The Minds of Serial Killers and how They Work - 1125 Words

A serial killer is to be known as a killer that will pause for a long period of time before killed more peope. After a serial killer killed one person, they would wait months or years before they killed another and pause after that and they did that till they were caught. But, a man or woman doesn’t just decide one day that they will kill people, it all starts when they were a child. What makes a person want to kill and why can’t we get into a serial killers mind? It may be the way they were raised. It also might be that they were beaten as a child, or their parents abused them, or maybe they were being bullied because they were different from the others. Most of these caused one thing prior to them wanting to kill, and that is because of†¦show more content†¦It’s pretty clear that mental illness is not enough to cause violence because most people who are mentally ill are not violent. It’s also evident that neurological damage is not enough to cau se violence because the vast majority of people who are neurologically impaired are not violent. And it’s clear that the experience of horrendous child abuse is not enough to cause violence because most people who are abused that way are not violent. Yet, most violent people have these three factors, or two of the three. That’s an indisputable fact. The theory that explains it is that abuse sets up an impulse toward violence that a good brain can control. If you get the abuse and the neurological damage and mental illness, then violent impulses are not easy to check. That’s why they are expressed under stress or at times of jealousy or anger. Hansen - It seems mysterious that people suddenly become violent killers after years of a seemingly normal life. For some of them, it takes 30 years to become violent, while others are killers at age 12. Pincus - It’s during periods of mania, when a killer feels released from the constraints of society, and during periods of depression, when he’s feeling victimized again, that he’s likely to be a perpetrator. A lot of serial killers do all of what they do within a little space of time; then there’s a period of calm and they do it again. Some people believe that the killers are psychopaths and/orShow MoreRelatedTwo Articles on the Motives and Mind of a Serial Killer1470 Words   |  6 Pages The mind of a serial killer can be very interesting in being able to find out what makes them want to do what they do. Knowing if someone was abused as a child and if this makes them more likely to become a serial killer or not become a serial killer is something I was very curious to learn about. Something that happens in a person’s childhood can affect the way they act when they become adults. I found two sources talking about childhood abuse and serial killers. The first source was an internetRead MoreSerial Killers Speech1533 Words   |  7 Pagesaudience about Serial Killers. Central Idea: To show my audience why serial killers kill and what motivates them. INTRODUCTION Tell them what you are going to tell them. I. Attention Getter: What would you do as a young college girl at a grocery store walking to your car and you see this handsome middle aged man with a cast on struggling to get his groceries and he ask you for your help. Would you help him? Ted bundy was one of the most famous and handsome serial killers of all time. Read MoreThe Mind of Monsters1390 Words   |  6 PagesMorgan is a fictional serial killer from Showtime’s series â€Å"Dexter†, but the writers and actors have portrayed a real life serial killer. Manuel Prado is the real Dexter Morgan. Prado was a Miami cop who started with smaller crime and worked his way up to becoming a serial killer. †Prosecutor David Waksman told the Miami Herald: He was very cold. He was doing robberies and went home and slept like a baby. He was proud of what he did.† (International, 2012) Real life serial killers do not have any empathyRead MoreAcceleration by Graham Mcnamee Essay1333 Words   |  6 Pagesboasts of arson fires, and the planning for the serial killings of three women. Duncan decides to make amends for his failure last summer by tracking down the owner of the journal by using clues left hidden in the diary. After talking with his friend Vinny, Duncan decides to turn the journal over to the police, but they do not take him seriously, so he decides to get help from Vinny, do some research at the local library, and find out where the killer works and lives so they can prove to the police theRead More The Psychology of Serial Killers Essay1687 Words   |  7 PagesThe Psychology of Serial Killers Many things today confuse, yet enthrall the masses. War, murder, medical science, incredible rescues, all things you would see on The History Channel. There is another topic that is also made into documentaries however, serial killers. Dark twisted people that commit multiple murders are of interest to the population, but what caused them to be this way. What horrible tragic set of events could twist a man to murder one or many people. Could Schizophrenia, psychopathyRead MoreThe Murder Of Serial Killers1703 Words   |  7 PagesA grieving mother drapes herself over the casket of her deceased son. The 14 year old had fallen victim to one of the most infamous serial killers in history, Jeffrey Dahmer. Dahmer killed a total of 17 known victims, all between the ages of 14 and 33. In his most recent murders, he often resorted to necrophilia, cannibalism, and permanent preservation of body parts (â€Å"Jeffrey Dahmer Biography†). The mother looks at what is left of her son’ s face, the face that once smiled to her every morning beforeRead MoreSerial Killers1314 Words   |  6 Pages like serial killers, and what drives them to do what they do. Many scientists are still researching whether or not if serial killers are driven by the way they were raised or if it is a part of their genes. This literature review will analyze what people think about the nature versus nurture debate. It will talk about the nature side and the nurture side of the debate. What is a serial killer? Eric Hickey (2012) in â€Å"Serial Killers: Defining Serial Murder† defines what a serial killer is exactlyRead MoreAcceleration by Graham McNamee Essay1323 Words   |  6 Pagesboasts of arson fires, and the planning for the serial killings of three women. Duncan decides to make amends for his failure last summer by tracking down the owner of the journal by using clues left hidden in the diary. After talking with his friend Vinny, Duncan decides to turn the journal over to the police, but they do not take him seriously, so he decides to get help from Vinny, do some research at the local library, and find out where the killer works and lives so they can prove to the police theRead MoreSerial Killer : Serial Killers909 Words   |  4 PagesAccording to an FBI study, â€Å"there have been approximately 400 serial killers in the United States in the past century, with anywhere from 2,526 to 3,860 victims (Hickey). No one really understands serial killers. It is actually quite difficult to comprehend how the mind of a serial killer works. Some believe that a serial killer feels strongly attracted by a specific physical characteristic in the victim. It could be his or her appearance: facial features, clothes, or even personality. On the otherRead MoreEssay The Making of a Serial Killer, An Annotated Bibliography1410 Words   |  6 PagesAnnotated Bibliography: Brogaard, Berit. The Making of a Serial Killer. Psychology Today. Sussex Directories, Inc., 7 Dec. 2012. Web. 03 May 2014. Berit Brogaard, D.M.Sci., Ph.D., is a Professor of Philosophy and the Director of the Brogaard Lab for Multisensory Research at the University of Miami. She earned a medical degree in neuroscience and a doctorate in philosophy. This article explained the traits of a psychopath, such as their callous, manipulative, and cunning behavior, along with

Autism And How Can We Help An Autistic Person Essay

Have you heard people talking about Autism? Nowadays, Autism seems to be more and more common, it is essential to educate ourselves and to put aside all the prejudices that hurt people with autism and their families in the process of adapting to this syndrome. For this, it is important to know more about: What Autism is? What are the characteristics of an autistic individual? What are the causes? And how can we help an autistic person? According to the NAA (2016), Autism is a bio-neurological developmental disability that generally appears before the age of 3. â€Å"From birth to 5 years, children reach milestones in how they play, learn, speak and act. A delay in any of these areas could be a sign of an ASD or other developmental disabilities† (CDC 2014). It is a syndrome characterized by the incapacity of maintain a conversation, contact with other people, and the necessity of having steady surroundings. It is also one of the most common conditions in the group of developmental disorders. Autism is not a sickness; it’s a syndrome, a set of symptoms that characterize a degenerative disorder of bio-psychosocial development, as well as a disorder of the central nervous system. It is a severe and chronic developmental disability and it affects three areas in the neurobiological development, which are: social interaction, communication, and the area of imagination and play. There are three types of autism, Autistic disorder (also called classic autism), Asperger syndrome, andShow MoreRelatedAutism : Social Spectrum, Communication, And Difficulty853 Words   |  4 PagesDiscussion In the interviews gathered, the researcher was trying to gain knowledge of what people think autism is and how they feel towards those who have autism. The most important finding in this was study was most people had a different experience with those with autism and most did not know what autism specifically is. This is the most important finding because the interviews helped gain a different perspective from what the literature said. Interviews were very interesting for the researcherRead MoreAutism Spectrum Disorder ( Asd )1535 Words   |  7 PagesHow Autism Influences the Interactions with Others There is a little boy that gets up every morning and goes to school. He goes home to his parents after school each day. He eats, sleeps, and plays just like any other child. There is one difference. He sees the world in a unique way than most other children not affected by Autism Spectrum Disorder. The boy’s life and actions are a bit different and can be challenging for him. He needs understanding parents, family members, and teachers. Autism SpectrumRead MoreOutline Of A Social Awareness1691 Words   |  7 PagesSocial awareness Essay Sights that will help with grammer and any type of errors : https://www.paperrater.com/ Topic: Autism Introduction Attention getter: Autism affects every 1 in 68 children; It is one of the fastest growing developmental disorders in the u.s (Facts about Autism. Autism Speaks. N.p., n.d. Web. 11 Mar. 2016. Minor details about the issue Autism FAQ - History. Autism FAQ - History. N.p., n.d. Web. 11 Mar. 2016. . history Thesis: BodyX3 Topic sentence: TheRead MoreAn Anthropologist On Mars By Oliver Sacks1637 Words   |  7 PagesAutism is a biological disorder that roots in the human beings brain and slowly damages it in specific ways. The effects of the autism mostly start to show in the early ages of the children. Many parents disregard the change in the behavior of their children and thus ignore the possibility that their children may have some of the illness. The changes in the behavior of the child from the normal growing children such as being too quiet around others or does not speak to you and sometimes he/she evenRead More Autism Essay1068 Words   |  5 Pages AUTISM Autism is a life-long developmental disability that usually appears in the first three years of a child’s life. It interferes with normal development of the brain, preventing individuals with this rare disorder from understanding what they hear, sense, and observe. Although this severe disability is considered a child’s disability, autism is found in adults, interfering with normal social and emotional development. Anyone can acquire autism; it is put in place at birth. BoysRead MoreNVQ 3 Essay1585 Words   |  7 Pagesï » ¿Understand how to support individuals with autistic spectrum conditions. Understand the main characteristics of autistic spectrum conditions. 1.1 It is important to recognise that each person on the autistic spectrum has their own individual abilities, needs, strengths, gifts and interests because no two individuals are the same. People on the autistic spectrum have their own set of unique characteristics and vary from one to another in terms of their abilities. Some clients may have similarRead MoreAutism Spectrum Disorder And Autism1389 Words   |  6 Pages Autism Spectrum Disorder Autism is a form of â€Å"ASD,† Autism Spectrum disorder and is experienced all around the world. Autism is a developmental disorder that consists of many neurodevelopmental disorders of the brain. People with autistic disorder think and act in different ways than most people. There are many different forms of autism spectrum disorder that include the pervasive development disorder, Asperger syndrome, and autistic disorder. These disorders are called spectrum disorders becauseRead MoreThe Effects Of Autism On Children s Children1076 Words   |  5 PagesEgan English 1010 Dr. Dugger 18 February 2016 Autistic Children Life can be troubling, confusing, aggravating, although it can also be delightful, happy, and relaxing. Knowing someone with autism can lead to more confusion, but a child that has autism can be even worse. Commonly people aren’t aware that their child is autistic or that someone around them is autistic. Classifying children as autistic is done correctly and incorrectly every day, because autism has just become recognized and isn’t commonlyRead MoreAn Anthropologist On Mars By Oliver Sacks1666 Words   |  7 Pageshave witnessed many logical and scientific discoveries from the past until now. There are far more scientific researches that have not discovered and delivered to the researchers yet. Autism is a biological disorder that roots in the human beings brain and slowly damages it in specific ways. The effects of the autism mostly start to show in the early ages of the children. Many parents disregard the change in the behavior of their children and thus ignore th e possibility that their children may haveRead MoreAutism Spectrum Disorder ( Asd )1722 Words   |  7 Pagesin every sixty-eight births are diagnosed with the Autism spectrum disorder in other words (ASD), which is about one percent of the world’s population. And that more than three point five million people in America live with a person who has the Autism spectrum disorder. We all know that Autism is a spectrum disorder in which an abnormality is developed in the brain. It is a long life condition that has no cure for itself. People who have Autism face many difficulties in their communication and their

The Traditional Economic Theory of The Firm

Question: Discuss about The Traditional Economic Theory of The Firm. Answer: Introduction: According to the Traditional economic theory, the objective the raison dentre of the firm is to maximize profits. The statement implies that a firm enters into the market, whether there is free entry or not, to maximize its own profit. Profit maximization is the process, long run or short run determining the optimum level of output and price returning the highest possible profit to the firm. Along with many approaches in traditional economic theory, the total revenue and total cost approach that relies on the truth that profit is equal to revenue minus cost (Varian 2014). In addition, it focuses on the difference along with the marginal revenue-marginal cost aspect because total profit is reached at the maximum point when the marginal revenue equals the marginal cost. Different market structures: Mainly there are four kinds of market structure prevails in an economy, namely- (i) Perfect Competition, (ii) Pure monopoly, (iii) Monopolistic competition and (iv) Oligopoly. Firstly, in the perfectly competitive market, where the firms exhibit specific criterion such as, selling identical products, price taking specification, having small market share, having complete information about the goods and services that are sold with free entry and exit (Kirzner 2015). In perfect competition, profit is maximized when the price equals marginal revenue of the firm (Fussand McFadden2014). In the monopoly, the profit maximization condition is when the price and marginal revenue equals the marginal cost i.e. MR=MC. The diagram below shows the price Pe is the price of the firm receives for every unit sold which is Average Revenue of the market and Ce being the Average cost of each unit. The diagram shows supernormal profit in monopoly, which is the sustainable long run profit for the market structure. Figure 1: monopoly long run profit For monopolistic competition, the companys demand curve should end up being tangent to the average total cost curve to yield zero profit. This is the long run condition for monopolistically competitive market. Figure 2: Monopolistic competition long run profit In the oligopoly, the market structure is different. The kinked demand curve yielding long run profit is given the in diagram below. Figure 3: oligopoly long run profit Uncertainty: The aspect of uncertainty is discussed with respect to the long-run profit maximization of a firm when it commits production before the price is set. The increase in demand uncertainty does not affect the equilibrium number or size of the firms if the firm is risk neutral. If the firm is risk averse, there will be a reduction in the equilibrium number of firms with an ambiguous effect on the sizes. In the equilibrium, if the firm is risk neutral, it operates at the capacity. Nevertheless, if the firm is risk averse, there will be excess capacity prevailing in the economy (Fudenbergand Tirole2013). The problem of uncertainty affects the long run profits of the firm if it is risk averse. In long term, the firm is affected by the price as the price level is always unpredictable. So whatever be the market structure, the risk averse firm will avoid investing in any kind of productions which will lead to a proper loss for the firm. The situation is quite different in case of the risk lovin g firms as they invest whatever be the future predicted price level. "Principal-Agent" Problem: The principal agent problem is the situation when one party or agent agrees for working in favor of another party, who is the principal, by responding to some incentives. As people directly respond to incentives, the situation yields huge costs for the agents, causing a moral hazard (Okuguchiand Szidarovszky2012). The principal agent problem includes everything from incentives regarding financial forms for avoidance of asymmetric information. The Principal-agent problem, also known as agency dilemma, happens in a situation while a person who is the agent is able making decisions on behalf of any other person or entity who is the principal. The dilemma persists, as the agent at times, gets motivated acting in his best level rather than that of the principal. This relationship of principal-agent is a proper useful tool to analyze the conditions regarding economics and political science. A very common example can be drawn as the relationship between corporate management (agent) and the shareholders (principal). The problem may arise in a greater manner when the two parties face information asymmetry. This is a situation when the principal is not able to ensure directly that the agents activity is at the principals highest level of interest. Here the problems of conflict of interest and Moral Haza rd arise. The problem of moral hazard is the situation when one agent gets involved in any uncertain activity knowing about its protection against risk and the other party incurs the cost. In addition, the principal can be very much concerned about the exploitation possibility by the agent as he decides not to enter into the transaction of the both involved parties. This deviation from the interest of principal by the agent is named as agency costs (Sng2014). Alternative theories: Sales Maximization Theory (William Baumol): The theory by Professor William Baumol on the Theory of Oligopoly incorporated a managerial theory of the company based on the maximization of the sales. The theory exhibits the following assumptions: The firm has a single period horizon, aiming at maximizing the sales revenue in long run subjected to the profit. The firm's minimum level of profit is set competitively on the current value of market shares The oligopolistic firm has a U-shaped cost curve and downward sloping demand curve with conventional total cost and total revenue curve. The Baumols findings regarding the oligopoly firms reveal that they consider the sales maximization objectives. According to the economist, with the ownership separation and modem corporation control, managers seeking prestige and higher salaries to try expanding sales of the company even at the profit expenses (Baumoland Blinder2015). The firm needs to exhibit minimum profits for financing the future expenditures. Minimum profits serve as the constraint on maximizing revenue. According to Baumol, revenue will be maximized only at an output when the demand is unit elastic. Therefore it differs from the traditional economic theory which talks about the invisible hand in market force and automation on equilibrating the optimums. Management Utility Maximization Theory (O.E. Williamson): According to Williamson's utility maximization theory againost the profit maximization, also known as "managerial discretion theory," the managers and shareholders are two separate groups. The shareholders want to maximize the return on the investment as well as maximizing the profits. On the other hand, the managers are interested not only in their own fees but also in their staffs size and the expenses on them. Thus, the theory of Williamson relates to the maximization of the utility of the manager that is the function of staff expenditures and fees and discretionary funds (Sng2014). The assumptions of the model focus on: (i) imperfect competition in the markets, (ii) Divorce of management and ownership, (iii) minimum level of profit constraint existing for the company being able to pay dividends to the shareholders. The model differs from the traditional theory by the means of imperfectly competitive structure with the profit constraints. Satisfying Behavior (Simons): According to Simon's theory, he compared the organizational behavior with the individual behavior. He proposed that as an individual, a firm aspires leveling to keep up with the needs and driving to achieve its goals. The firm has an aspiration for achieving a certain level of profits. The level of aspiration is based on the different goals and aims regarding production, prices, sales, profits, etc. (Varian2014). In the given situation, the firm faces three alternative situations as follows: Firstly, the real achievement is lesser than the level of aspiration, when there is a big lag due to possible fluctuations in economic activities of the firm. Secondly, the achievement is greater than the level of achievement when the firm is quite satisfied with the performance. Thirdly, the achievement equates the level of aspiration when the outcome is also satisfactory. The theory differs from the traditional one in terms of targeting the profit level that the firm has an aspiration to reaching. The major objective is different and not reconcilable. Conclusion: The article critically analyzes the statement that is mentioned- The traditional theory of the firm has long outlived its usefulness in explaining the raison d'entre of business organizations." The theories discussed the important factors affecting the firm's profit maximization conditions. The Simon's model is superior to the model by Williamson as it talks about individualism. On the other hand, in Williamsons model, the managers are concerned with the utility maximization aspect. The Baumols model gives ambiguous ideas into this critical evaluation. References: Baumol, W. and Blinder, A., 2015.Microeconomics: Principles and Policy. Cengage Learning. Fudenberg, D. and Tirole, J., 2013.Dynamic models of oligopoly.Taylor Francis. Fuss, M. and McFadden, D. eds., 2014.Production Economics: A Dual Approach to Theory and Applications: Applications of the Theory of Production(Vol. 2). Elsevier. Kirzner, I.M., 2015.Competition and entrepreneurship.University of Chicago press. McChesney, F.S., Reksulak, M. and Shughart, W.F., 2015.Competition Policy in Public Choice Perspective(Vol. 1, pp. 147-171).The Oxford Handbook of International Antitrust Economics. Okuguchi, K. and Szidarovszky, F., 2012.The theory of oligopoly with multi-product firms.Springer Science Business Media. Sng, T.H., 2014. Size and dynastic decline: The principal-agent problem in late imperial China, 17001850.Explorations in Economic History,54, pp.107-127. Varian, H.R., 2014.Intermediate Microeconomics: A Modern Approach: Ninth International Student Edition. WW Norton Company.

Monetary Policies and Banking Regulations in Cameroon free essay sample

Monetary policy is the program of action undertaken by monetary authorities to control and regulate the supply of money and the flow of credit to the public with a view to achieving pre-determined macroeconomic objectives. The objectives of monetary policy are the same as those of macroeconomic policy, which include: Maintain a high growth rate High rate of employment Stabilization of prices, output and employment Ensure equity in income distribution Balance of payments equilibrium Stability of foreign exchange Monetary instruments are generally classified under two categories: Quantitative measures, and Qualitative or selective credit controls Quantitative measures of monetary control are also called ‘traditional’ measures and are the following: Open market operations Discount rate or bank rate policy Cash reserve ratio Qualitative or selective credit controls include Credit rationing/special deposits Change in lending margins (effecting changes in required mortgage property-land, building, shares etc. ) Moral suasion Direct controls The transmission mechanism describes the channels through which changes in money supply impact the real variables of the economy. We will write a custom essay sample on Monetary Policies and Banking Regulations in Cameroon or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The stages and ways in which changes in the money supply affect the economy are subject to debate among economists (mostly the Keynesians and the monetarists). The Keynesian transmission mechanism According to Keynes, an increase in the supply of money leads to an increase in the cash balances that people hold. Economic agents use the excess cash balances to buy financial assets (bonds). An increase in the demand for bonds leads to an increase in the prices of bonds and a fall in the interest rate. The fall in interest rates leads to an increase in investment by firms. The lower cost of borrowing may equally encourage household consumption spending. The increased investment and consumption increase aggregate demand which in turn increases output with a multiplier effect. Thus according to Keynes, the monetary policy only affects AD indirectly through changes in the interest rate. The Monetarist transmission mechanism The monetarists believe that an increase in money supply has both a direct and indirect effects. To the monetarists an increase in money supply will mean that economic agents including both firms and households will hold excess cash balances which they will attempt to spend. Some of this spending will be on goods and services such as machinery, land, cars, healthcare, tourism, etc. This represents the direct effect on spending of the increase in money supply and is called the direct transmission mechanism. The increase in money supply will also tend to depress interest rates. This will stimulate investment and consumption further. This is the indirect effect on spending, and is also referred to as the indirect transmission mechanism. Banking regulations are a form of government regulation which subject banks to certain requirements, restrictions and guidelines. This regulatory structure creates transparency between banking institutions and the individuals and corporations with whom they conduct business, among other things. Bank Supervision * needed to reduce moral hazards * ensures that banks take only sensible risks * controls money supply Reserve Requirements * helps control the money supply This paper examines the monetary policy and banking regulations in Cameroon. Monetary policies, banking regulations and legislation in Cameroon have been designed to assure the stability of the Banking system and this involves a diverse range of policies, rules, and regulations. Introduction The diagram below gives an overview of the Banking System in Cameroon. Overview of the Banking Sector in Cameroon The Banking Sector in Cameroon is can be divided into two levels: The Supervisory/Regulatory Level and the Operational level. The main supervisory/regulatory institutions which operate in Cameroon are BEAC, MINFI, COBAC, NCC, APECCAM and ANEMCAM. They are in charge of setting and enforcing the monetary policies of the CEMAC region and the banking regulations in the country. The operational level is made up of depository and non-depository institutions. These carry out the banking functions in the country. Depository institutions include Commercial banks, Micro Financial Institutions (MFIs) and informal savings and loan systems known in the local parlance as â€Å"njangis’ and â€Å"tontines’. These take the place of banks for many tribal members, with repayment enforced by social pressure. While non-depository institutions include Special Funds like FEICOM, SNI, Credit Foncier etc. The Economic and Monetary Community of Central Africa (or CEMAC from its French acronym: Communaute Economique et Monetaire de lAfrique Centrale), is an organization of states of Central Africa established by Cameroon, Central African Republic, Chad, Republic of Congo, Equatorial Guinea and Gabon to promote economic integration among countries that share a common currency, the CFA franc. CEMAC promotes the entire process of sub-regional integration through the forming of a monetary union with the Central Africa CFA Franc as its common currency. CEMACs objectives are the promotion of trade, the institution of a genuine common market, greater solidarity among peoples and towards under-privileged countries and regions. In 1994, CEMAC introduced quota restrictions and reductions in the range and amount of tariffs. Currently, CEMAC countries share a common financial, regulatory, and legal structure, and maintain a common external tariff on imports from non-CEMAC countries. In theory, tariffs have been eliminated on trade within CEMAC, but full implementation of this has been delayed. Movement of capital within CEMAC is free. In 1989, these six Central African countries formed a monetary union with the Bank of Central African States (BEAC) as the regional central bank. These two bodies BEAC and CEMAC constitute part of the Franc zone. The franc zone is made up of African states whose monetary policy is being directed by France especially in the domain of exchange rate with respect to currencies of other countries, convertibility to other currencies, centralization of international exchange reserves and harmonization of regulations. The Bank of the States of Central Africa (BEAC) is an African international establishment governed by the convention instituting the Monetary union of Central Africa (UMAC), the Convention of Monetary Cooperation passed between France and six member States of this Union: Republic of Cameroon, Central African Republic, Republic of Congo, Republic of Gabon, Republic of Equatorial Guinea and Republic of Chad. Monetary Policy in Cameroon The bank of issue in the CEMAC region and Cameroon in particular is the Bank of the Central African States (Banque des Etats de lAfrique Central? BEAC), which replaced the Central Bank of the State of Equatorial Africa and Cameroon in November 1972. Its headquarters are in Yaounde. In 1993, member states of the BEAC created a supranational supervisory authority, Commission Bancaire de lAfrique Centrale (COBAC) in order to secure the regions banking system. The common currency CFA, is pegged to EURO at a parity rate of 1Euro=655FCFA. The primary objective of BEAC is to maintain the fixed exchange rate regime. The attainment of this objective is complicated by differences between the economies of CEMAC in particular in relation to their dependence on oil exports. Common monetary policy is further exacerbated by limited labour and capital mobility between countries as well as restrictions in the movement of citizens across borders. Without prejudice to this objective, it brings its support of the general economic policy worked out in the Union. The main mission of BEAC comprises: defining the monetary policy of the Union; Monetary policy could be defined as a Program of action undertaken by monetary authorities to control and regulate the supply of money and the flow of credit to the public with a view to achieving macroeconomic objectives such as: maintaining high growth rate maintaining high rate of employment ensure equity in income distribution Balance of payments equilibrium Stability of foreign exchange issuing banknotes and official exchange rate and with exempting power in the Monetary union; Establishing the politics of exchange rate of the Union; keep and manage the official reserves of exchange rate of Member states; promote the good functioning of the systems of payment and of regulations. The convention governing the Monetary Union of Central Africa and the Statutes of the BEAC give the powers of formulation and implementation of monetary policy in the Franc Zone. The Monetary Policy Committee is the BEAC Decision-making body on monetary policy and management of foreign exchange reserves. Its mission and duties as well as its composition and rules of operation are specified in the Statutes of the Bank and its Rules of Procedure. The main responsibilities of the Monetary Policy Committee are to: †¢ Define the strategy and objectives of monetary policy and policy management of foreign exchange reserves as well as the modalities of their implementation; †¢ Set the conditions of intervention of the Central Bank; †¢ Require credit institutions to hold minimum reserves; †¢ Clarify the terms of execution by the Central Bank: lending or borrowing money, and the conditions of purchase transactions and sale of gold and those supported by the Central Bank to the member states for the issuance and management of government securities †¢ Proceed, if necessary, to revise the proceedings of National Committees Monetary and Financial in monetary policy which contravene the statutory provisions and the general rules of procedure, operation and jurisdiction. To achieve the ultimate objective of monetary stability, the CPM uses indirect monetary policy instruments, including liquidity management in part of the money market and the imposition of reserve requirements Since the introduction of money market on 1 July 1994, BEAC uses indirect instruments for its operations. This mode of action based on safe bank liquidity control is exercised through political refinancing (action on the supply of base money), supplemented by the imposition of reserve requirements (action on the demand for base money). The exchange rate regime of the six countries of the Economic and Monetary Community of Central Africa based on four basic principles: a fixed parity between the CFA franc (franc Financial Cooperation in Central Africa) and the euro; convertibility of the CFA franc guaranteed by France; total freedom of transfers between countries of the Franc Zone; and the pooling of foreign exchange reserves. The conduct of monetary policy is principally carried out by varying the amount and rate at which commercial banks are allowed to borrow at the discount window (la Politique de Refinancement). If required, BEAC withdraws liquidity from the system by using negative bids( offering a high interest rate for the placement of excess reserve) whereby commercial banks are offered a certain rate for the placement of their free reserve at the central bank. In addition, the central bank also sets a floor for lending rates and ceiling for deposit rates above and below which interest rates are negotiated freely. Over the years, BEAC has carried out several monetary policies in the region. Worthy of note are the following: In September 2001, BEAC decided to impose minimum reserve requirements on commercial banks in the region in order to contain the rise in liquidity. The level of required reserve is calculated based on the level of deposits on the 10th, 20th, and the 30th of each month and the commercial bank is required to satisfy these requirements on these dates. As a consequence of the different economic conditions in the CEMAC zone, BEAC decided in July 2004 to introduce differentiated reserve requirements across countries with a higher reserve ratio such as Cameroon, The Republic of Congo and Equatorial Guinea rather than Chad, Gabon and Central African Republic. In May 2003, reserve requirements in the Central African Republic were temporarily suspended in response to the difficult economic situation the country was going through. Currently, commercial banks receive remuneration on their required reserves at a rate which is fixed at 0. 4%. Also, BEAC has currently fixed a ceiling of not more than 1. 5% remuneration interest rates for demand deposits to encourage economic agents to invest or use their savings for other activities. This is because commercial banks and other financial institutions in the CEMAC zone are experiencing excess liquidity. Excess liquidity weakens the monetary policy transmission mechanism and thus the ability of monetary authorities to influence demand conditions in the economy. Brief History of BEAC 29 June 1901: Creation of the Banque dAfrique Occidentale B. A. O authorized to issue the franc in the French Occidental Africa to continue the activities of the â€Å"Banque du Senegal† (21 December 1853) ; 1920: Extension of the issue privilege to French Equatorial Africa (Afrique Equatoriale Francaise-AEF) ; 02 December 1941: Creation of the â€Å"Caisse Centrale de la France Libre† (CCFL), in charge of monetary issuing in Central Africa; 24 July 1942: Ordinance authorising the CCFL to issue money from the 1st of August 1942; 02 February 1944: Creation of the â€Å"Caisse Centrale de la France dOutre-Mer† (CCFOM) replacing the CCFL ; 25 December 1945: Creation of the â€Å"Franc des colonies francaises dAfrique† (FCFA) at a parity rate of 1 franc CFA = 1. 70 FF (French Franc); 17December 1948: Change of parity rate of the FCFA to FF: 1 F CFA = 2FF ; 20 January 1955: Creation of the Issuing Institue (lInstitut dEmission) of the A. E. F. and of Cameroon; 26 December 1958: Change of parity rate of the FCFA to FF: 1 FCFA = 0,02 FF ; 14 April 1959: Creation of the Bank of the Equatorial African States and of Cameroon (Banque Centrale des Etats de lAfrique Equatoriale et du Cameroun B. C. E. A. C. ) ; 22 November 1972: Creation of the Bank of the Central African States (Creation de la Banque des Etats de lAfrique Centrale B. E. A. C. ) and of the Franc de la Cooperation Financiere en Afrique Centrale F CFA ; 02 April 1973: Start of activities of BEAC ; 01 January 1977: Transfer of the Seat of Central Services (Head Quarters) of BEAC from Paris to Yaounde; 01 April 1978 : Appointment of Africans as Governor and Vice Governor of BEAC; 01 January 1985: Equatorial Guinea joins BEAC ; 16 October 1990: Important reforms and formulation intervention laws of the central bank and the creation of the Banking Commission of Central Africa (Commission Bancaire de lAfrique Centrale – COBAC); 12 January 1994: New parity rate: 1 FCFA = 0,01 FF ; 01 January 1999: Pegging of the F CFA to the Euro at a parity rate of 1 Euro = 655,957 FCFA. Banking Regulations in Cameroon The following are the banking regulatory bodies in Cameroon. COBAC (The Banking Commission for Central African States) MINFI: The Ministry of Finance NCC: The National Credit Council APECCAM: The Banking and Credit/Finance Association COBAC COBAC is the main regulator of the banking and microfinance in the six states of CEMAC. It ensures the solvency, profitability and liquidity of credit institutions and microfinance. It is responsible for the stability of the banking system of CEMAC and ensures the protection of deposits of depositors. On the institutional level, the COBAC is a member of CEMAC and is backed by BEAC and enjoys institutional independence. The authoritative document on Banking regulations is the COBAC text dated 17/01/1992 harmonizing banking regulations in the six member states. This text describes banks and other financial institutions. It provides for the licensing procedure for such institutions, as well as the appointment of their key executives (GM/DGM) as well as provides the approval procedures for banks auditors. It then stipulates on the controls to be effected, the reporting procedure and sanctions to contravening institutions. The text further lays out certain prudential guidelines for their operations. On the required minimum paid-up capital/capital adequacy On risk sharing For provisioning/risk coverage, On liquidity ratios etc. MINFI The Ministry of Finance is the main organ in charge of the fiscal policy of the country. It has four main directorates. The General Directorate of the Treasury and the Financial and Monetary Cooperation ( DGTCFM ) of Cameroon is one of the four Directorates created by Decree No. 2005/119 of 15 April 2005 bearing on the Organization of the Ministry of Economy and Finance. This is the name that has been maintained with the decree of 30 November 2008 on the Organisation of the Ministry of Finance, which did not really make any changes regarding its missions. The DGTCFM performs the following tasks: Budget implementation and maintenance of accounting the State, Regional and Local Authorities and Public Institutions Administrative; Management of the public treasury; Management of public debt; Issuing and managing government securities free subscription; Regulation and Control of Banks, Microfinance Institutions and Insurance Companies; Control Authorities Receipts and other organizations benefiting from state subsidies. Through this directorate, the finance Ministry controls all Banking activities in Cameroon especially:. Terms and conditions for banking services. Receives applications for licensing and/or the appointment of General Managers for Banks and Financial Institutions, and passes same to COBAC for approval/rejection and the latter has up to six months to so decide. In conjunction with the National Credit Council and the Governor of the Central Bank, rules on the following: The minimum capital for banks and finance houses. On the conditions for opening up branch offices. On Anti-trust issues and collaboration amongst the institutions etc NCC The National Credit Council was created by Presidential Decree no 96/138 of 24 June 1996 bearing on its composition, organization and functioning. The council pays an advisory role on all legal and regulatory activities concerning financial institutions especially in Classification of the said establishments into different categories, their minimum capital requirement, their legal form and their authorized activities; Conditions for creating branches; The closing down of financial institution, Operational issues such as, publication of financial documents; competitive advantage conditions; organization of common professional services. At the discretion of the monetary authority, NCC could also serve in an advisory capacity on regulations and decisions taken by BEAC. NCC also advises on the financing of economic programmes, conditions for state subventions, national and external. APECCAM The Professional Association of Credit Institutions of Cameroon is an advisory body under the Ministry of Finance in accordance with Decree No. 74/137 of 18 February 1974. Every Commercial Banks is required to join this association. Its role is particularly inter alia to enforce its members’ recommendations; banking regulations; and promote best practices in banking. ANEMCAM The National Association of Microfinance Institutions of Cameroon is to MFIs what APECCAM is to commercial banks. Most especially ANEMCAM is concerned with enforcing ethical banking issues in MFIs. Monetary Controls The general monetary controls that banks respect (or ought to) are within the reporting / publishing and control functions of the regulatory authorities. In particular they have to report to the regulatory authorities on :- Monthly statement or cheques without cover to the N. C. C. A quarterly statement of all loans. Casual overdrafts short mid and long term loans, nonperforming loans, contingents etc. This enables the NCC to publish the Centrale des Risques . Details on deposit mix, per bank and by branch. The every ten (10) day report to BEAC on the external position ie. NOSTRO Account balances. This is to enable the authorities to monitor against excessive holdings abroad. Conclusion BEAC is the monetary policy maker of CEMAC in general and Cameroon in particular. BEAC, through the regulatory bodies makes a reforms in the sector, imposing policies and regulations to assure the stability of the Banking system This regulatory structure creates transparency between banking institutions and the individuals and corporations with whom they conduct business, among other things. While COBAC, MINFI and NCC are concerned with banking regulations and operations, APECCAM and ANEMCAM deal with ethical baking issues in commercial banks and microfinance institutions respectively. Generally Bank Supervision is needed to reduce moral hazards, ensure that banks take only sensible risks, maintain reserve requirements to subsequently control money supply. Today, there is free movement of goods and services across the frontiers which indicate a borderless economy. This therefore calls for improvements on security measures as far as commerce is concerned. Investors will not appreciate investing in a State where their investments cannot be guaranteed. The Government of Cameroon, in particular, and the other CEMAC member states in a bid to assure the stability of the Banking system and in response to this pertinent global problem keeps modifying its Banking Regulations to guarantee foreign investment. The Banking Industry in Cameroon is governed by laws and regulations derived from International Conventions, Customs Laws, Ordinances, Presidential Decrees, Ministerial Orders, Circulars and Court Decisions. These regulatory instruments are flexible in character, meaning they can be a subject of modification based on some socio-cultural, political and economic development within Cameroon.

He Loves Her He Loves Her Not free essay sample

He Loves Her? He Loves Her Not? Essay, Research Paper The Elizabethan drama Hamlet by William Shakespeare is without a uncertainty one of Shakespeare? s most enigmatic dramas. Although the drama has a concise narrative, it is filled with many inquiries refering to different subjects behind the narrative line. One inquiry in peculiar is did Hamlet truly love Ophelia? This statement can be supported in both waies, nevertheless I feel that Hamlet did love Ophelia. Support for this determination comes from Hamlet? s intervention towards Ophelia in Act 3, Scene 2, and at Ophelia? s grave in Act 5, Scene 1. The drama Hamlet is about the tests, and trials met by Prince Hamlet, as he tries to seek retaliation for his male parent? s slaying. Since, Hamlet discovers the slaying of his male parent, and the criminal conversation and incest committed by his female parent he retains a really acrimonious and pessimistic position of the universe. We will write a custom essay sample on He Loves Her He Loves Her Not or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ? That the Everlasting had non fixed His cannon? gainst self-slaughter? how weary, stale, level, and unprofitable seem to me all the utilizations of this world. ? ( 14 Act 1 Scene 2 Line 131 ) . It is through his monologue? s that the audience learns the deepnesss of Hamlet? s depression. Hamlet non merely regards the universe with pessimism, but he besides has suicidal feelings. The chief ground at this point for his choler and defeat, is his female parent? s disconnected matrimony to Claudius. The actions of his female parent seem to be what disgusts him most as he yells, ? infirmity thy name is adult female! ? ( 14 Act 1 Scene 2 Line 146 ) . It is this attitude that Hamlet has developed towards his female parent and adult females in general that plays a factor on his ulterior intervention of Ophelia in Act 3. Once Hamlet discovers the cause of his male parent? s decease, he assumes the temperament of a huffy adult male to mask his true purposes of retaliation. By making so Hamlet is now able to make, as he wants to, without being questioned of his behaviour. It may be the reader? s sentiment that he does this on one juncture during which he visits Ophelia. Ophelia subsequently relates this meeting to her male parent, stating him that Hamlet was non decently dressed, ? and with a expression so hapless in intent as if he had been loosed out of snake pit to talk of horrors-he comes before me. ? ( 39 Act 2 Scene 1 Line 84 ) . This scene comes shortly after Hamlet learns of his male parent? s slaying. To the reader it may look that Hamlet is looking to Ophelia for aid. The reader can pull the decision that he loves her, and that she is one the few loved 1s he has left to turn to. The reader can besides come to this same decision later in Act 2 when Polonius reads from one of Hamlet? s love missive? s to Ophelia, in which he says to her ?But that I love thee best, O most best, believe it.? (45 Act 2 Scene 2 Line 121).It is Act 3 Scene 1 where the reader might reconsider their opinion of Hamlet?s love for Ophelia. Before seeing her, Hamlet states the soliloquy in which he contemplates suicide. By this point his purpose for revenge has made him all the more miserable, and cynical. As Ophelia enters Hamlet?s spirits seemed to be aroused as he addresses her, ?The fair Ophelia. Nymph in thy orisons be all my sins remembered.? (65 Act 3 Scene 1 Line 90). However Hamlet?s good mood does not seem to last long. It is when Ophelia returns to him tokens of his affection that his attitude changes toward Ophelia. Hamlet starts to insult Ophelia, and taunt her. He tells her that he had once loved her, but then changes his statement to say that he had never loved her. To any reader who believes Hamlet truly did love Ophelia, these statements seem to be denial of the pain that Ophelia has caused him. However what the reader must remember is that he knows Ophelia does not mean what she says. This is discovered when out of the blue he asks where her father is. Hamlet knows that he is spying on them. It is Ophelia?s answer that angers him further, she lies that Polonius is at home. By lying to Hamlet, and doing the bidding of Polonius, and Claudius Ophelia has re-established Hamlet?s negative feelings towards women. Hamlet remembers his own mother?s fickleness, her dishonesty, and her frailty. Now seeing Ophelia do the same he can take no more and demands that she ?Get thee to a nunnery.? (66 Act 3 Scene 1 Line 122). It may be the reader?s opinion that Hamlet said this because he holds Ophelia in high regard, aside from the world he regards so cynically, he does not wish for her to become involved with it?s corruptness, therefore he feels she would remain fair in a nunnery. It is in Act 5, in which the reader has no doubt of Hamlet?s love for Ophelia. It is Ophelia?s funeral, and Hamlet co nfronts Laertes upon a test of their love for her. It is to this challenge that Hamlet declares, â€Å"I loved Ophelia. Forty thousand brothers could not with all their quantity of love make up my sum.? (131 Act 5 Scene 1 Line 272). Although there have been scenes in which the reader has great doubt, he/she comes to feel that Hamlet loved Ophelia. His claims of love, and his bitter reaction to her rejection prove his love. Although Shakespeare may not have made it clear, the popular belief supports Hamlet?s love for Ophelia. Shakespeare?s reason for inconsistency adds to the many mysteries of Hamlet.

Adolescence and Emerging Adulthood Chapters 1-4 Vocabulary Essays

Adolescence and Emerging Adulthood Chapters 1-4 Vocabulary Essays Adolescence and Emerging Adulthood Chapters 1-4 Vocabulary Paper Adolescence and Emerging Adulthood Chapters 1-4 Vocabulary Paper adolescence A period of the life course between the timepuberty begins and the time adult status is approached, when young people are in the process of preparing to take on the roles and responsibilities of adulthood in their culture. life-cycle service A period in their late teens and 20s in which young people from the 16th to the 19th century engaged in domestic service, farm service, or apprenticeships in various trades and crafts. child study movement Late 19th century group, led by G. Stanley Hall, that advocated research on child and adolescent development and the improvement of conditions for children and adolescents in the family, school, and workplace. recapitulation Now-discredited theory that held that the development of each individual recapitulates the evolutionary development of the human species as a whole. storm and stress Theory promoted by G. Stanley Hall asserting that adolescence is inevitably a time of mood disruptions, conflict with parents, and antisocial behavior. survey A questionnaire study that involves asking a large number of people questions about their opinions, beliefs, or behavior. stratified sampling Sampling technique in which researchers select participants so that various categories of people are represented in proportions equal to their presence in the population. random sample Sampling technique in which the people selected for participation in a study are chosen randomly, meaning that no one in the population has a better or worse chance of being selected than anyone else. menarche A girls first menstrual period. emerging adulthood Period from roughly ages 18 to 25 in industrialized countries during which young people become more independent from parents and explore various life possibilities before making enduring commitments. Lamarckian Reference to Lamarcks ideas, popular in the late 19th and early 20th centuries, that evolution takes place as a result of accumulated experience such that organisms pass on their characteristics from one generation to the next in the form of memories and acquired characteristics. early adolescence Period of human development lasting from about age 10 to about age 14. late adolescence Period of human development lasting from about age 15 to about age 18. individualism Cultural belief system that emphasized the desirability of independence, self-sufficiency, and self-expression. collectivism A set of beliefs asserting that it is important for persons to mute their individual desires in order to contribute to the well-being and success of the group. interdependence The web of commitments, attachments, and obligations that exist in some human groups. scientific method A systematic way of finding the answers to questions or problems that includes standards of sampling, procedure, and measures. hypotheses Ideas, based on theory or previous research, that a scholar wishes to test in a scientific study. sample The people included in a given study, who are intended to represent the population of interest. population The entire group of people of interest in a study. representative Characteristic of a sample that refers to the degree to which it accurately represents the population of interest. generalizable Characteristic of a sample that refers to the degree to which findings based on the sample can be used to make accurate statements about the population of interest. procedure Standards for the way a study is conducted. Includes informed consent and certain rules for avoiding biases in the data collection. method A scientific strategy for collecting data. peer reviewed When a scholarly article or book is evaluated by a scholars peers (i.e., other scholars) for scientific credibility and importance. informed consent Standard procedure in social scientific studies that entails informing potential participants of what their participation would involve, including any possible risks. consent form Written statement provided by a researcher to potential participants in a study, informing them of who is conducting the study, the purposes of the study, and what their participation would involve, including potential risks. closed question Questionnaire format that entails choosing from specific responses provided for each question. open-ended question Questionnaire format that involves writing in response to each question. interview Research method that involves asking people questions in a conversational format, such that peoples answers are in their own words. qualitative Data that is collected in non-numerical form, usually in interviews or observations. quantitative Data that is collected in numerical form, usually on questionnaires. ethnographic research Research in which scholars spend a considerable amount of time among the people they wish to study, usually living among them. ethnography A book that presents an anthropologists observations of what life is like in a particular culture. reliability Characteristic of a measure that refers to the extent to which results of the measure on one occasion are similar to results of the measure on a separate occasion. validity The truthfulness of a measure, that is, the extent to which it measures what it claims to measure. experimental research method A research method that entails assigning participants randomly to an experimental group that received a treatment and a control group that does not receive the treatment, then comparing the two groups in a posttest. experimental group In experimental research, the group that receives the treatment. control group In experimental research, the group that does not receive the treatment. interventions Programs intended to change the attitudes and/or behavior of the participants. natural experiment A situation that occurs naturally but that provides interesting scientific information to the perceptive observer. monozygotic (MZ) twins Twins with exactly the same genotype. Also known as identical twins. dizygotic (DZ) twins Twins with about half their genotype in common, the same as for other siblings. Also known as fraternal twins. correlation versus causation A correlation is a predictable relationship between two variables, such that knowing one of the variables makes it possible to predict the other. However, just because two variables are correlated does not mean that one causes the other, longitudinal study A study in which data is collected from the participants on more than one occasion. patriarchal authority Cultural belief in the absolute authority of the father over his wife and children. filial piety Confucian belief, common in many Asian societies, that children are obligated to respect, obey, and revere their parents, especially the father. caste system Hindu belief that people are born into a particular caste based on their moral and spiritual conduct in their previous life. A persons caste then determines their status in Indian society. globalization Increasing worldwide technological and economic integration, which is making different pars of the world increasingly connected and increasingly similar culturally. bicultural Having an identity that includes aspects of two different cultures. resilience Overcoming adverse environmental circumstances to achieve healthy development. culture The total pattern of a groups customs, beliefs, art, and technology; a groups common way of life, passed on from one generation to the next. the West The United States, Canada, Europe, Australia, and New Zealand; they are all developed countries, they are all representative democracies with similar kinds of governments, and they share to some extent a common cultural history; today, they are characterized by secularism, consumerism, and capitalism, to one degree or another; usually refers to the majority culture in each of the countries, but each country also has cultural groups that do not share the characteristics of the majority culture and may even be in opposition to it. developed countries Includes the countries of the West along with Eastern countries such as Japan and South Korea; all of them have highly developed economies that have passed through a period of industrialization and are now based mainly on services (such as law, banking, sales, and accounting) and information (such as computer-related companies). majority culture The culture that sets most of the norms and standards and holds most of the positions of political, economic, intellectual, and media power; in America, the mostly White, middle-class majority in American society. society A group of people who interact in the course of sharing a common geographical area; may include a variety of cultures with different customs, religions, family traditions, and economic practices; different from a culture: members of a culture share a common way of life, whereas members of this may not. traditional cultures Refers to a culture that has maintained a way of life based on stable traditions passed from one generation to the next. These cultures do not generally value change but rather place a higher value on remaining true to cultural traditions; often, they are called preindustrial, which means that they technology and economic practices typical in developed countries are not widely used. developing countries Previously traditional, preindustrial cultures that become industrialized as a consequence of globalization. socioeconomic status Often used to refer to social class, which includes educational level, income level, and occupational status. For adolescents and emerging adults, because they have not yet reached the social class they will have as adults, this is usually used in reference to their parents levels of education, income, and occupation. young people Adolescents and emerging adults together. research design The plan for when and how to collect the data for a study. cross-sectional research Research in which data are collected on a sample of people at a single point in time. national survey Research technique which utilizes both stratified sampling and random sampling on a large scale. national survey Research technique which utilizes both stratified sampling and random sampling on a large scale. puberty The changes in physiology, anatomy, and physical functioning that develop a person into a mature adult biologically and prepare the body for sexual reproduction. endocrine system A network of glands in the body. Through hormones, the glands coordinate their functioning and affect the development and functioning of the body. hormones Chemicals, released by the glands of the endocrine system, that affect the development and functioning of the body, including development during puberty. hypothalamus The master gland, located in the lower part of the brain beneath the cortex, that affects a wide range of physiological and psychological functioning and stimulates and regulates the production of hormones by other glands, including the ones involved in the initiation of puberty. gonadotropin-releasing hormone (GnRH) Hormone released by the hypothalamus that causes gonadotropins to be released by the pituitary. leptin A protein, produced by fat cells, that signals the hypothalamus to initiate the hormonal changes of puberty. pituitary gland A gland about half an inch long located at the base of the brain that released gonadotropins as part of the bodys preparation for reproduction. gonadotropins hormones (FSH and LH) that stimulate the development of gametes. follicle-stimulating hormone (FSH) Along with LH, stimulates the development of gametes and sex hormones in the ovaries and testicles. luteinizing hormone (LH) Along with FSH, stimulates the development of gametes and sex hormones in the ovaries and testicles. gametes Cells, distinctive to each sex, that are involved in reproduction (egg cells in the ovaries of the female and sperm in the testes of the male). gonads The ovaries and testicles. Also known as the sex glands. sex hormones Androgens and estrogens that cause the development of primary and secondary sex characteristics. estrogens The sex hormones that have especially high levels in females from puberty onward and are mostly responsible for female primary and secondary sex characteristics. androgens The sex hormones that have especially high levels in males from puberty onward and are mostly responsible for male primary and secondary sex characteristics. estradiol The estrogen most important in pubertal development among girls. testosterone The androgen most important in pubertal development among boys. adrenocorticotropic hormone (ACTH) The hormone that causes the adrenal glands to increase androgen production feedback look System of hormones involving the hypothalamus, the pituitary gland, and the gonads, which monitors and adjusts the levels of sex hormones. set point Optimal level of sex hormones in the body. When this point is reached, responses in the glands of the feedback loop cause the production of sex hormones to be reduced. adolescent growth spurt The rapid increase in height that takes place at the beginning of puberty. peak height velocity The point at which the adolescent growth spurt is at its maximum rate. asynchronicity Uneven growth of different parts of the body during puberty. extremities The feet, hands, and head. vital capacity The amount of air that can be exhaled after a deep breath, which increases rapidly during puberty, especially for boys. maximum oxygen uptake (VO2 max) A measure of the ability of the body to take in oxygen and transport it to various organs; peaks in the early 20s. cardiac output A measure of the quantity of blood pumped by the heart. health promotion Efforts to reduce health problems in young people through encouraging changes in the behaviors that put young people at risk. primary sex characteristics The production of eggs and sperm and the development of the sex organs. secondary sex characteristics Bodily changes of puberty not directly related to reproduction. ovum Mature egg that develops from follicle in ovaries about every 28 days. spermarche Beginning of development of sperm in boys testicles at puberty. vulva External female sex organs, including the labia majora, the labia minora, and the clitoris. labia majora Part of vulva; Latin for large lips. labia minora Part of vulva; Latin for small lips. clitoris Part of vulva in which females sexual sensations are concentrated. breast buds The first slight enlargement of the breast in girls at puberty. areola Area surrounding the nipple on the breast; enlarges at puberty. secular trend A change in the characteristics of a population over time. reaction range Term meaning that genes establish a range of possible development and environment determines where development takes place within that range. incest taboo The prohibition on sexual relations between family members. Believed to be biologically based, as children born to closely related parents are at higher risk for genetic disorders. premenstrual syndrome (PMS) The combination of behavioral, emotional, and physical symptoms that occur in some females the week before menstruation. semenarche A males first ejaculation. age-graded Organized by age, for example in schools. nature-nurture debate Debate over the relative importance of biology and the environment in human development. theory of genotype>environment effects Theory that both genetics and environment make essential contributions to human development but are difficult to unravel because our genes actually influence the kind of environment we experience. passive genotype>environment effects Situation in biological families that parents provide both genes and environment for their children, making genes and environment difficult to separate in their effects on childrens development. evocative genotype>environment effects Occur when a persons inherited characteristics evoke responses from others in the environment. active genotype>environment effects Occur when people seek out environments that correspond to their genotypic characteristics. mikveh Among Orthodox Jewish women, a ritual bath taken a week after the conclusion of the menstrual period, believed to cleanse the impurity believed to be associated with menstruation. cognitive development Changes over time in how people think, how they solve problems, and how their capacities for memory and attention change. Jean Piaget Influential Swiss developmental psychologist, best known for his theories of cognitive and moral development stage A period in which abilities are organized in a coherent, interrelated way. mental structure The organization of cognitive abilities into a single pattern, such that thinking in all aspects of life is a reflection of that structure. cognitive-developmental approach Approach to understanding cognition that emphasizes the changes that take place at different ages. maturation Process by which abilities develop through genetically based development with limited influence from the environment. schemes A mental structure for organizing and interpreting information. assimilation The cognitive process that occurs when new information is altered to fit an existing scheme. accommodation The cognitive process that occurs when a scheme is changed to adapt to new information. sensorimotor stage Cognitive stage in first 2 years of life that involves learning how to coordinate the activities of the senses with motor activities. preoperational stage Cognitive stage from ages 2 to 7 during which the child becomes capable of representing the world symbolicallyfor example, through the use of languagebut is still very limited in ability to use mental operations. concrete operations Cognitive stage from age 7 to 11 in which children learn to use mental operations but are limited to applying them to concrete, observable situations rather than hypothetical situations. mental operations Cognitive activity involving manipulating and reasoning about objects. formal operations Cognitive stage from age 11 on up in which people learn to think systematically about possibilities and hypotheses. pendulum problem Piagets classic test of formal operations, in which persons are asked to figure out what determines the speed at which a pendulum sways from side to side. hypothetical-deductive reasoning Piagets term for the process by which the formal operational thinker systematically tests possible solutions to a problem and arrives at an answer that can be defended and explained. abstract thinking Thinking in terms of symbols, ideas, and concepts. complex thinking Thinking that takes into account multiple connections and interpretations, such as in the use of metaphor, satire, and sarcasm. metacognition The capacity for thinking about thinking that allows adolescents and adults to reason about their thought processes and monitor them. individual differences Approach to research that focuses on how individuals differ within a group, for example, in performance on IQ tests. postformal thinking Type of thinking beyond formal operations, involving greater awareness of the complexity of real-life situations, such as the use of pragmatism and reflective judgment. pragmatism Type of thinking that involves adapting logical thinking to the practical constraints of real-life situations. dialectical thought Type of thinking that develops in emerging adulthood, involving a growing awareness that most problems do not have a single solution and that problems must often be addressed with crucial pieces of information missing. reflective judgment The capacity to evaluate the accuracy and logical coherence of evidence and arguments. dualistic thinking Cognitive tendency to see situations and issues in polarized, absolute, black-and-white terms. multiple thinking Cognitive approach entailing recognition that there is more than one legitimate view of things and that it can be difficult to justify one position as the true or accurate one. relativism Cognitive ability to recognize the legitimacy of competing points of view but also compare the relative merits of competing views. commitment Cognitive status in which persons commit themselves to certain points of view they believe to be the most valid while at the same time being open to reevaluating their views if new evidence is presented to them. information-processing approach An approach to understanding cognition that seeks to delineate the steps involved in the thinking process and how each step is connected to the next. discontinuous A view of development as taking place in stages that are distinct from one another rather than as one gradual, continuous process. continuous A view of development as a gradual, steady process rather than as taking place in distinct stages. componential approach Description of the information-processing approach to cognition, indicating that it involves breaking down the thinking process into its various components. selective attention The ability to focus on relevant information while screening out information that is irrelevant. divided attention The ability to focus on more than one task at a time. short-term memory Memory for information that is the current focus of attention. long-term memory Memory for information that is committed to long-term storage, so that it can be drawn upon after a period when attention has not been focused on it. working memory An aspect of short-term memory that refers to where information is stored as it is comprehended and analyzed. mnemonic devices Memory strategies. automaticity Degree of cognitive effort a person needs to devote to processing a given set of information. reductionism Breaking up a phenomenon into separate parts to such an extent that the meaning and coherence of the phenomenon as a whole becomes lost. critical thinking Thinking that involves not merely memorizing information but analyzing it, making judgments about what it means, relating it to other information, and considering ways in which it might be valid or invalid. behavioral decision theory Theory of decision making that describes the decision-making process as including (1) identifying the range of possible choices; (2) identifying the consequences that would result from each choice; (3) evaluating the desirability of each consequence; (4) assessing the likelihood of each consequence; and (5) integrating this information. organizational core Term applied especially to cognitive development, meaning that cognitive development affects all areas of thinking, no matter what the topic. social cognition How people think about other people, social relationships, and social institutions perspective taking The ability to understand the thoughts and feelings of others. mutual perspective taking Stage of perspective taking, often found in early adolescence, in which persons understand that their perspective-taking interactions with others are mutual, in the sense that each side realizes that the other can take their perspective. social and conventional system perspective taking Realizing that the social perspectives of self and others are influenced not just by their interaction with each other but by their roles in the larger society. prosocial Promoting the well-being of others. theory of mind The ability to attribute mental states to ones self and others, including beliefs, thoughts, and feelings. adolescent egocentrism Type of egocentrism in which adolescents have difficulty distinguishing their thinking about their own thoughts from their thinking about the thoughts of others. imaginary audience Belief that others are acutely aware of and attentive to ones appearance and behavior. personal fable A belief in ones personal uniqueness, often including a sense of invulnerability to the consequences of taking risks. optimistic bias The tendency to assume that accidents, diseases, and other misfortunes are more likely to happen to other people than to ones self. psychometric approach Attempt to understand human cognition by evaluating cognitive abilities using intelligence tests Alfred Binet French psychologist who developed the first intelligence test in the early 20th century, which later became known as the Stanford-Binet. Stanford-Binet Widely used IQ test developed by Alfred Binet and revised by scholars at Stanford University intelligence quotient A measure of a persons intellectual abilities based on a standardized test. Wechsler Intelligence Scale for Children (WISC-IV) Intelligence test for children ages 6 to 16, with six Verbal and five Performance subtests. Wechsler Adult Intelligence Scale (WAIS-IV) Intelligence test for persons ages 16 and up, with six Verbal and five Performance subtests. Verbal subtests In the Wechsler IQ tests, subtests that examine verbal abilities Performance subtests In the Wechsler IQ tests, subtests that examine abilities for attention, spatial perception, and speed of processing. relative performance In IQ tests, performance results compared to those of other persons of the same age. absolute performance In IQ tests, performance results compared to those of other persons, regardless of age. age norms Technique for developing a psychological test, in which a typical score for each age is established by testing a large random sample of people from a variety of geographical areas and social class backgrounds. median In a distribution of scores, the point at which half of the population scores above and half below. test-retest reliability Type of reliability that examines whether or not persons scores on one occasion are similar to their scores on another occasion. fluid intelligence Mental abilities that involve speed of analyzing, processing, and reacting to information. crystallized intelligence Accumulated knowledge and enhanced judgment based on experience. predictive validity In longitudinal research, the ability of a variable at Time 1 to predict the outcome of a variable at Time 2. transracial adoption The adoption of children of one race by parents of a different race. theory of multiple intelligences Howard Gardners theory that there are eight separate types of intelligence. fMRI A technique for measuring brain functioning during an ongoing activity. PET scans A technique for assessing ongoing brain functioning, in which a chemical that emits positrons is injected into the body, and detectors measure their activity levels in various parts of the brain. synapse The point of transmission between two nerve cells. neurons Cells of the nervous system, including the brain. overproduction or exuberance A rapid increase in the production of synaptic connections in the brain. gray matter The outer layer of the brain, where most of the growth in brain cells occurs during overproduction in adolescence. frontal lobes The part of the brain immediately behind the forehead. Known to be involved in higher brain functions such as planning ahead and analyzing complex problems. synaptic pruning Following overproduction, the process by which the number of synapses in the brain are reduced, making brain functioning faster and more efficient but less flexible. myelination Process by which myelin, a blanket of fat wrapped around the main part of the neuron, grows. Myelin serves the function of keeping the brains electrical signals on one path and increasing their speed. cerebellum A structure in the lower brain, well beneath the cortex, long thought to be involved only in basic functions such as movement, now known to be important for many higher functions as well, such as mathematics, music, decision making, and social skills. Vygotsky Russian psychologist who emphasized the cultural basis of cognitive development. zone of proximal development The gap between how competently a person performs a task alone and when guided by an adule or more competent peer. scaffolding The degree of assistance provided to the learner in the zone of proximal development, gradually decreasing as the learners skills develop. guided participation The teaching interaction between two people (often an adult and a child or adolescent) as they participate in a culturally valued activity. cultural psychology Approach to human psychology emphasizing that psychological functioning cannot be separated from the culture in which it takes place. cultural beliefs The predominant beliefs in a culture about right and wrong, what is most important in life, and how life should be lived. May also include beliefs about where and how life originated and what happens after death. symbolic inheritance The set of ideas and understandings, both implicit and explicit, about persons, society, nature, and divinity that serve as a guide to life in a particular culture. It is expressed symbolically through stories, songs, rituals, sacred objects, and sacred places. roles Defined social positions in a culture, containing specifications of behavior, status, and relations with others. Examples include gender, age, and social class. gender roles Cultural beliefs about the kinds of work, appearance, and other aspects of behavior that distinguish women from men. socialization The process by which people acquire the behaviors and beliefs of the culture in which they live. self-regulation The capacity for exercising self-control in order to restrain ones impulses and comply with social norms. role preparation An outcome of socialization that includes preparation for occupational roles, gender roles, and roles in institutions such as marriage and parenthood. Bat Mitzvah Jewish religious ritual for girls at age 13 that signifies the adolescents new responsibilities with respect to Jewish beliefs. Bar Mitzvah Jewish religious ritual for boys at age 13 that signifies the adolescents new responsibilities with respect to Jewish beliefs. sources of meaning The ideas and beliefs that people learn as a part of socialization, indicating what is important, what is to be values, what is to be lived for, and how to explain and offer consolation for the individuals mortality. interdependent self A conception of the self typically found in collectivistic cultures, in which the self is seen as defined by roles and relationships within the group. independent self A conception of the self typically found in individualistic cultures, in which the self is seen as existing independently of relations with others, with an emphasis on independence, individual freedoms, and individual achievements. broad socialization The process by which persons in an individualistic culture come to learn individualism, including values of individual uniqueness, independence, and self-expression. narrow socialization The process by which persons in a collectivistic culture come to learn collectivism, including values of obedience and conformity. custom complex A customary practice and the beliefs, values, sanctions, rules, motives, and satisfactions associated with it; that is, a normative practice in a culture and the cultural beliefs that provide the basis for that practice. ontogenetic Something that occurs naturally in the course of development as part of normal maturation; that is, it is driven by innate processes rather than by environmental stimulation or a specific cultural practice. first-generation families The status of persons who were born in one country and then immigrated to another. second-generation families The status of persons who were born in the country they currently reside in but whose parents were born in a different country. secular Based on nonreligious beliefs and values. social desirability The tendency for people participating in social science studies to report their behavior as they believe it would be approved by others rather than as it actually occurred. poetic-conventional faith Fowlers term for the stage of faith development most typical of early adolescence, in which people become more aware of the symbolism used in their faith and religious understanding becomes more complex in the sense hat early adolescents increasingly believe that there is more than one way of knowing the truth. individuating-reflective faith Fowlers term for the stage of faith most typical of late adolescence and emerging adulthood, in which people rely less on what their parents believed and develop a more individualized faith based on questioning their beliefs and incorporating their personal experience into their beliefs. heteronomous morality Piagets term for the period of moral development from about ages 4 to about 7, in which moral rules are viewed as having a sacred, fixed quality, handed down from figures of authority and alterable only by them. autonomous morality Piagets term for the period of moral development from about ages 10 to 12, involving a growing realization that moral rules are social conventions that can be changed if people decide they should be changed. preconventional reasoning In Kohlbergs theory of moral development, the level in which moral reasoning is based on perceptions of the likelihood of external rewards and punishments. conventional reasoning In Kohlbergs theory of moral development, the level of moral reasoning in which the person advocates the value of conforming to the moral expectations of others. What is right is whatever agrees with the rules established by tradition and by authorities. postconventional reasoning In Kohlbergs theory of moral development, the level in which moral reasoning is based on the individuals own independent judgments rather than on egocentric considerations or considerations of what others view as wrong or right. justice orientation A type of moral orientation that places a premium on abstract principles of justice, equality, and fairness. care orientation Gilligans term for the type of moral orientation that involves focusing on relationships with others as the basis for moral reasoning. worldview A set of cultural beliefs that explain what it means to be human, how human relations should be conducted, and how human problems should be addressed.

Nuclear Power Assignment Example | Topics and Well Written Essays - 500 words - 1

Nuclear Power - Assignment Example to Cravens and Rhodes (2008), developing nuclear power will lead to low cost of power because uranium, which is the key raw material of nuclear energy does not commonly experience frequent price fluctuations as compared to other fossil fuels. Secondly, nuclear power does not witness frequent interruptions as compared to hydroelectric power and Mahaffey (2011), further stated that it could run for more than 700 days uninterrupted. Thirdly, developing nuclear energy leads to less environmental pollution because they have a minimal emission of greenhouse gases. According to Cravens and Rhodes (2008), the main disadvantages of developing nuclear power stems from safety concerns that are attributed to the raw materials used in the development process and even the waste or by products that originate from nuclear power plants. For example Cravens and Rhodes (2008), stated that uranium that is used in developing nuclear energy is unstable and therefore its mining , transportation, and even transformation is a dangerous process of which in case of an accident the consequences can be grave. Secondly, the waste products that result from nuclear energy development are usually radioactive and hence if they find their way to the surrounding environment they can pose serious dangers to the health of the people, animals, and plants. Thirdly, in case of an accident at a nuclear power plant the consequences are usually grave and they can last for many years. According to Mahaffey (2011), the 1986 Chernobyl nuclear disaster is one of the worst nuclear disasters in the World’s history, which was caused by a fire explosion at the nuclear power plant that lead to deaths, injuries, and the emissions of large quantities of radioactive particles that spread wide across the region. The disaster is still fresh in the minds of many since its effects are still evident up to date because of various cancer cases and deformities that are attributed to the 20th century accident. Mahaffey

Is pluralism of philosophical assumptions in managment research a Essay

Is pluralism of philosophical assumptions in managment research a cause for concern or celebration Explain your answer and disc - Essay Example This report is a discussion about management research, about its techniques and practices mostly adapted by managerial researchers. The objective here is to find the relationship between pluralism and management research, which is one philosophical approach adapted in most of the managerial researches. The aim is to test the argument that whether â€Å"pluralism is a cause of concern or celebration in the practice of management research, as one effectively adapted approach in the practice†. What is Management Research? Management research can be defined as a practice, which managers adapt to acquire knowledge and information. This practice is to meet the requirements set by managers, which are mostly of acquiring knowledge that is most needed in a particular organization (Brooks, 2002). It can be intellectual knowledge, knowledge related to managers’ skills, or knowledge to grow organization’s equity, which managers generally acquire by means of management resear ch. Moreover, managers conduct management research to understand the internal functions, operations, and structure of a particular organization. ... Philosophical Assumptions of Pluralism in Management Research According to the contemporary literature, pluralism is a philosophical school of thought that is composed of four different elements - diversity, understanding, commitment and dialogue. These elements are basically philosophical assumptions of pluralism, which describes pluralism as a state of multiplicity (Werner, 2002). Multiplicity of thoughts, of ideas, rationales, and decisions all come in the pluralist school of thought. Generally when managers adapt pluralism in management research, they are inevitably engaged with diversity and multiplicity (Werner, 2002). Accepting diversity as a culture in pluralism, managers have to be tolerant and have to show patience to go across the lines to build understanding in their relationships. Understanding and commitment are two essential features of pluralism, and are most challenging to managers as they test the leadership, the gratitude and personality qualities of managers durin g management research (Johnson & Duberley, 2000). Pluralism motivates managers on collective decision-making and for which managers have to bring a cross-integral dialogue with their peers to bring collective decisions. Collective opinions and views are of major importance in pluralism (Pettigrew, 2001). Encounter of commitments have to be shown by managers on their decisions, as strong commitment is one rule and a promise in pluralism. Actually, it is test of collective wisdom which pluralism sets out for all managers involved in a management research activity (Sheffield, 2009). At the initial level, all managers find pluralism a difficult approach to adopt in management research, but when fruits of