role in the economy. The public should also become concerned with the success of these students, and should help by providing facilities for learning, such as hospitals. Kerr believes that since these students will be helping society and the government with their education, then society and the government should be willing to help them in return by allowing them to receive this education. In â€Å"Magnet Schools and the Pursuit of Racial Balance,† Ellen Goldring and Claire Smrekar look to a different style of schooling, one that takes into consideration the importance of racial diversity. Magnet schools were originally designed in 1960 to offer students both educational opportunities that they would not find in traditional schools and unique experiences in racially segregated environments. However, the number of magnet schools have drastically risen since then, starting with an impressive spike that was seen in 1975, but many began to take different approaches to their teaching methods or what they offered. Even though segregation has stopped being a pressing issue, parents and teachers alike are still concerned that magnet schools uphold this one important aspect. A study was done among magnet schools in St. Louis

Ways We Change Essay Example | Topics and Well Written Essays - 500 words

Ways We Change - Essay Example Sometimes, the process of change takes place automatically and sometimes, one has to push himself to be a part of a particular change process as mostly, people are afraid of the consequences of the change and therefore are resistant to it. However, humans have to face the monster of change in every step they take. So, changing is an intrinsic feature of human nature. The foremost reason highly observed for being involved in the â€Å"change process† is, as human beings grow up, they get to understand themselves better; their likes, dislikes, feelings, values, preferences, environment and surroundings. All these things make up his mind whether to change himself or not. The living needs of the world, the circumstances around us and the prerequisites to survive in this competitive world actually pushes an individual to change himself in almost all the areas of life. The change process of anything can be divided into four steps; pre-contemplation, contemplation, action and maintenance. In pre-contemplation, one tries to resist the change process and not thinks about it. Then, in contemplation, one starts to think about changing by weighing the pros and cons of change. Afterwards, in action, one tries to take steps to adopt the change process and lastly in the maintenance stage, one tries to preserve the momentum of the change and tries not to dissuade the change. Human life is full of examples where he/she has to pass through the change process. Educational Traveling is one such example. Mostly, students have to go abroad for higher studies. They have to adapt themselves according to the culture, values, traditions and norms of that particular country and have to adapt themselves to their educational system. Further, talking about marriage, as one gets married, he has to go through an immense kind of change process; he has to mould his habits according to the likes and dislikes of his partner. He has to forgo his careless nature and has to be

Human Rights in Saudi Arabia and its Representation in the Media Research Paper

Human Rights in Saudi Arabia and its Representation in the Media - Research Paper Example What is meant by this statement that the understanding of human rights within the Western world is something of a public relations game relates to the fact that the nations in which the West regularly integrates and has close business/economic interests are relatively unbothered by human rights complaints from the outside world. In such a way, the sad reality of the situation is that many nations within the Western and/or developed world have the unique opportunity to bring about societal and systemic change within nations that exhibit a very poor track record of human rights. However, rather than leveraging their respective positions as a means of bettering the lives of individuals the world over, oftentimes these nations choose instead to continue the beneficial relationships they have with oppressive and repressive regimes. ... In such a way, the author will attempt to analyze the current situation with regards to human rights and Saudi Arabia; analyzing the way in which human rights is portrayed in the media, both domestic Saudi media and world media, discuss the issue of censorship within Saudi Arabia, and analyze the means by which alternative media/social media has allowed the Saudi individuals, and those arguing for a greater degree of human rights liberalization, a platform in which to adequately have their message the past. Furthermore, as a function of analyzing each of these aspects, it is the hope of this author that reader will come to a more full and complete understanding of the way in which human rights are currently exhibited within Saudi Arabia as well as the means by which individuals within and without Saudi Arabia understand these can rights, and the level to which the Kingdom of Saudi Arabia is willing to go in order to respond to the unique needs that are being exhibited within the King dom. Before delving directly into specific human rights abuses that Saudi Arabia is guilty of, it must be understood that Sharia law defines the way in which the nation’s judiciary operates. Ultimately, appreciating an understanding of the nuances of Sharia law would require a dissertation length response. However, for purposes of this brief analysis, it can and should be understood that Sharia law most necessarily refers to the law that is lain out in the Koran; Islam’s most holy book. Moreover, due to the fact that the Kingdom of Saudi Arabia does not have a Constitution, the rights and privileges to which the accused is beholden is necessarily solely defined within the Koran.

Rapid Freight Converged Network Security Case Study

Rapid Freight Converged Network Security - Case Study Example Accidentally, internal threats occur when people use their portable devices outside the network then plug them back in importing viruses and other malware. Some members of staff might be malicious and try to access unauthorized segments (Paul, 2011). External threats are easily kept at bay through the implementation of firewalls. A firewall allows a flow of data from known sources to the web server or specified destination while rejecting unknown traffic. If the firewall is compromised, it severs the connecting of the system to the internet host. Notwithstanding, firewalls are not perfect and should not be used solely (Stewart, 2010). Unified Access Control and Network Access Control ensure that device users are authorized to use the network. Account management system registers network users and signals any illegal activity. Coupled with Personalization, the intervention will keep the network safe from internal threats of any nature (Gregory, CISA, & CISSP, 2007). Implementing session management features such as Virtual Private Networks (VPNs) will overcome challenges posed by the use of VoIP phones, Video conferencing and PDAs. IPSec VPN scrambles traffic from the phone and safely connects to the corporate network without fear of infiltration. Softphone users will require authentication into the Converged network. Secure Socket Layer VPN (SSL VPN) ensures that users are logging in from healthy computers when accessing the network remotely. Intrusion Detection and Prevention software (IDS and IPS) will further enhance overall security by scanning entire network to identify and report signatures or suspicious traffic arrays (Gregory et al,  2007).

What are the Impediments to Restoring Peace in Post-Saddam Iraq Term Paper

What are the Impediments to Restoring Peace in Post-Saddam Iraq - Term Paper Example In and after several stages over the next 12 years or so, Iraq attained its independence in the year 1932. Iraq was proclaimed as a republic in the year 1958, but in actual a series of military strongmen ruled the country until 2003. The last one known of them was Saddam Hussain. Iraq also had territorial disputes with Iran that led to an inconclusive and costly war for almost an entire decade from the year 1980 to 1988). In the year August 1990, Iraq captured Kuwait with the sole reason of capturing the major chunk of oil trade in the Middle East but was later on expelled by the US-led, UN coalition forces during the Gulf War that happened during January-February 1991. It followed in the liberation of Kuwait, the UN Security Council (UNSC) put stringent conditions on Iraq to scrap all its weapons of mass destruction and long-range missiles. (Tripp) The UNSC also pressurized Iraq to allow UN verification inspectors to inspect it's suspected nuclear facilities and centers for making of weapons of mass-destruction like biological weapons. Iraq didn't cede to and complied with the UNSC resolutions over a period of 12 years that in turn led to the US-led invasion of Iraq in the year March 2003 and the permanent ouster of the Saddam Hussain regime from Iraq. Under a UNSC mandate, the coalition forces are keeping a vigil in Iraq trying to keep the democracy alive and helping to provide security to the common people and to support the freely elected democratic government. (Frontline) Iraq's economy is dominated by the oil sector, which has traditionally provided about 95% of foreign exchange earnings. Although looting, insurgent attacks, and sabotage have undermined economy-rebuilding efforts, economic activity is beginning to pick up in areas recently secured by the US military surge. Oil exports are around levels seen before Operation Iraqi Freedom, and total government revenues have benefited from high oil prices. (CIA The World Fact Book, Iraq)It is true that there has been a lot of rebuilding effort in Iraq with the intervention and aid of quite a few International Institutions and Countries and Iraq has made some progress to rebuild the institutions that it needs to implement and reap the rewards of the new economic policy. In this direction, Iraq has also negotiated an agreement for the reduction of debt with the Paris Club and also a new Stand-By Arrangement with the IMF. Iraq has also received pledges for $13.5 billion in foreign aid for the period span ning 2004-07 from outside of the US, and also more than $33 billion in total pledges from all the aid givers. An understanding was reached with the current regime in Iraq in May 2007 to integrate Iraq into the regional and global economy without any apparent prejudices.

Shadow box play review Essay Example for Free

Shadow box play review Essay On the night of the 28th of November 2013, I had the chance of watch some of the third year Lasalle theatre students produce and perform Michael Christofer’s â€Å"The Shadow Box†. Despite having very little knowledge of the play itself, I thoroughly enjoyed the play and was kept engaged throughout. â€Å"The Shadow Box† revolves around three main terminally ill characters, Joe, Felicity and Agnes, who had to deal with the fact of not being able to live much longer. It also involves their family and friends facing the inevitable death of their loved one. The play addresses the theme of death and the idea of seizing the day and living life to its’ fullest, otherwise known as ‘Carpe Diem’. Keeping within the genre of realism, the play uses dark comedy to emphasize and enhance the message of the play ‘to grab onto life and live it with all your might’. The play was held in the Creative Cube and the space was set up with blocks of different heights, distinguishing the three individual spaces, as well as a void-like segment placed center up-stage. The space showed the cottages of Joe’s, Brian’s and Felicity’s, from stage left to stage right respectively. The void-like space had a swivel chair with a spotlight on it. During the play, the different characters had a chance to sit on the chair and discuss their current situations with numerous voices that encouraged each of them to express their emotions. This gave the audience an insight into their personal feelings and thoughts of their condition. Even though the set was not exactly the most extravagant, it had basic set pieces such as a couch and a table that made it unambiguous to the audience that the play was set in their cottages. I felt that the set was enough to inform he audience of where the play was set in and what really mattered was the content and acting of the play. What had kept me engaged was how strong the relationships between the characters were and how I as an audience member could so clearly see each character’s development throughout the play. I could actually see how each character grew from being almost angry and confused of their inevitable death, to growing to accept it. The show began with Jordan Prainito, who played Joe, walking into a void and being questioned by several voices about his family and his daily routine ever since he began living at the cottage. It wasn’t made clear to the audience who exactly the voices belonged to, however I got an impression that they were doctors and it seemed as if it was a daily or weekly routine to talk to these voices. The other characters underwent the same thing and as I have mentioned before, it gave us an insight into their personal emotions and their opinions of the whole situation. The relationships between the different characters were so well established that made the play extremely captivating to watch as you could also see the personal struggle of each character slowly losing a loved one. My favourite relationship established within the play would have to be between Felicity and Agnes, played by Rachel Tay and Samantha Jean Kwok respectively. They played a mother-daughter relationship where the daughter, Agnes, had to take care of her terminally ill mother who seemed to have a side condition of dementia. You could see how patient Agnes had to be with Felicity, and how she had to remind her mother of basic things, such as the date and time, to slightly more serious things, such as who Agnes was, as Felicity had a mindset that her other daughter, Claire, was still alive and was taking care of Felicity instead and not Agnes. My favourite character would be Beverly, who was played by Chinie Concepcion. She was acting as Mark’s ex girlfriend, who was the terminally ill patient in cottage #2. Mark, played by Renfred Ng also had a gay partner, Brian, played by Brett Khao. Together, Beverly and Brian fought and worked together to overcome their fear of losing a loved one so soon. As they had contrasting personalities, Beverly’s being loose and carefree, whereas Brian was rigid and uptight, this created an interesting segment to watch on how the two had to work together for Mark’s sake. Chinie Concepcion brought so much life to her character and did a really good job of portraying her character as the ‘life of the party’, or rather life in general (She also rocked her sparkly 6 inch heels throughout the whole show). Each relationship played throughout the show was kept real, distinct and extremely powerful. It made me feel almost connected to the characters who had to face the expected death of their loved ones. I especially felt this from the relationship between Stevie, played by Kimberly Chan and her father Joe. As we saw the first meeting between Stevie and her father, you could almost feel her excitement and joy bouncing around the whole space. This was seen through her facial expressions and eagerness to make him proud through her songs played on the guitar. However, she had not known of his coming death and it was the biggest bomb dropped throughout the whole show. As each relationship and character had their good points, it made the show enjoyable and engaging. Thus, I felt that the third year Lasalle students did Michael Christofer proud as making this the Singapore premier of ‘The Shadow Box’. Everyone should definitely take some time off to catch the play, it was extremely moving and thought-provoking as well as it made me think about really living life to it’s fullest and how true the expression ‘Carpe Diem’ was.

Terrorist Attacks Causes and Effects

Terrorist Attacks Causes and Effects Introduction In recent years, terrorist attacks have increased enormously. According to Paul Wilkinson in his book â€Å"Terrorism Versus Democracy: The Liberal State Response† (2011), terrorism still remains a serious problem for the international community; during the years 2006 to 2009 over 60% of the countries in the world experienced terrorist attacks. Defining terrorism has been an intimidating task to do, over hundreds of definitions were made across a number of academic fields, and still there has been no progress in providing an internationally accepted definition. Terrorism can be defined as the threat or usage of violence for political, religious or ethical purposes that influence the attitudes and behavior of a certain group of people to accomplish their objectives (Rapoport and Alexander, eds.1982). This definition was generated by David Rapoport and Yonah Alexander in their book â€Å"The Rationalization of Terrorism† which was published in the year 1982 as a simple definition of terrorism. Throughout the years, terrorism has been a highly complex phenomenon that is constantly changing, and that is affected by many factors, as the word itself is a very broad topic which is associated with a wide variety of groups, and I believe that this is the reason why the international community was unable to come up with a com bined definition. Wilkinson (2011) writes that some people ban the word terrorism and would rather call people who use terrorism as a weapon as â€Å"freedom fighters†, â€Å"holy warriors† or â€Å"revolutionaries†, depending on the cause they are fighting for. Even according to the Scholar Dr.Dipak Gupta, terrorism is nearly impossible to define. In this literature review, I will first present an overview of the existing literature on the topic of causes of terrorist attacks, underlining the main positions and sources of disagreement. Building on this, I will then identify gaps in the literature on the topic in order to see how my future research could have an added value. Finally, after narrowing down the topic, I will present specific research questions that I believe would be fruitful to explore further. Overview of research by key scholars I aim to investigate and analyze the root and trigger causes of terrorism, by providing an overview of the main literature on this topic, and based on this literature review, a comprehensive list of concrete factors is presented to demonstrate the causes of terrorism. It is always a necessity to search for the causes and causality in every social science, because of the need to understand a particular phenomenon. Moreover, when we deal with undesirable occurrences and incidents, we usually seek to understand the why and how questions in order to develop appropriate measures and variables. In this section, I will try to differentiate between root causes and trigger causes, which according to Martha Crenshaw (1981) root causes (or preconditions) are the factors that occur over the long run, and trigger causes (or precipitants) are factors that occur immediately in a specific event. Terrorism is a study that has extended across several fields including political science, sociology, crim inology, psychology and history, and what researchers have tried to do is to build our awareness to further develop our understanding of this phenomena. Unfortunately, the only outcome of this awareness was to raise more questions than to provide answers. The root causes of terrorism Although studies of this phenomenon have been taking place since the 1960’s, the number of publications that directly talk about the root causes or the preconditions are very limited. In his book â€Å"Terrorists, Victims and Society: Psychological Perspectives on Terrorism and its Consequences† (2003), Andrew Silke states that although there have been numerous publications about terrorism, its research has not reflected any improvements in quality, and despite proliferation of academic studies in the field, there have been no improvement or progress in this area. Andrew Silke (2001) also pointed out that although there has been recent research on terrorism, only 20% of the published articles provide new knowledge on the subject, while the rest of the published articles are repeating and reworking old data. It is said that countries with intermediate range of political freedom are usually more prone to terrorism than countries that have high levels of political freedom (Alberto Abadie, 2004). Many geographic factors also affect and are important to endure terrorist activities. According to Abadie’s dataset on terrorist risk and attacks worldwide, it has been estimated that political freedom has a non-monotonic effect on terrorism. He therefore observed that there is an increase in terrorism for countries in transition from authoritarian regimes to democracies (Alberto Abadie, 2004:11). One of the most cited publications on the causes of terrorism is the article written by Martha Crenshaw under the title of â€Å"The causes of terrorism† (1981), highlighting the difficulties of finding general explanations for terrorism and distinguishing different types of variables. Crenshaw distinguishes and separates the variables into 3 groups: strategic, structural and psychological, and she emphasizes that the main idea of terrorism is an invention of rational political choice. According to Crenshaw, terrorism is the result of a decision made by an organization to oppose a government; it is seen as a logical way to fulfill desires (Crenshaw, 1981: 385). Despite the fact that Crenshaw’s article offers a lot of ideas to further research, and that her article was cited by others, only few scholars have been challenged to bring our main understanding of the causes of terrorism to a more advanced and higher level. Twelve years after Crenshaw’s article, Jeffrey Ian Ross wrote another influential article under the name: â€Å"Structural Causes of Oppositional Political Terrorism: Towards a Causal Model† (1993), he also identified three variables that causes terrorism similar to the ones of Crenshaw, namely structural and psychological causes, and rational choice. Another scholar, Dipak Gupta (2005), has tried to understand and research why people engage in terrorist actions in the name of groups that represent a certain ethnicity, ideology, religion or nationalism. His arguments are basically rooted in economic and socio-psychological dimensions of human motivations, where he states that the link between economic factors and socio-political factors such as poverty†¦etc and terrorism is weak. Gupta also states that â€Å"political violence takes place when a leader gives voice to the frustration by formulating a well-defined social construction of collective identity and paints in vivid colour the image of ‘us’ and ‘them’† (2005:19). This means in other words that the political, economic and religious frustration are not alone the causes that lead to terrorism, there must have been root causes that remain hidden until a trigger mechanism is activated, which then leads to outbreak of violence and terrorist attacks. We have seen that scholars have expanded the research on root causes to terrorism, building on what Crenshaw has found, but yet not produced any new approaches towards terrorism, but expanded the elements of socio-economic causation and other factors, especially Gupta. After giving an overview for some of the scholars about theoretical approaches, I will be listing here some of the concrete root causes of terrorism. The list that I am about to present is not an inclusive list of the root causes, and is not to represent a comprehensive set of the root causes, but to identify the multiplicity of causal factors that usually contribute to terrorism. The causes are derived from the publication by Randy Borum (2003) under the title Psychology of Terrorism. First cause could be that lack of democracy, rule of law and civil liberties are conditions for many forms of domestic terrorism. We therefore identify that the most democratic states and societies have the lowest level of oppositional violence. As Crenshaw states â€Å"Democracy and terrorism are not polar opposites: saying yes to democracy, unfortunately, does not mean saying no to terrorism† (Club de Madrid, 2005: 14) Second cause is rapid modernization and urbanization in the form of high economic growth has also been found to correlate strongly with the emergence of ideological terrorism, but not with the ethno-nationalist terrorism. An example of this cause given by Borum is when a country faces sudden wealth, e.g. from oil, and they experience changes from tribal to high-tech societies during one generation or even less sometimes (Borum, 2003:5). Third cause is historical antecedents of political violence, revolutions, civil wars, dictatorships or even occupation may lower the threshold for acceptance of political violence and terrorism and obstruct the development of non-violent norms among all the segments of the society.an example of this could be, when children are brought up in a society that believes in and celebrates martyrdom, revenge and hatred of other ethnic groups, then it is likely to increase their willingness to commit or support a terrorist act when they grow up (Borum, 2003:5). Fourth cause is the repression by foreign occupation or by colonial powers; this has given rise to many national liberation movements that have pursued recourse in terrorist strategies and other political means (Borum, 2003:5). Last but not least, the fifth cause is the experience of discriminating people on the basis of their ethnic origins or religious backgrounds, is the chief root cause of ethno-nationalist terrorism. When minority people are being deprived from their basic social and economic rights, such as not allowing them to use their language or practice their religion, this can make them commit terrorism and other forms of violence. Psychological research on the causes of terrorism Many scholars have tried to identify different causes of terrorist attacks by focusing on the psychological factor of each individual or the groups itself. A researcher named Jerrold Post was one of the few who analysed the psycho-logic thinking of the individuals who were involved in terrorist attacks, in his article under the title â€Å"The Radical Group in Context: 1. An integrated framework for the analysis of group risk of terrorism† (2002). Post was able to criticize those who think of terrorism as a course of action, and he also argued that the political terrorists commit terrorist crimes or acts of violence because of psychological factors, and that their psycho-logic is created to justify acts they commit psychologically (1990:25). The scholar Marc Sagemen also contributes to the research on psychological causes in his book â€Å"Understanding terror networks† (2004). Sagemen contests the conventional causes often given to explain why a person participates in terrorism, such as poverty, trauma and ignorance, and highlights the importance of social bonds and networks in inspiring individuals’ terrorist activities. His research is unique as such as it is based on personal meetings with Islamic fundamentalists and it therefore brings some new understanding to the field. If we want to talk about empirical analyses of the causes of terrorism, we can refer to a very interesting study by Alan Krueger and Jitka Maleckova under the title â€Å"Education, Poverty and Terrorism: Is there a Causal Connection?† (2003). Based on their article, Krueger and Maleckova disprove the presence of a causal link between poverty or low education and terrorism in Israel/Palestine and in Lebanon. They also state that although the rational choice of participating in a terrorist attack can produce valuable insights, it does not produce a clear answer to the question whether more education and higher income would reduce participating in terrorist attacks (2003:120), their results that were tentative and exploratory, suggest that neither poverty nor education has a direct, causal impact on terrorism. Moreover, the study shows that the level of education of the individuals involved in terrorist attacks is higher than average, those who are wealthier and more educated ma y generate such feelings more intensely. Additionally, the background of the suicide terrorists covers all socio-economic layers of society, further reiterating that â€Å"economic theory is unlikely to give a very convincing answer one way or the other as to whether poverty or low education are important root causes of terrorism† (2003:123). The Trigger Causes of Terrorism We spoke earlier about the root causes of terrorism; in this section we will discuss the trigger causes of terrorism. The very first condition that could be considered as a direct cause of terrorism is the existence of concrete grievances among an identifiable subgroup of a larger population, example is ethnic minority discriminated against by the majority. Second cause terrorism is the lack of opportunity for being engaged politically (Borum, 2003:41). The trigger causes are usually unpredictable; it is usually due to certain government actions that a common pattern emerges for terrorism. Terrorist revenges can thus occur as a result of unexpected use of force by the government, a so-called â€Å"action-reaction syndrome† (Crenshaw 1981: 385). Generally speaking, some provocative events that call for revenge or action may trigger terrorist action, such as contested elections, peace talks, and police violence. The root and trigger causes I have mentioned above are just the most relevant causes that were based on scholarly literature, and with what we mentioned have been ranked from the most general or broad aspects to more specific factors. Gaps in literature on the topic In this section, I will try to identify some gaps that scholars have failed to discuss or identify, and that was missing in the past research on terrorism. One of the main and most important gaps to start with is the definition of the word terrorism, as I mentioned in the introduction, scholars have failed up to this date to come up with an international definition of terrorism, failure to develop a universally acceptable definition. I believe that if scholars fail to have a definition used by all, this will cause other scholars and countries to define terrorism according to the acts and violence attacks they experience. One other unsolved dilemma is whether the concept of political violence should be reserved for destructive harm intended to influence politics, or whether the concept should include any violence that has a political impact.

History Of The Leader George Patterson History Essay

History Of The Leader George Patterson History Essay Influencing people to achieve positive results is known as Leadership. A leader helps us to effectively tackle the most difficult task of our world and inspires others. They develop themselves beyond self-actualization stage, lead differently and for different purpose and they dont follow any rules. However all the good leaders have some extraordinary skill which suites there personality. By doing the leadership assignment its gives an opportunity to understand about leadership styles, its theories and also I will be able to analyze a true leader and also his qualities. This assignment will give brief information about General George Smith Patton; he was a former US army officer. His policies are implemented in the modern world because of his leadership qualities which are well known. By using some important theories of leadership we will be able to understand his leadership qualities, leadership style and analyze his leadership skills. His leadership style used to change as the situation changed which is very unique. I would want to implement some of his leadership styles in my life. Patton was one of the Great Soldier in the battle field. Analyzing and Understanding his leadership qualities are very motivational and interesting. He has been considered as one of the greatest leaders of modern times.   I was inspired by the way Patton was commanding his team. He trained the team such a way that they will never give up. They maintained discipline and also were know as the best brigade of AFC. Pattons military skills, ideas, dedication and motivation made me chose him as my leader for this report. George S Patton Leadership Patton had demonstrated the leadership power which has changed the world around him; he was one of the greatest and the rarest leaders of all time. His leadership qualities are very interesting and motivating. Patton was a Great leader, his leadership qualities are still being used in the modern days. Analyzing his leadership qualities is very motivational and interesting. He has been considered as one of the greatest leaders of modern times.   I chose Patton as my leader since I was inspired by the way he was commanding the US military team by his immense skills, ideas, dedication and motivation. His team members were trained in such a way that each member of his team had never give up attitude and all his team members were disciplined. Patton team members were named as the best brigade of AFC. Introduction Modern Leadership The modern world is very competitive and is driven by knowledge. Due to innovation the traditional style of leadership is giving new ideas in a better way. Leadership will always play a huge role in the competitive world, since a leader can achieve his targets by innovative ideas each and every day. Motivation, Innovation, Dedication and Discipline are the basic qualities in a leader in todays corporate world. This project involves an in-depth study of the life and times of Mr George S Patton, focused on his evolution and development as an innovative, ambitious, assertive, leadership quality. These qualities and the skills are best suited for an ideal leader in the modern corporate world. I would want to learn the leadership styles and qualities which are motivate and realistic. The project work draws from Mr Pattons historical data and attempts to go beyond the notion of a one-man show and issues of fame, power, status and charisma. It will also address and incorporate criticisms of Patton as a leader. Contents Contents 3 1.Executive summary (200) 4 2.Introduction (200) 5 3.Key leadership capabilities (1200 Words) 9 3.1.Leadership strengths of George S Patton 9 3.2.Leadership weaknesses of George S Patton 9 3.3.Analysis of George s Pattons leadership capabilities and styles 9 Death 11 4.Conclusion (900) 12 Executive summary (200) Introduction (200) Context and Background of George S Patton (900 words) Patton history General George S. Patton Jr is one of the most masterful and successful military commander of all time, he was the most gifted leader of his time. He was born on November 11, 1885 in San Gabriel California to Ruth Wilson and George Smith Patton Sr from Scotland. Patton was big built, very tall with full self-confidence person and he was the best field commander of United States since he had the art of holding gun with ivory handles. He had set a high standard of commitment to train his troops by continues efforts. Patton was inspired to become a hero in his childhood by listening to stories of his ancestors who fought in Civil War, Mexican War and other. After attending Virginia Military Institute for one year he went to United States. Patton graduated on 11 June 1909 from United States Military Academy. During his graduation days he fell in love with Beatrice Ayer, they used to date each other and later they got married in May 26 1910 at West Port. After his graduation he was assigned as a Second Lieutenant in the 15th cavalry Regiment. Patton was extremely good in sports. In 1912 he participated in the Stockholm Olympics representing the United States in the first Modern. At the age of twenty-six Patton performed well in different sports such as 25 meter pistol shooting, free style swimming, and horse riding 800 meters, cross country running and sword fencing. At the end of the sporting event Patton was placed fifth overall, however he was disappointed with his performance in shooting event. Initially this sporting event was opened for military officers to test the fitness level of the officers. During the competition Patton was docked for missing the target, though he contended the lost bullet had simply passed through a large opening created by previous rounds from the .38, which left considerably larger holes.  In 1913 Patton started studying French sword drills at French cavalry school to keep himself busy after his perf ormance at the Olympics. The commandant of mounted service school informed Patton to report as the sword master of the school at fort riley, Kansas. Patton used to study at the school and he used to design and teach swordsmanship. During the expedition of Mexico Patton got his first real opportunity to battle as a member of legendary General John J. Pershings staff. Patton led the routine cavalry patrols at fort bliss along Mexican border in 1915. Patton gained a lot of recognition by the press after his expedition against Francisco pancho Villa into Mexico along with the company of Pershing, where he attacked on villas men. While returning from Mexico Pershing promoted Patton as the captain of his headquarters troop, since he was very determined and an aggressive person in nature. The tanks were not used widely during the beginning of the World War 1 in 1914. United States Tank Corps was established during 1914 and Patton became the first member, he served until 1920 since the corps was abolished. Patton took full responsibility of the crops starting from designing their uniforms, innovative ideas, and planning. In 1917 during the first ever major tank battle in 1917 at Cambrai, France, Patton and his men won the battle. Patton started the American tank school in Bourg, France, he used all his experience and knowledge of tanks and he trained the first 500 American tankers. Patton had intensive knowledge in tanks he termed tanks as the modern combat; he did a lot of research and experiment in radio communication between tanks which helped to create co-axial tank mount for machine guns. He wrote a lot of letters to congress about radio communication in tanks, but congresses were not happy since it was very expensive. Later Patton invented the co-axial tank mount for cannons and machine guns. In September 1918 Patton and his men marched into Meuse-Argonne Operation, they entered the battle field with 345 tanks. Patton had complete control in the battle field since he was able to communicate with the rear commanders by group of runners. Patton was shot once while he was giving the direction for the tanks. Patton was rewarded with Distinguished Service Cross for Heroism for his actions during the battle, which is one of the many awards that he won in his carrier. In Hawaii and Washington D.C. Patton held different types of staff jobs after World War I. In 1924 Patton graduated from the Command and General Staff School, and in 1932 completed his graduation in Army War College in military schooling. Patton was able to convince the congress that United States needed more armored striking forces. In 1940 Patton was transferred to second Armored Division at Fort Benning, Georgia and he was late he became the Commanding General on 11TH April 1941, due to the formation of the Armored Force in 1940. Later Patton started giving bold speeches in amphitheater such as Blood and Guts, he became very famous at this point of time as his photos were on the cover page of life magazine. After the attack on Pearl Harbor in 1941 December United States entered World War II. Patton was in charge of Western Task Force during November 8, 1942. Patton was commanding the Western Task Force, the only force for Operation Torch, the Allied invasion of North Africa. During Sicily in 1943 July, Patton commanded the Seventh Army after the success of Operation Torch. In 1944 Patton was given command of Third Army in France. Later German weakness was exploited with great success by Patton and his team after the battle of Normandy by covering most of the Europe countries such as France, Belgium, Luxembourg, Germany, Austria and Czechoslovakia. Patton relaxed on his pace after the Third Army liberated the Buchenwald concentration camp. The local German civilians were the tour camps after Patton had a policy which was later adopted by other commanders; 81,522 square miles of territory had been conquered by the third army during the World War11. In 1945 October, Patton was in command during the fifteenth army in American-occupied Germany. On 9th December Patton suffered a lot of injuries in a car accident, and after 12 days on 21st December he died. He was buried in the Battle of the Bulge in Hamm, Luxembourg.   Patton is one of the best military general in the history since he had the remarkable ability, extraordinary skill and determination to lead his team mates. Key leadership capabilities (1200 Words) Leadership strengths of George S Patton Leadership weaknesses of George S Patton Analysis of George s Pattons leadership capabilities and styles Leadership Strengths of George S Patton Patton had an exceptional military career, he was a self motivated warrior and he believed in rebirth as a warrior of destiny. Pattons military services started in 1909 and after his graduation he was named as the 2nd deputy in 15th cavalry. After his Olympics success he was sent to Mounted service school at Kansas. Patton set up his policies and ideas at each and every division he visited. Patton was driven by task and purpose attended the Virginia military institute. Patton used to always inspire his soldiers to overcome their fear of death by his Inspirational talks and his profanity. He used to always order soldiers to get the work done, because he always demanded respect by his actions. (DEste, 1995) During the expedition of Mexico Patton has achieved many rewards and recognitions during his career; he was a part of World War 1 and World War 11. Some of his awards are Distinguished Service Medal, Purple Heart for his service in the Meuse-Argonne Operations, Silver Star, Legion of Merit, the Bronze Star, order of the Bath and Order of the British Empire. Patton had a good knowledge in the symbols of society, nature of human race. He was a dictator; this dictatorial leadership style helped him to teach the soldiers to take actions against their will towards self defense. He was an expert at the combination of chronological and action research, on the battlefield, real time.   Patton got the best performance of his soldiers by rewarding the solders for best task performers; similarly he suspended rewards as a penalty. Through his commanding presentation Patton had maintained a referent power. Patton had a skilled influence as a warrior; he viewed history as a linked process of routine custom and character of human race. He was a specialist at battlefield, action research, and real time. He was the only US General being buried on foreign soil with his men in Europe, the soldier who dead during the war on the same plains were always been remember unlike Carthaginians and the Romans. Patton has the power of dominating and he was able to understand the need of men who are preparation and who were not prepared going into the war as a situational leader. Pattons action speaks louder than his words, and this makes a hero that creates legends of an idol leader. Pattons men were more concern about him than their rivals by this strategy adopted by Patton, and he gave his men the skill to overcome their enemies, because Patton had a plan which influenced his men by fear. Patton was in trouble few times in his career since his leadership style was very different from other leaders, he never changed his mind. Leadership weaknesses of George S Patton Slapping incident In 1943 August 3, Patton had slapped a soldier. Drew Pearson a newspaper columnist informed in the radio program that Patton had been severely reprimanded which received a huge negative publicity, a week later another soldier was also slapped under parallel conditions. The Allied headquarters informed that Patton had not been reprimanded, but they confirmed that he had slapped a soldier; this slapping incident nearly ended his career. Patton had a lot of respect for the soldiers in command and he was very impatient with the soldiers who had low energy in the battle during his authority. By doing so Patton believed he would be able to inspire his troops. One of the general was fired during the entire war compared to his well-known partner Bradley who fired many generals during the war. Patton never used to acknowledge any jokes meant at him, since he felt that accepting jokes would reduce his self-esteem. Patton had made a remarks during the battle of the bulge which became very famous i.e the associates should permit the sons-of-bitches (Germans) depart to Paris, and then well slice then off and surround them off. Later his recommended seriously that his Third Army we be able to force the British back into the sea. There was a lot of inter-related conflict due to Pattons remarks between General Montgomery and the Soviet Red Army; these comments were rarely harmful due to union rivalry situation. Patton was very well dressed general with riding pants, polished helmet, big black boots and his famous sidearms. He had huge ranked symbol and loud sirens in his vehicle. He used to add a lot of humour with profanities during his speech which is ideal for the battle conditions. A UPI writer who followed Pattons speech in his article mentioned that Gen. George S. Patton thinks he was the best soldier who ever lived. Patton made the soldiers believe that they cannot be defeated by injecting his strategic plans. Pattons decision used to change according to time and situation; he had no positive or negative comments towards minorities since military work was his first priority. He spent a lot of time with African-American officers while he was in Europe. Patton due to some reason never liked the British however he respected Montgomerys for their ability. Black officers were assigned for military tribunals and defendants, since Patton had requested the higher officials. In March 1945, Eisenhower heard about the secret task force Baum during World War11 conducted by Patton and he was very furious about the whole plot.  Capt. Abraham Baum was the commander during this task force, the aim of this task was to liberate the POWs by penetrating behind the Germans lines. The mission was a complete failure and 32 soldiers were killed, about 57 tanks and other vehicles were missing. The main reason behind this task was to liberate Pattons son-in-law who was captured in Tunisia during 1943. Death Patton and Major General Hobart R. were on outing in the country side Mannheim, Germany; Pattons vehicle hit the front of GMC truck at a low speed. It was a minor accident; there was no much damage on the vehicle. Patton had injured his spinal cord and had breathing problem. He was taken to the military hospital in Heidelberg. Later Patton died due to pulmonary embolism on 21 December 1945. The memorial service was held at the Christ Church (Christuskirche) in Heidelberg-Sà ¼dstadt. As per Pattons request he was buried at the  Luxembourg American Cemetery and Memorial  in  Hamm, Luxembourg. Indeed a very controversial death for Patton. In 1986 there was a movie made on Patton, The Last Days of Patton which relived the ending incident of his life. After his death there was a sculpture of Patton placed at the church and his vehicle was repaired and is kept at General George Patton Museum  at Fort Knox, Kentucky. Conclusion (900) Patton had an important impact on U.S. Army General. His actions as a leader have been judged positively by a various population, i.e diverse in terms of age, gender, social class, race over a long period of time. The most powerful argument for Patton leadership style, some think he is a transformational leadership style since he was people oriented since he always kept peoples interest in mind. Patton had been publicly recognized for his post conventional outlooks and actions for his transpersonal ultimate concerns. Patton was very successful general since he had a very good military tactics. His leadership styles are ideal for todays business world. I will follow his leadership styles since most of his styles are effective during World War11 and his life. Leaders are born not made; this statement is very true in Patton life.