Straight forward novel about rape

Straight forward novel about rape Discuss the role of supernatural and mythical elements in the representation of childhood in Sylvie Germains LEnfant Mà ©duse. Sylvie Germain could have written a straight forward novel about rape, incest and neglect, but Enfant Mà ©duse is more profound .The novel intertwines magical realism, supernatural and mythical elements which help us understandthe main character Lucie and her childhood. In this novel we find multiple mythological and biblical sources ranging from the Ogre, Eurydice, the Medusa as well as the themes of Vengeance and Redemption from the Old and New Testaments respectively .We aim to discuss the role of these various elements and how it influences the depictions of childhood within this novel. The main character of the story is Lucie Daubignà ©, a little girl who lives a contented childhood in a quiet and rural village of Berry near swamps where magicals creatures lurk in the shadows. This is remisniscent of George Sands novels set during the nineteenth century in the same area where forests and swamps of Berry are linked to traditional beliefs and even sorcery. ()() However this idyllic life stops when the ogre of fairy tales appears, rapes and kills two young girls within the village. Lucie herself is the third rape victim of the Ogre, her step brother Ferdinand. He repeatedly abuses her destroying her innocence and happiness. When Lucie is raped by Ferdinand she erects a mental barrier to shield and distance herself from the brutal truth. Lucie , dont lunique lecture à ©tait celle des contes et des là ©gendes p29 immerges herself within a world of fairy tales. She transforms Ferdinand into the brutal ogre, a common childhood nightmare for all small children. Another element from fairy tales is the presence of Lucies mother, Aloise Daubignà ©. She is Lucies natural mother, but she has all the attributes of the wicked stepmother: a child from a first marriage whom she adores Ferdinand à ©legance , la mà ªme beautà © et cette blondeur rare,, ces cheveux soyeux ornà ©s de boucles dange p80 as well as an attitude and comments that are both unfeeling Voix impà ©rieuse celle qui scande les journà ©es de Lucie, du saut du lit jusquau coucher..la voix de lordre, la voix des ordres p 39 and cruel Tu tamuses à   me ridiculiser tu me fais honte avec ta maigreur de squelette p96 Fairy Tales are written about normal people the child can identify with. They have been used over the centuries to teach important lessons and give moral values. The children themselves use these stories to cope with difficult emotions and anxieties. Bruno Bettelheim explains in one of his books Uses of Enchantment: The Meaning and Importance of Fairy Tales ( ) that fairy tales help children make sense of what happens in their life. The simplicity of the situations and the duality of the characters (good / evil, hero/villain) give the child a way of expressing thoughts or feelings that were repressed in real life. They help the child to understand the adult world. The inevitable happy end gives the child the hope that his problems and pains will end and and that he will conquer all. This cannot be dissociated from myths which show that with efforts we often triumph over lifes trials. This is mentionned by Franà §ois Dolto in her book : La cause des enfants Where as fairy tales deal with emotions, myths speak of great actions, victories and supernatural events. The first myth in LEnfant Mà ©duse is a cosmic event: The Eclipse. Many mythologies have integrated eclipses as a sign of things to come. Les humains sont craintifs. Ils brulent de savoir et seffraient davantage p17 The first eclipse foreshadows the rape of Lucie by the Ogre; Lucie is abused by her brother and her childhood has ended. What should have been a happy childhood is destroyed. Her childhood is returned during the artificial eclipse created by Lou Fà ©s postcard. Sur la table il y a la carte postale, tache blonde sur le bois sombre. (.) Elle se penche vers limage. Et son enfance aussi se penche. p280 The next theme is the myth of Eurydice and the underworld symbolising evil and revenge which Sylvie Germain places opposite the sky symbolising innocence and purity. In the beginning, Lucie has a friend Lou Fà © a future astronomer and great admirer of the stars (Le petit prince des à ©toiles) p21 and later on she is alone. Elle ira seule desormais dans les matins de Septembre. Lou Fà © sera en pension. p71 Like Eurydice who descended into the Underworld, Lucie descends into the swamps. She feels closer to the creatures of the underworld, toads , salamanders and snakes than to humans. Elle avait renià © tous les astres. .. Elle ne dà ©sirait plus que senfoncer dans la terre, creuser dessous la terre A very slow process changes Lucie from a beautiful little child into an unlikable, ugly girl. This is an attempt on her part to stop the abuse, to reclaim her own body defiled by Ferdinand who is always stronger always more powerful than her. The strength of the ogre as an evil character leads Lucie to become an even worse and far more malevolent entity: The Medusa. The Ogre can inflict physical pain, however the Medusa eventually petrifies its victims killing just by looking at them. Lucie is beaten by grief and shame (son regard, il a couvà © au feu de la honte et de la peur longtemps) p 117, but she slowly becomes consumed by hatred pour fourbir en secret son regard de haine et de vengeance p145.The myth of The Medusa is used to describe Lucie who is a helpless child. She has suffered so much that she has transformed herself into a Gorgon, an ugly creature which turns to stone those who dare look at her. When Ferdinand falls over in a drunken state and knocks himself out, Lucie uses this opportunity and for once goes to him instead of him always coming to her. Once she finally reaches him, Lucie only stares at him. Cest un regard qui siffle, et grince, et saigne, et qui verse sur lui les larmes des enfants quil a jetà ©es en terre. .. Un regard de Mà ©duse. p 145. Lucie lives in a world full of magic and like every child she has the feeling that she can make her dreams come true. Her dream is linked to her hatred of Ferdinand, the Ogre. She does not need to cause the Ogre any physical harm as she is the Medusa, her stare will do the deed. Lucie knows what her brother is capable of; he is a rapist and a killer. She is judge and jury. We see the influence of her religious education. The God of the old Testament is a God of revenge and she is his disciple, an avenging angel. Et soudain illuminà ©e par sa haine pour le frà ¨re, Lucie se prà ©pare pour accomplir son oeuvre de vengeance son oeuvre de justice p110 . While she stares at her brother lying on the ground in the garden, Lucie wants him to remember his evil actions. She pins the pictures of the two girls he has raped and killed where he can see them Elle pique une à ©pingle en haut de chaque photo puis avec prà ©caution se penche vers les tomates et y plante les photos p115 and just stares at him Le regard seul est en jeu- un regard fou à ©changà © en miroirla violence de ce regard immense et fixe. 116 Many years later, Lucie receives a post card from her friend Lou Fà © Elle se penche vers limage Et son enfance aussi se penche. p280 . She can look back at her childhood and from then on starts her resurrection, an influence of the New Testament. Une seconde enfance vient de naitre en Lucie p 280. She can cry once again une enfance aux yeux non plus brulà ©s de larmes contenues, mais embuà © de douceur comme au sortir dun songe The child is no longer locked and Lucie can start living. Had it not been for the supernatural and mythical elements in the novel, Sylvie Germains LEnfant Mà ©duse would have been a simple novel about the sufferings of a young girl. However Sylvie Germain has turned the basic story line of LEnfant Mà ©duse into a very profound and meaningful literary work involving age old myths and fairy tales like Euridyce, the Medusa, and the Ogre as well as the Bible.

Racism in Schools Essay

Some people seem to think racism in schools died out a long time ago. This statement couldn’t be more wrong. Racism in the learning environment is more evident than ever, and it needs to be stopped because it affects the way students learn and their success. There are many stories and incidents where discrimination has occurred and the effects they have had on students. Take the art teacher from Chicago for example. During class one day, some students spilled paint on the teacher’s jacket. She became very angry and said,†? all Mexicans are criminals, and you were born to scrub floors† The teacher was rightfully fired from her job. It was decided by the Board of Education in Chicago that all the teachers will need to undergo â€Å"sensitivity training†. They don’t need to learn how to be sensitive, what teachers need to know is to accept everyone as equal. There can be no discrimination in schools because is disrupts the learning environment. There are many stories and accounts of racism in schools against African Americans. They range from the little things such as telling the black boy to throw out his gum but let the white boy chew it, to moving all the black kids to the back of the class. There is one story about a white male teacher who called a black student â€Å"nigger†. The boy was walking into the English class one day, and the teacher told him to â€Å"sit down nigga! † The teacher claims that because he hears the students calling each other that casually in the hallways all the time, it gives him a right to also use the word. He says he used the term â€Å"nigga† instead of â€Å"nigger† because they are two completely different words and he would never use â€Å"nigger† against someone. Consequently, the teacher was fired for racial discrimination. The racism that teachers put onto their students causes low expectations from black kids. Because they have had so many negative experiences in school, they lack the motivation and confidence to do well. It was found in a review of research about teacher expectations that teachers hold more negative attitudes about black students’ ability, language, behavior and potential, than they do of white students’. There are reports of black students scoring lower in reading assessments than white students. This could be the cause of black students not trying because they are not confident in themselves. It was also found that black kids receive more severe punishments than white kids for the same offense, and they are more likely to be suspended from schools. There are also accounts of minority parents feeling that they have had less positive experience while visiting their kids’ schools than white parents. There are reports from the minority parents about the discipline problems. Black students do not expect to succeed in the educational world because how can one enjoy it when their whole lives they have been identified as unworthy and incapable. Kids need to be taught about racism and how to avoid discrimination so they do not develop any bias thought about people as they grow up. Some schools are even trying to make racism and cultural diversity part of their curriculum. There is a lot of ignorance surrounding African Americans, Asians, and students of other nationalities and kids need to learn and accept all people. Introducing students to the different cultures that are out there can help them learn better and perform better in school. They would not worry about students getting hurt and would all have the same opportunities. Students would not be concerned with disappointing teachers or receiving punishments that are not appropriate. There are countless accounts of racism occurring in schools all around the country and the world against students and also against teachers. Alison Moore, a black teacher in London, was attacked and knocked unconscious by three white students while leaving her school last year. There is always going to prejudice people present in schools, but there are ways to work around it to help benefit the education of the students. Racism deeply affects the way students learn and how they will see themselves for the rest of their lives. A student’s teacher is one of the most important adult figures in one’s life, and if there are problems in that relationship then there will be problems forever, and no child needs that in their life.

East Asian Economic Miracle

During 1960 to 1990, East Asia experienced a huge transformation in its economic development which is now widely referred to as the East Asian economic miracle. This was largely a result of the growth of eight economies known as the high-performing Asian economies, hereinafter HPAEs. These comprised Japan, Hong Kong, the Republic of Korea, Singapore and Taiwan, and the three newly industrialised economies (NIEs) which were Indonesia, Malaysia and Thailand. Prior to the 1960s, tensions between the regional powers were relatively high, which was evidently the result of several major events including the Sino-Japanese war, the wars between Japan and Russia and Japan and Korea and the invasion and colonisation of certain regions. After 1960, however, a radical adjustment in the interactions between these regional powers developed, arguably as a result of the creation of organisations such as the Association of Southeast Asian Nations (ASEAN) in 1967. This illustrates a significant relaxation of tensions which effectively promoted economic, social and cultural co-operation between the member states. 1] Nevertheless, the extent to which such tensions have diminished is questionable, especially in light of the effects of both the Cold War and the Korean and Vietnamese wars. In order to develop a valuable analysis which documents the political implications of the East Asian economic miracle, it is first necessary to briefly outline the precedi ng tensions which existed in order to measure the extent to which tensions subsequently relaxed. Prior to 1960, relations between China and Japan were undoubtedly hostile. In 1964, China fought Japan in the Sino-Japanese war over the control of Korea which resulted in the Japanese acquisition of Taiwan and the Liaodong province and the independence of Korea. In 1931 Japan had invaded Manchuria and was in occupation of this area by 1933. During this period atrocities such as the Nanking Massacre took place which exacerbated tensions between Japan and China. In 1905 Japan and Russia were at war, and in 1910 Japan had colonised Korea which significantly contributed to regional tensions in East Asia. Nevertheless, in the post-World War II era, most of the colonised egions in East Asia had become independent which arguably created the conditions for regional cooperation. However, when East Asia became engulfed in the Cold War, further tensions emerged between China and Japan. In addition, this also resulted in the creation of North and South Korea, and the Vietnamese civil war. Thus, these major events resulted in hostile tensions between the East Asian reg ional powers, which are arguably still visible today. During the 1940s, relations between Japan and other East Asian regions appeared to deteriorate, particularly as a result of the Japanese creation of the East Asia Co-Prosperity Sphere. Arguably, this seemed to enhance relations in East Asia by unifying the region and marking ‘the end of European control. ’[2] However, this was not a universally held opinion as many regarded this as political propaganda which served merely to disguise Japanese aggression and its underlying agenda for imperial domination[3]. It seems that it was not until the 1960s that relations between Japan and the South East Asian regions began to improve. Thus, the period between 1965 and 1975 ‘saw the maturing of Japan’s own economic position and the beginning of Japan’s large scale investment in the region. [4] Arguably, Japan realised the need for co-operation with the South-East Asian regions in order to take advantage of crucial raw materials such as rubber and oil. Consequently, Asia became the largest recipient of Japan’s manufacturing investment which resulted in large economic development in the South-East. Throughout this time of development, Sou th-East Asia introduced many tariffs and inducements in order to encourage domestic industrialisation and enhance relations throughout Asia. This large scale investment not only initiated rapid economic development, but it also highlighted the necessity of shared growth across the East Asian regions. As a result, east Asian leaders formally established the principle of shared growth, declaring that if the economy expanded all groups would benefit[5]. However, in light of the numerous stages involved in implementing such policies, serious coordination problems emerged. For example, it was first necessary for all the leaders to get initial support from economic elites and then to persuade them that it was necessary to share the benefits of his growth with the poor and middle classes. Secondly, it was essential to get the co-operation of the poor and middle classes by demonstrating how they would benefit from this growth. This was seen in Korea and Taiwan where comprehensive land reform was carried out, in Indonesia where rice and fertiliser price policies were used to raise rural incomes, in Malaysia where wealth sharing po licies were introduced, and in Hong Kong and Singapore where huge public housing programs were implemented. [6] Nevertheless, during this establishment of shared growth in East Asia the relations between the South-East regions continued to improve, and in 1967 the Association of Southeast Asian Nations (ASEAN) was created. Its founding members were Indonesia, Thailand, the Philippines, Singapore and Malaysia. After 1995, Vietnam, Laos, Myanmar and Cambodia also joined. ASEAN’s initial objectives can be summarised as follows: to ‘alleviate intra-ASEAN tensions, to reduce the regional influence of external actors, and to promote the socioeconomic development of its member states as a further hedge against Communist insurgency. [7] It is important to note that its creation had followed recent hostile relations between the South-East Asian powers, partly as a result of Indonesia’s confrontation with the new state of Malaysia, and the Philippines’ claim over the Malaysian state of Sabah. [8] Therefore it was an important step forward in the co-operation of these regional powers in which shared development could be promoted. In 1976, ASEAN adopted the Treaty of Amity and Cooperation (TAC) which called for ‘signatories to commit to â€Å"non-interference in the internal affairs of one another†, a â€Å"renunciation of the threat or use of force† and the settlement of disputes by â€Å"peaceful means†. ’[9] The signing of the TAC was a major attempt in further uniting the South East Asian regions and establishing an effective agenda for the political development of the ASEAN countries. Thus, it effectively created additional foundations for the cooperation in the economical development of the ASEAN region. In 1977, the Agreement on ASEAN Preferential Trading Arrangements (PTA) was signed in a bid to promote intra- ASEAN trading. Therefore, the PTA prescribed the use of a range of preferential tariffs, export credit support using preferential interest rates and long term quantity contracts. Nevertheless, the extent to which this agreement was effective is questionable. For example, it seems that some of the product groups that received preferential treatment often had little importance as imports. [10] As a result, it was agreed that the â€Å"ASEAN content requirement† should be reduced in order to allow preference margins to be increased. Furthermore, it was thought this would encourage negotiation of the reduction of non-tariff measures between ASEAN countries. [11] This resulted in three agreements[12] in which the primary objective was to boost the industrial cooperation between ASEAN countries. Subsequently, the TAC and other intra-ASEAN trading initiatives seemed to reduce tensions between the South-East regions, although it should be noted that intra-ASEAN trading accounted for only a small percentage of total ASEAN trade as most countries relied heavily on the export of primary goods to Japan and the USA. In addition, as trade became increasingly competitive it appears that trade relations also became more aggressive and hostile. However, it has been suggested that in the early development of the ASEAN, it ‘deliberately deemphasised the goals of political and military collaboration’[13] in order to avoid exacerbating opposition from communist led countries such as China. Consequently, many East Asia regions came to recognise that a market friendly strategy would be an effective way of enhancing the strength of their economies whereby governments would provide adequate investments in people. Furthermore, this would result in a competitive climate for private enterprise, allow the economy to remain open for international trade and maintain a stable macroeconomy. [14] Many of these policies were implemented in east Asian regions in order to promote economic development at a successful rate, combined with selective intervention in order to guide private-sector resource allocation. This created a competitive environment with the benefits of co-operation between the government and private sector. 15] In 1992 ASEAN leaders endorsed the idea of an ASEAN free trade area (AFTA) which would gradually lift the tariffs for manufactured goods produced by these members in order to enhance ASEAN economic cooperation. The AFTA would remove barriers to trade and investment and therefore also present an incentive for foreign investment. However, the AFTA did not fully achieve its objectives due to pre-existing low tariffs, and therefore only very few intra-ASEAN traders took advantage of the reduced tariffs. [16] Consequently, it seems that there were only minor noticeable improvements in relations in the ASEAN. However, in Northeast Asia, Japan, South Korea, Taiwan and the People’s Republic of China there was a massive economic development during the ‘East Asian Economic Miracle’ period. By the 1960s many regarded Japan as having a relatively mature industrialised economy in comparison with other East Asian countries. [17] During the 1950s and 1960s the idea emerged that Japan should use the flying geese model to support other Asian countries in their development. As a result, other regions would be able to replicate Japan’s developmental experience and adapt it to their own regions. For example, manufacturing with lower skill rates were transferred from Japan and invested into lower performing economies. Thus, by utilising Japan’s economic development experiences, combined with the major Japanese investment in other East Asian regions, the basis for regional economic cooperation was created. Prior to the development experienced by South Korea and Taiwan, both countries had possessed high trade deficits. It was only with the combination of heavy investment from Japan and aid received from the U. S. that they were able to offset these trade deficits and sustain high levels of investment. 18] This was achieved partly as a result of the South Korean and Taiwanese governments engaging in import substitution, which meant that instead of relying on importing nondurable consumer goods, they manufactured these products domestically. This was a highly successful strategy, and in order to further develop their market economies they switched to an export orientated s trategy following Japan’s example. This success has been shared with other export orientated economies which have achieved higher rates of growth in comparison to those countries that have pursued an import substitution strategy. Thus, despite the fact that tensions may have initially increased as a result of competitive economic relationships between Japan, South Korea and Taiwan, arguably the result has been a significant relaxation of regional tensions. In addition, powerful government agencies have also been instrumental in determining the tone of regional relations, as is evident from an analysis of policies implemented by South Korea’s Economic Planning Board, Taiwan’s council for Economic Planning and Development, Taiwan’s and South Korea’s model agency and Japan’s Ministry of International Trade and Industry (MITI). The MITI have many useful policy tools, including the power to screen foreign investment and regulate foreign exchange. Their main objective was to maintain national independence in industries such as energy, steel, computer and telecommunications, etc. whereby they attempted to guide firms towards what was termed ‘sunrise’ industries which included electronics and information systems. Thus, Japanese firms were encouraged to improve their technological capabilities and relocate industries where national competitiveness was declining, such as in Taiwan and South Korea. These industries tended to have high labour intensity, therefore by transferring these industries Japan was able to avoid increasing labour costs. Throughout this period of development Japan also provided Taiwan and South Korea with some of the necessary machinery and components which was essential for their industrialisation. Consequently, South Korea was recognised as the most successful of the East Asian regions, and in 1996 South Korea was ranked as the twelfth largest economy in the world. 19] Taiwan has also experienced remarkable success in terms of the growth of its economy and has achieved a decrease in inequality of income. The ratio of incomes between the top twenty percent of households to those of the lowest twenty percent was estimated to be 20. 47 in 1953 which subsequently decreased to 5. 33 in 1964 where this figure has remained stable since, and has only risen slightly over time. [20] Both of these economies have experienced successful development in implementing th e same growth strategies seen in Japan. With the effective use of foreign investments, improved technologies, government policies and agencies, South Korea and Taiwan have advanced their economies and become major competitors in the global economy. Thus, as a result of the aid and guidance received from Japan, relations between these regions have undoubtedly improved. Throughout the ‘economic miracle’ many of the East Asian regions received foreign investment from the U. S. and Japan. Western investment was viewed y some as part of a wider effort to build opposition against the communist-led countries within East Asia, such as the People’s Republic of China (PRC). Therefore the PRC sought investment from other countries with similar political ideology, such as the Soviet Union who were able to provide loans, technology and advisors in order for the PRC to improve its communication infrastructure and heavy industrial foundation. [21] Nonetheless, by the late 1970s the PRC had not achieved its initial goa ls and its economy was unstable. In the early 1980s the PRC government changed its strategy in order to achieve economic development by liberalising the economy. Therefore, the government began deemphasising the need for central planning and encouraging local initiatives, and later began to follow the models set by the East Asian regions that had already shown significant development. Consequently, the PRC opened its economy to foreign investment, technology and trade which ultimately strengthened its economic performance. Before the 1980s, relations between the PRC and other East Asian nations had been hostile, particularly as a result of their conflicting political ideologies. It may be argued, however, that after this boost in its economical development, relations between the PRC and other East Asian regions began to relax as a result of the increase in the cooperation of these regions. Nevertheless, some commentators argue that the PRC increased tensions as a result of its economic growth which encouraged competitive relations. Similarly, some security study texts indicate that the strengthening of the PRC resulted in moves to convert its economic power into political-military power. [22] Thus, it is questionable whether the development of the PRC’s economy merely exacerbated tensions with other East Asian regions in light of a perceived military threat. After the East Asian economic miracle, the introduction of ASEAN plus three (APT) has been recognised as significantly increasing regionalism within East Asia. Although not an official organisation, it is a basic framework for East Asian cooperation which has enabled the integration of the East Asian regions whereby the policy of mutual dependence is prioritised. Furthermore, after the Asian financial crisis in 1997, it seems that there have been further calls for the enhancement of East Asian cooperation which subsequently led to recent suggestions for the establishment of an East Asian Free Trade Area (EAFTA). However, it should be stressed that the creation of such an agreement will be difficult to achieve unless further policies can be implemented to support such a move, for example, an increase in sub regional agreements and bilateral FTAs. [23] However, it should also be noted that in 2001 it was announced that ASEAN and China would establish their own FTA before 2010 which suggests that the prospects of an EAFTA being established are not altogether slim. Thus, it is evident that there have been dramatic improvements in East Asian relations as a result of the increased economic cooperation. Nevertheless, as the APT group consists of both advanced market economies and less developed economies many tensions continue to exist which is arguably compounded by the existence of the conflicting political ideologies in countries such as the PRC and Vietnam. Nevertheless, it is undeniable that the East Asian Economic Miracle has transformed East Asia’s economies whereby many East Asian countries have now confirmed their position as major contenders in the global market. Throughout this period the HPAEs have grown at a faster rate than most other developing countries in the world. This has been a result of numerous factors, but in particular it seems that this success is largely attributable to the regionalism that has occurred across East Asia. It seems that relations between the East Asian regions have rapidly developed, especially as ‘those countries that have adopted a â€Å"trading strategy† have tended to outperform others that have given primacy to the ideas of military assertiveness and territorial control. [24] Thus, in order to compete in an increasingly global environment, it has proved to be essential to minimise military conflicts and establish trade relationships that will benefit the region as a whole. Many of the HPAEs have taken note of Japan’s developmental example, and accordingly, each have similar economic characteristics. Arguably, this has been instrumental in enabling organisations such as the ASEAN to emer ge, as well as encouraging the implementation of many major policies which have enhanced intra trade relations. Nonetheless, a deeper level of analysis reveals that major tensions continue to exist within East Asia, such as the North Korean threat, Japanese tensions with its neighbours and disputes between China and South Korea regarding historical legacies. Nevertheless, it seems that the cooperation and shared development which has resulted from the East Asian economic miracle has, at the very least, created the foundations for progressive trade relations in the future.

Statistical Analysis Paper - 798 Words

Statistical Analysis Paper Sheri Tuggle BSHS/435 Research and Statistics in Human Services April 21, 2014 Staci Lowe Statistical Analysis Paper Social workers are interested and concerned with the experiences of people he or she assists or work with, and this makes qualitative research so important. This research method provide social workers with a better understanding of issues and situations. Qualitative research inform social workers about the best way to help people who are in need of assistance. Qualitative research is useful for social workers to obtain knowledge in complex or sensitive situations for example workplace bullying. Many issues in the social working profession fall within the†¦show more content†¦The article provide five table illustrations. Table one is about the demographic characteristic of the targets of the workplace bullies. The table displays the characteristics of social workers ranging by age, gender, and demographic. Table two is about organizational settings and roles of targets. The table displayed supervisors, colleagues, subordinates, and clients were all identiï ¬ ed as bu llies. It showed that women were more than twice as likely (67%) to be identiï ¬ ed as bullies as were men (33%). Table three is about the most troubling bullying behaviors. It showed that verbally and covertly hostile actions were the most troubling bullying behaviors in the workplace. In addition, being treated with disrespect and having work de-valued as the hardest aspects of being bullied at the workplace. Table four was the summary characteristics of bullies. The study showed the characteristic were either passive or assertive by the Coping Scale. The passive behavior had a ranging score of 24 and assertive was of 60. The median and mean scores were 42.5, and a multiple modal score. Table five was the classiï ¬ cation of responses to coping scale as passive or assertive coded in the same direction. The table explained copingShow MoreRelatedPSY 325 Statistics for Behavioral and Social Science, Ashford1395 Words   |  6 PagesScience, Ashford Week 1, Final Paper Topic Selection For the Final Paper, you will identify three to five research studies from peer-reviewed sources that were published within the last ten years, which investigate a particular social science problem or topic. The Final Paper will focus on critiquing the varying statistical approaches used in each of these studies. Your assignment this week is to identify the topic that you intend to focus on for your Final Paper. You may identify any socialRead MoreEmpirical Research And Data Are At The Heart Of Psychological Science1646 Words   |  7 PagesScherndl, Kà ¼hberger, 2012). Despite its limitations, and extensive criticism, NHST remains the most commonly used method of statistical testing in psychology (Bakker Wicherts, 2011; Fritz et al., 2012). In an attempt to create a consistent, replicable, and cumulative body of psychological research, official reporting guidelines, encompassing the major components of research papers (from method to conclusion), were introduced in 1999. In light of the sustained use (and controversy) of NHST, the recommendationsRead MoreMat 540 Ash Course Tutorial/Tutorialrank Essay1311 Words   |  6 PagesVideo Analysis MAT 540 Week 4 DQ 1 Normal or Bell-Shaped Curve MAT 540 Week 4 DQ 2 Standardized Testing MAT 540 Week 5 DQ 1 Repeated Sampling MAT 540 Week 5 DQ 2 Confidence Intervals MAT 540 Week 6 DQ 1 Statistical Concept MAT 540 Week 6 Final Paper --------------------------------------------------------------------------------- MAT 540 Week 6 Final Paper Click Here to Buy the Tutorial http://www.tutorialrank.com/MAT/ASHFORD-MAT-540/product-7757-ashford-mat-540-week-6-final-paper Read MoreHow Statistics For Managers ( Bam1447b )1361 Words   |  6 Pagesprocess based on the analysis, interpretation, collection, or explanation, and presentation of a data set. It is applied to an enormous variety of academic disciplines, from the natural and social sciences to the humanities, and to government and business. Data analysis is applied when information needs to be converted into the raw data which is more purposeful information. Statistics is mainly all about the data analysis of a set of data. Before actually began working on data analysis in real world andRead MoreStudy Of The Airline Industry Resilience And The Terrorist Attacks Of 9 / 111219 Words   |  5 Pagesinfluence the dependent variable of performance resilience. Data Analysis The research method relies upon the general methodological framework used by Gittell et al. (2006) in the study of the airlines industry resilience to the terrorist attacks of 9/11. This exploratory archival data analysis employs quantitative statistical techniques from the terrorism and international business literature stream. Initially, correlation analysis between the operationalized independent variables, moderating variablesRead MorePersonal Statement In Population Biology739 Words   |  3 Pagesapplied probability in theoretical population biology and in statistical genetics during my PhD. However, during my postdoctoral work at the Emory University I started working in a completely different topic of developing HIV vaccine trial design and survival analysis. Soon afterwards during the early days of my Assistant Professorship at Georgia State University, I got exposed to an exciting field of research microarray data analysis. I found it to be fascinating to deal with thousan ds of genesRead MoreWhy Statistics Are Part Of Everyday Life1248 Words   |  5 Pagesall utilize statistics in order to determine probabilities of outcomes. The purpose of this paper is to discuss what I have learned about statistics in during this class covered during the last five weeks. The topics I will cover inform the class are descriptive statistics, inferential statistics, hypothesis development and testing, selection of appropriate statistical tests and evaluating statistical results. The intent is to discuss the application of the elements in analyzing and making decisionsRead MoreHcs 438 Entire Class /All Assignments , Dqs and Quizzes Version 3761 Words   |  4 PagesHCS 438 Entire Class /All Assignments ,DQs and Quizzes Version 3 Click Link Below To Purchase: http://homework-aid.com/HCS438-Statistical-Applications-Complete-Class-All-Weeks-118.htm HCS 438, Week 1, Individual Assignment, Sample of Chart or Graph Find  a chart or graph related to the health care field to complete this assignment. The chart or graph should be related to an article or other supporting documentation. Respond  to the following questions in bullet format. Use complete sentencesRead MoreQuantitative Methods : The Role Of Statistics1627 Words   |  7 PagesQUANTITATIVE METHODS: ROLE OF STATISTICS IN RESEARCH Name Course Instructor University City Date QUANTITATIVE METHODS: ROLE OF STATISTICS IN RESEARCH Quantitative research is an effective method of analyzing statistical data. The method refers to a systematic, experiential investigation that regards discernible phenomenon through computation or mathematical techniques (BaloÄŸlu, Koà §ak, Zelhart 2007). Quantitative research aims at developing and employing mathematical hypothesis and modelsRead MoreBUS 308 Week 5 Final Paper1141 Words   |  5 Pagesaide me in making rational and informed decisions that are supported by the analysis results. Statistics as a discipline is the application and development of various processes put in place to gather, interpret, and analyse the information. The quantification of biological, social, and scientific phenomenons, design and analysis of experiments and surveys, and application of the statistical principles are all statistical procedures that are more advanced in nature. Even though the data can be applied