Training and Developing Employees

Training and Developing Employees Multiple Choice: 1. Once employees have been recruited and selected, the next step would be: a. discipline and counseling. b. orientation and training. c. hiring and firing. d. socialization. 3. The ongoing process of instilling in all employees the prevailing attitudes, standards, values, and patterns of behavior that are expected by the organization and its departments is: a. values projection. b. orientation. c. socialization. d. diversity training. 5. There is the real possibility that courts will find that an employee's handbook contents represent a/an: a. alsified document. b. contract with the employee. c. incomplete document. d. vague document. 7. Training of a long-term nature that has the development of current or future management employees as its aim is usually referred to as: a. management evaluation. b. management development. c. management games. d. management case studies. 8. In order for firms to stay competitive when training and de velopment objectives change, they have to adapt by performing the following changes, except: a. improving product quality. b. boosting productivity. c. hanging technology. d. increasing employee turnover. 15. The first step in a training program is to conduct: a. training evaluation. b. training needs analysis. c. on-the-job training. d. job instruction training. 17. A technique for appraising the performance of current employees to determine whether training could reduce performance problems like excess scrap or low output is: a. task analysis. b. performance analysis. c. training analysis. d. motivation analysis. 22. The bottom line that should result from determining training needs is: a. xcellent job performance. b. performance analysis. c. task analysis. d. measurable training objectives. 25. A structured process by which individuals become skilled workers through a combination of classroom instruction and on-the-job training is referred to as: a. job instruction training. b. a pprenticeship training. c. vestibule training. d. computerized training. 32. A training technique in which trainees learn on the actual or simulated equipment they will use on the job, but in which the trainees are actually trained off the job, is: a. n-the-job training. b. off-the-job training. c. simulated training. d. actual training. 37. With a workforce that is becoming increasingly assorted, many more firms find they must implement: a. teamwork training programs. b. diversity training programs. c. value training programs. d. experimentation training programs. 39. The following are aims of the management development process, except: a. assessing the company's needs. b. appraising the manager's performance. c. developing the managers themselves. d. enhancing the industry's performance. 1. A management training technique that involves moving a trainee from department to department in order to broaden his/her experience and identify strong and weak points is called: a. global rota tion. b. action learning. c. job enrichment. d. job rotation. 43. In this management training technique, the trainee works directly with the person that he/she is to replace. What is this technique called? a. Replacement approach b. Coaching/understudy approach c. Succession planning d. Direct replacement approach 46.An off-the-job management development technique that involves presenting a trainee with a written description of an organizational problem is called a(n): a. action learning program. b. case study method. c. management game. d. coaching/understudy approach. 47. The following are features in the case study method, except: a. faculty providing the correct answer so students understand the case. b. the use of actual organizational problems. c. participants stating their views and inquiring into others' views. d. a minimal involvement by the faculty member. 3. A prospective division manager with a gap in experience with financial controls might sign up for a two-course sequ ence in: a. production control. b. managerial accounting. c. operational processes. d. managerial control. 55. A training program in which trainees are first shown good management techniques (in a film), are then asked to play roles in a simulated situation and are given feedback and praise by their supervisor is called: a. behavior modeling. b. role-playing. c. good example training. d. case study method. 58.Some employers have in-house development centers for managers and employees that would include the following, except: a. classroom learning. b. in-basket exercises. c. job analysis programs. d. role-playing. 61. An organizational development method that involves surveying employees' attitudes and providing feedback to departmental managers so that problems can be solved by the managers and employees is called: a. questionnaire analysis. b. diary logs. c. survey feedback. d. sensitivity training. Essay: 1New employee orientation has been shown to have measurable and positive eff ects on employee retention and satisfaction.In spite of this, many organizations do not have a formalized orientation process, and each employee gets a different orientation to the organization. Explain why you believe organizations do this. Outline how you would, as a new HR manager, convince management to implement new employee orientations. 2. The book listed a number of management development techniques. Which one do you believe is the most effective? Defend this choice and contrast it with at least three other techniques. Answers 1. b 3. c 5. b 7. b 8. d 15. b 17. b 22. d 25. b 32. c 37. b 39. d 41. d 43. b 46. b 47. a 53. b 58. c 61. c

How To Improve Student Learning Education Essay

Recently, the subject of how to better pupil acquisition has been of considerable involvement in the administrative and academic community. There is besides considerable treatment about the importance of assignments, prep, quizzes, and trials as it relates to student acquisition ( Smith, Zsidisin, & A ; Adams 2005 ) . This concern for assignments, quizzes, trials, and how to guarantee pupils are maximising their authorship, is the foundation for this survey. For many parents, pedagogues, and teachers, frequent quizzes are an seemingly infallible prescription for bettering pupil public presentation ( Finn & A ; Achilles 2003 ) . As Hughes ( 2003 ) states that the consequence of proving on instruction and acquisition is known as a wash back consequence ; and it can be harmful or good. If a trial is regarded as of import and the bets are high, readying for it can rule all instruction and acquisition activities. Furthermore, he noted that wash back can be viewed as portion of something more general- the impact of appraisal. The impact in educational measuring is non limited to the consequence of appraisal on acquisition and instruction but extends to the manner in which assessment affects society as a whole. Celce-Murcia ( 2001 ) asserted that the ability to show thoughts in composing in a 2nd or foreign linguistic communication and to make with sensible coherency and truth is a major accomplishment. So this paper addresses the impact of constructed- response and selected- response quizzes as scheme for advancing pupil composing accomplishments. University teachers confine themselves largely to multiple- pick or selected- response trial as a concluding scrutiny for the interest of objectiveness ( Brown 2001 ) . That is, the function of frequent disposal of constructed- response quizzes in which the pupil must supply the correct reply, whether in a word, sentence, or try signifier and selected- response quizzes is someway neglected in universities. It might be that fixing selected- response and constructed- response quizzes is more demanding on teachers, need strict marking, and evaluation and administrating of these trials might every bit will be more hard, clip consuming, and debatable. But constructed- response quizzes in which pupils ‘ responses consist of the production of linguistic communication sample may be helpful to EFL productive public presentation. As research workers such as Mirhassani & A ; Rahimipour ( 2003 ) claim that about all Persian teachers confine themselves to mid-term and concluding scrutinies and all classroom- based trials in our state ( Iran ) are based largely on distinct point points. Besides the consequences of surveies such as Gary ( 1972 ) and Arrasmith, Sheehan & A ; Applebaum ( 1984 ) reenforce the demand for farther research in the function of proving in measuring and advancing pupils larning and believing. So the chief consideration in this research will be whether the perennial disposal of quizzes affects the abilities of Persian EFL scholars ‘ public presentation and particularly their formal organisation in general authorship accomplishments.Reappraisal of LiteratureInterest in how to better pupil acquisition is non new. It is a cosmopolitan concern among parents, pedagogues, teachers, and decision makers of educational establishments. It is by and large assumed that quizzes and trials are a req uirement for a successful completion of class plants. In pattern, co-worker and university teachers list regulations and guidelines related to quizzes and trials outlooks for pupils ( Felix 2005 ) . He considers quizzes and trials to be the pupil ‘s duty and he/she is expected to take all quizzes, trials, and complete all assignments. Geist & A ; Soehren ( 1997 ) besides investigated the effects of frequent quizzes on dental pupil public presentation in a class on introductory radiology. Consequences indicated that the group with frequent quizzes performs significantly better on mid-term and concluding scrutinies than the control group. In relation to the surveies of frequent quizzing and public presentation, they conclude that frequent quizzes had a good and important influence on pupil public presentation and claim that the positive effects on public presentation increased as quizzes increased. Therefore, they further found that the positive affair for academic public presentation, and learning had an influential independent consequence on acquisition. Freilich ( 1989 ) examined the impacts of frequent testing on pupil public presentation in a general chemical science class. He found that quizzes were a determiner of pupil public presentation. These surveies clearly suggest there is added value to pupils who take quizzes. If pupils who take quizzes outperform those who experienced no quizzes, it seems sensible to reason that something is happening as a consequence of pupils who were exposed to test. Therefore, the research workers hypothesized that pupils with hebdomadal quizzes, non merely execute better on trials but besides learn more. Gary ( 1972 ) in relation to the consequence of frequent quizzes disposal on illative thought made a research with indiscriminately selected groups. The first group took eight hebdomadal quizzes necessitating pupils to remember declared facts while the 2nd group took hebdomadally quizzes necessitating pupils to pull illations about political involvements of several spiritual, economic, and geographic groups. Four trials were administered at the terminal of this intervention period. Consequence showed that frequent quizzes disposal affect significantly the scholars ‘ public presentation. Study of Tuckman ( 2008 ) shows that frequent proving provides incentive motives. Frequently tried pupils outperform other pupils on scrutinies. He mentions that what it might be drove a pupil to acquire information into long- term memory are trials. Trials motivate pupils because they create the chance or necessity to accomplish success or avoid failure. In that manner, trials provide an inducement to larn and they are a beginning of incentive motive. The overall consequences clearly showed that the frequent trials enhanced motive for pupils who have typically performed ill to acquire content into long- term memory instead than simply aiming for them what to analyze. Weekly, in-class quizzes are based on some proving specializer such as Ruscio ( 2001 ) and Wilder, Flood & A ; Stomsnes ( 2001 ) have been associated with positive larning outcomes including increased pupil accomplishment attending, and assurance. Their survey shows that frequent quizzes reportedly maintain pupil survey attempt and advance class battle. The research literature, nevertheless, does non nem con back up the achievement benefits of quizzes. For illustration, Haberyan ( 2003 ) provided two subdivisions of general biological science pupils with hebdomadal in- category quizzes ; two tantamount subdivisions did non entree quizzes. Although pupils rated the quizzes favourably and believed that they were helpful in fixing for in- category scrutiny, there were no important accomplishment differences across subdivisions. Kluger & A ; Denisi ( 1997 ) conducted a meta- analysis on feedback intercessions, including quizzes, and concluded that such feedback does non ever heighten lea rner public presentation and may, in some instances, have damaging effects. Bryan ( 1998 ) conducted a research on factors lending to a decrease in race based subgroup differences on a constructed- response paper and pencil trial of accomplishment. Consequences showed that the constructed- response trial format may be a feasible option to the traditional multiple- pick format in predicators of occupation public presentation and at the same time cut down subgroup differences and subsequent inauspicious impact on trials of cognition, accomplishment, ability, and accomplishment. However, extra research is needed to further show the rightness of the constructed- response format as an option to traditional testing methods. Chowdhury, Al-share & A ; Miller ( 2005 ) express that in an epoch characterized by speed uping technological alteration, increasing economic uncertainness, low pupil accomplishment, and turning demand for answerability, educational establishments are challenged to fix pupils to work successfully in their chosen callings in the universe. They believe hebdomadal quizzes and their reappraisals, it is easier for an teacher to cognize earlier on how good the pupils understand each talk or construct and that is best larning when the teacher actively engages or involves pupils to larn by making the quizzes. In mensurating composing abilities Harris ( 1996 ) discussed that, examiner may be sensitive to grammatical forms appropriate to the written accomplishment and we know that many pupils may neglect to utilize such forms. Therefore, if our trial is to hold relevancy and cogency it should incorporate the sorts of formal grammatical points by which the pupils will later be judged in real- life state of affairs. Such sort of formal organisational forms that might include in our trials of composing accomplishments are subject- verb understanding, structural correspondence, comparing of adjectives, formation of adverbs, formation of irregular verbs, and so forth. Therefore, with respect to larning benefits of quizzes, research findings have been contradictory and therefore inconclusive. Brothen & A ; Wambach ( 2001 ) , describe a developmental psychological science class in which pupils had entree to computerise quizzes as tools to fix for proctored scrutinies. Their consequences indicated that passing more clip taking quizzes and taking them more times was related to hapless exam public presentation. They province that a possible account for this consequence is that pupils used the text edition to reply quiz points and mistakenly interpreted high quiz tonss as declarative mood of content command. Grabe & A ; Sigler ( 2001 ) , on the other manus, provided pupils with four online survey tools ; multiple- pick pattern trial points, short reply pattern trial points, talk notes, and text edition notes. Students often accessed multiple- pick pattern trial points ; no information was provided on the usage of short reply inquiries because really few pupils made usage of this resource. Students who made usage of the tools academically outperformed those who did non. Mirhassani and Rahimipour ( 2003 ) studied the relationship between quiz, frequence of disposal, and Persian EFL scholars ‘ public presentation on summational accomplishment trials. Their survey showed that completion quizzes with 10 times frequence of disposal work better with the betterment of Persian EFL scholars ‘ public presentation on summational accomplishment trials. They stated that the more pupils receive quizzes on the content of the book taught, the more they learn the stuffs taught in deepness.Methodology1. ParticipantsThe survey is conducted at Islamic Azad university of Dehloran. Sixty male and female pupils within the age scope of 18 to 20 took portion in this research. They were chosen among sophomore pupils based on non- random convenient trying method. They all major in package computing machine technology and were all native talkers of Persian. To guarantee whether the participants were homogenous, a linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) was administered as a pre- trial. Then, the pupils were indiscriminately divided into two groups, and each group included 30 pupils.2. InstrumentalityThree instruments were used in this survey. Their dependability coefficients were estimated based on KR- 21 expression. The first instrument was a general linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) in order to happen out lingual abilities of participants. Its ‘ dependability coefficient was calculated by KR-21 expression as ( r= .79 ) . The 2nd 1 was 10 quizzes of constructed- response points as intervention in the survey. Last 1s, was a parallel validated summational accomplishment trial administered as a post- trial in order to look into out the effects of the research variable.3. ProcedureAt the beginning, a general linguistic communication proficiency trial ( Appendix A ) was given to 115 package computing machine technology pupils ( i.e. , 48 males and 67 females in Islamic Azad uni versity of Dehloran ) who were invited to take this trial as a pre- trial in this survey. This trial included 50 multiple-choice points which was adapted by the research worker in conformity with an reliable testing book written by Fowler and Coe ( 1976 ) . After roll uping informations, the responses of participants were analyzed. Then 60 pupils whose public presentation ranged from one standard divergence above and one below the mean were chosen for this survey. Over a 12 hebdomad period, a autumn semester in 2008, the first group received constructed- response quizzes, and the control group served as the control group to formalize this survey. Over all, experimental group received ten quizzes which lasted about 10-15 proceedingss, during 10 hebdomads. The first hebdomad was spent on the account of process and besides participants were asked to go to and take a linguistic communication proficiency trial ( Fowler & A ; Coe 1976 ) . From the 2nd hebdomad till the terminal of the term the participants took hebdomadal quizzes. Following each subdivision, pupils ‘ quizzes were collected and graded by the research worker, and they were informed that the norm of their classs on these quizzes of general English book would number toward their concluding class every bit much as one of the major class scrutinies. At the terminal of the term, participants were given a parallel summational achievement trial in order to mensurate the grade of the li nguistic communication scholars ‘ success in the formal organisation in general authorship accomplishments.Datas AnalysisAt the beginning, the pupils ‘ tonss on pre- trial were obtained so descriptive statistics, mean and standard divergence of each group, were calculated. Consequences indicated that the agencies for these groups were similar. Table 1 is a study of pre- trial which was administered as the homogeneousness trial. The mean scores showed that the groups did non much differ in relation to their background cognition. The low criterion divergence signifies that the pupils ‘ public presentations were really near to each other. In other words, their average tonss showed no important differences. Table 1. Descriptive statistics of pre- trialGroupsNitrogenMinimumMaximumMeanSouth dakotaControl 30 2 7 4.8333 1.5264 Constructed 30 2 7 4.5000 1.6552 Entire 60 2 7 4.6666 1.5908 At the terminal of the term, a parallel summational achievement trial was administered to the pupils. Table 2 shows the post- trial consequences descriptively. Table 2. Descriptive statistics of post- trialGroupsNitrogenMinimumMaximumMeanSouth dakotaControl 30 2 9 5.7333 2.1642 Constructed 30 10 17 13.1666 1.8000 Entire 60 6 13 9.4499 1.9821 Consequences showed that the pupils ‘ public presentation in the concluding scrutinies were drastically different. Therefore, their average tonss were significantly different comparing to each other. Table 3 compares the public presentation of the groups by T-test. Table 3. T-test for the control and constructed groupsGroupsNitrogenMeandft-obs2-tails sog.Control 30 5.7333 58 14.4580 .05 Constructed 30 13.1666 This tabular array indicates that the difference is important at.05 alpha degrees. It can be claimed that frequent quizzes disposal, as Ballard and Johnson ( 2004 ) claim, better pupils ‘ public presentation. On all steps of composing achievement pupils who received 10 times constructed- response quizzes outperformed pupils who did n't have this survey tool.DiscussionThe consequences of the survey made it clear that taking constructed- response quiz leads to better scholars ‘ composing public presentation. This survey provides grounds that module will probably draw a bead on their pupils to take hebdomadal constructed- response quizzes. Therefore, the research worker can claim that frequent constructed- response quizzes better the formal organisation in general authorship accomplishments. The consequence of this survey confirmed our anticipation that pupils who took hebdomadally constructed- response quizzes would demo better keeping of grammatical forms than would pupils who were non engaged in the hebdomadal graded constructed- response quizzes. The consequences of this survey revealed that hebdomadal quizzes can hold a greater impact than antecedently found by Derouza & A ; Fleming ( 2003 ) and Haberyan ( 2003 ) . They studied scientific discipline pupils while the sample in this survey was drawn from package computing machine technology pupils. They found that pupils ‘ public presentation was non strongly impacted while the research worker found significantly better public presentation. More surveies with different population majoring in other Fieldss of survey are needed to better our apprehension of how pupil ‘s public presentation is impacted by hebdomadal quizzes, for case, classs in physical scientific disciplines. These findings clearly suggest that hebdomadal quizzing ( constructed- response ) is of import in larning English authorship accomplishments. In pre- intermediate degree, as Harris ( 1996 ) claims, composing exercisings should by and large be used merely to reenforce the acquisition of specific grammatical points or lexical points. Teachers ‘ experiences showed that EFL scholars by and large have deficient cognition of English composing accomplishments in pre- intermediate degree. This has prompted us and other research workers like Baker ( 1989 ) and Werner ( 1993 ) to stress the importance of constructed- response quizzes alternatively of other survey tools and to place constructed- response quiz as the most effectual instrument to utilize because tapped on composing accomplishments of pupils. The betterment among the composing abilities of participants were striking where they took constructed- response quizzes.DecisionBased on the statistics done, it can be concluded that r epeated constructed- response quizzes receives the first precedence. Therefore, there was a important difference between the Hagiographas ‘ public presentation of the group who received 10 times constructed- response quizzes and the group who did n't have any quizzes. The findings indicated that constructed- response quizzes can be used for advancing different accomplishments and constituent of linguistic communication acquisition ; hence, trial interior decorators should take constructed- response quizzes. The findings of the present survey gave empirical support to this position. This, as a rule of linguistic communication usage, is didactically cardinal in the instruction and testing of linguistic communication acquisition and needs to be taken in to account in the design of suited instructional stuffs and in the methodological analysis of schoolroom instruction.Pedagogical DeductionsBased on the research findings, this survey gives the undermentioned deductions and suggestions to EFL scholars and teachers that may be helpful in developing EFL linguistic communication acquisition, instruction, and proving. Teachers have got to supply pupils with appropriate feedback. Repeated disposal of quizzes may pave the manner for better acquisition, actua te the pupils to larn, supply adequate feedback for the pupils, and find the weak and strong points of pupils. All these can stop in long- term keeping of the stuffs taught and prevent the pupils from inquiring for their scrutiny. Though many of the surveies should be regarded as plants in advancement instead than concluding surveies, this survey does efficaciously foreground some of the complexnesss involved in current quiz research. By so we should be seeing new coevals of wash dorsum surveies which are progressively sophisticated and refined.

Central Heating

THE HISTORY OF CENTRAL HEATING Brittany Science, 4th, Mr. Leetch, History of an Invention 2/8/13 The History of Central Heating Systems By Brittany Hicken I. Who invented the central heating system? A. We don’t know exactly who invented the first one B. Ancient Romans created the hypocaust C. Greeks created their own version of the hypocaust D. Sergius Orata (80 B. C. ) E. Louis Savot- French (1600) F. Dalsme (1600) G. Dr. John Clarke (1652) H. Benjamin Thompson (1796) I. Count Rumford (1796) J. William Cook (1745) K. William Strutt (1805) L. Eliphalet Knott (1833) M. Isaac Orr (1836) N. Professor Warren Johnson (1873)O. Milton Fessler (1905-1908) II. What were the changes over time? A. It was first the hypocaust, we don’t know when it was invented B. Fixed central hearths date back to 2500 B. C. , they were excavated in Greece C. An under floor heating system was installed in the house of King Arzawa in Beycesutan, Turkey in 1300 B. C. D. The Romans brought technology to a high standard, by creating systems designed by Sergius Orata E. Crude fireplaces were made around 800 A. D. these were widespread in Europe in the 1300’s F. After the 14th century, the next important event was the chimney.Early chimneys were large, so to allow chimney sweepers to climb into them G. Masonry stoves became very common in the 1500’s H. Louis Savot invented the raised grate system and designed a circulating fireplace in the early 1600’s I. The way of stove heating soon had advanced. The first free standing stove, or not connected to anything so it’s not mounted to anything, was the Furnus Acapnos or the smokeless stove invented by Dalsme in France in the later days of 1600’s J. The earliest stove to be introduced to North America is the iron box stove invented by Dr. John Clarke in about 1652 K.William Cook was the first to propose the way of steam heating in 1745 L. M. Bonne constructed an actual hot water heating system instead o f the steam heating system in the late 1700’s M. William Strutt invented a warm air furnace that included of a riveted, wrought iron air chamber encased with bricks. The rivets help seal the air chamber to be air tight, in 1805. This chamber has ducts fed with heated air into rooms. Strutt’s hot air furnaces were referred to as cockle, belper, or derby stoves N. In 1833, Eliphalet Knott invented the stove with base burners O.In 1836, Isaac Orr invented the airtight stove so there would be no heat loss on the inside chamber P. Professor Warren Johnson taught at a school up in Wisconsin and back then the only way to change the temperature was to run downstairs and tell the janitor to turn the wheel in a way to let either more steam or less steam into the room. He later created and patented a thermostat that relied on compressed air to make the valves work. He then later created the Johnson Electric Service company Q. â€Å"Coal-less† Mondays were introduced in 191 7 saving coal and stimulating the use for oil and gas since there wasn’t much coal around.R. Milton Fessler invented residential oil burner in California so that residents could have their house easily heated without stoking coal ever hour between 1905-1908 S. By 1926, the Electric Refrigeration News began to publish, â€Å"heating had advanced from the campfire to something so silent, so automatic that we just take for granted and ‘just turn the heat on’ III. When did initially stop changing and industries stated introducing something different and not a huge improvement? A. From the mid 1920’s-1936 B. People started to take the silent heating system for granted C.People were inventing little accessories or little parts to go on to the latest thing but nothing much bigger or more important happened IV. Where did the inventions take place? A. Rome B. Greece C. France D. The United States E. Turkey F. Europe V. Why it was initially created? A. To heat bath water in the Roman Empire B. To heat homes so that people could live comfortably C. To heat specific rooms D. The thermostat was created to control the amount of wanted heat in any specific room, or house VI. What was the hypocaust and how did the hypocaust work? A. The word â€Å"hypocaust† refers to a subfloor radiant heating system B.The word hypocaust come from the Latin word â€Å"Hypocaustum† which meant burning underneath C. These were important to ancient romans because it heated their baths and as well as large rooms D. The small pillars of stacked bricks would have supported a fire proof floor that was heated by air circulation under the floor in a chamber with an external furnace E. The hot gases at the top of this hypocaust below the floor would have been up to about 400 degrees Fahrenheit F. Addition to the hypocaust, some romans had hollow walls to help keep even temperature and prevent condensationWorks Cited By Brittany Hicken A Brief History of Heatin g and Cooling America 0Homes. †Ã‚  Sustainable Dwelling. † William Furr, 10 Jan. 2011. Web. 27 Jan. 2013. â€Å"Archrnews. com. †Ã‚  Archrnews. com. N. p. , 12 Nov. 2001. Web. 4 Jan. 2013. http://www. achrnews. com/articles/an-early-history-of-comfort-heating â€Å"A Short History of Central Heating. †Ã‚  Taco. N. p. , 2012. Web. 20 Jan. 2013. â€Å"Hypocaust. †Ã‚  About. com. N. s. Gill, n. . Web. 11 Jan. 3013. Duffy, Catherine. â€Å"Who Invented the Central Heating System? †Ã‚  EHow. Demand Media, 04 Nov. 2009. Web. 20 Jan. 2013. This paragraph is a run though of the timeline events. Going all the way back to 3000 B. C. the first Hypocaust was born. Ancient Romans had invented the hypocaust. The hypocaust is an under floor heating system that is a chamber that collects heat and leaves it under there. Going up to 2500 B. C. the first fixed central hearths were first excavated in Greece. In 1300 B. C. King Arzawa had an under floor heatin g system installed into his palace in Turkey. Later in 80 B. C. Sergius Orata started to create designs for heating systems and brought technology to the Romans. Crude fireplaces were made around 800 A. D. and were later widely spread throughout Europe in the 1300’s. The chimney was invented around the 1400’s. They were large in diameter so that the Chimney Sweepers could fit up into them to clean them out. 100 years later in 1500, masonry stoves became the â€Å"new thing† to have.They also became very common. Louis Savot invented the raise gate system and designed a circulating fireplace. In early 1600’s, the first standing stove, or not connected to a wall or mounted to anything, was the Furnus Acapnos, or the smokeless stove, invented by Dalsme. He also introduced fresh fuel in the same opening as combustion air, directing all combustion products over already-burning fuel, a design that ensured complete combustion. The iron box stove, the earliest sto ve to be introduced into North America, was invented by Dr. John Clarke.William cook was the first to propose the way of using steam to heat up rooms, in 1745. In the late 1700’s, M Bonne invented an actual hot water heating system instead of William Cook’s steam heating system. In 1805, William Strutt invented a warm air furnace that had a riveted, wrought iron air chamber encased with bricks. This chamber had ducts that fed into rooms and blew heated air into the rooms. The way this chamber was built was to keep the hot air from escaping from the chamber and having heat loss. They were referred to as cockle, belper, or derby stoves.Isaac Orr invented the airtight stove so there would be no heat loss inside the chamber in 1836. Professor Warren Johnson taught at a school in Wisconsin, where the only means of room temperature control was to tell the janitor to go to the basement and adjust steam valves. Johnson developed an electric annunciator system in 1873 that was used to signal the janitor when heat needed adjusting. He continued experimenting and in 1885, patented a thermostat that relied on compressed air to operate steam valves. He then established the Johnson Electric Service Co. to manufacture and install his system.Johnson went on to invent the humidistat for control of the humidity in buildings in 1905. In 1905-1908, Milton Fessler invented a residential oil burner so that residents could have their own house heated easily without stoking coal in a fireplace every hour. Coal-less Mondays were introduced in 1917 to save coal and stimulate the use for oil and gas since there wasn’t much coal around or to be found regularly. In 1926, the Electric Refrigeration News began to publish that heating had advanced from the campfire in a cave, to something so silent, so unnoticeable.And in present day, thermostat controls air and ducts are fed in a way we can’t see the m and as well as fed to each room through a vent in which air i s blown out of. We take advantage of just â€Å"turning on the heat† every day that we don’t even bother to thing what had to happen way back when to heat thing up. The way of heating has been a system that not everyone thinks about. It has gone from the campfire, to the hypocaust, to stoves, to compressed valves, to thermostats, to an automatic heating with the push of a button. Over time, the way of heating has improved and impressed many along the way.It used to be having a chimney and stoking coals for five minutes ever hour just to keep the coals burning and hot and giving off heat. To progress this way of heating, there cannot be only one inventor. There are many who have created accessories, or major parts to different systems. The inventors go from ancient Roman empires and ancient Greek empires to people we have never heard of, but have improved life as we know it tremendously. This is the way of heating. Going into B. C. years, there were some unknown dates a nd some known dates. First was campfire.We all have heard off the story where cavemen are in a stark cold cave with a campfire. That’s just an obvious fact. Later on the hypocaust was made my ancient Romans and ancient Greeks. The word hypocaust refers to a subfloor radiant heating system: suspended floor with space for gases and hot smoke. The word hypocaust comes from the Latin  word Hypocaustum  which originally meant a ‘burning underneath'. Hypocausts were very important to Roman’s system of heating. The hypocaust heated baths and large rooms. Along with the hypocaust, there were sometimes hollow walls in ancient structures.These hollow walls would help maintain even temperatures as well as eliminate condensation. The small pillars of stacked bricks would have supported a fireproof floor that was heated by means of air circulation in the under floor chamber with an external furnace as heat source. The art and science of the hypocaust systems was lost afte r the fall of the Roman Empire. Western heating science had advanced very little in the period of the Dark Ages. Around 2500B. C fixed central hearths were excavated in Greece. In 80 B. C. Sergius Orata brought high art designs to Roman technology.At first Romans were only heating up their floors, but later used heated walls and some were designed as early as warm air heating systems. By this, introducing heated air through floor openings. This is the end of the B. C. heating ways. Now going into the A. D. times, from 1600-1800 specifically. In the late 1600’s, Dalsme invented the first freestanding stove, not mounted to a wall, called the Furnus Acapnos to the smokeless stove. He also introduced fresh fuel in the same combustion air directing all products over already burning fuel, a design that ensured itself. The smokeless stove was a great advance but, it was accepted slowly.The earliest stove introduced into North America was the cast iron box stove which was invented by Dr. John Clarke in 1652. This kind of stove was originally made in Holland and later imported into England after1600. Louis Savot invented a raised gate system and designed a circulating fireplace. He used a hollow iron bottom and back in a hearth, at which cold air entered the bottom, was warmed, and entered the room through openings, in early 1600’s. In 1653, Sir Hugh Platt proposed using hot water to dry gun powder and Sir Martin Triewald proposed warming greenhouses with hot water.This might be referred to as the hydronic system, which is the heating of an object by water. In 1735, John Desaguiliers designed the first modern heating blower which was turned by hand by an operator referred to as the ventilator for the British Houses of Parliament. The design of centrifugal, acting from or away from the center, blowers was continually improved in England and Europe during 18-19 century. The early fans were mostly operated by steam engines. In the late 1700’s, M. Bonn e in France constructed an actual hot water heating system using a boiler.The French idea was introduced into England by the Marquis de Chabannes later in 1816. By the 1790’s, the steam heating way had only progressed in England, being used to heat mills and factories. The advantage of steam heating is the avoidance of the expense of insurance. This is the end of the 16th and 17th century. Moving ahead to the 18th and 19th century, there were many important events, inventions, and inventors. In England at about 1805, William Strutt had invented at warm air furnace that included a riveted wrought iron air chamber that is encased with bricks.The design had a couple inches of space between the brick and iron chamber allows air to circulate. A large space on the outside is split horizontally on two sections, the lower for cool air and the upper for heated air. Cool air moves from the lower chamber through the openings and moved out through the upper openings into the heated air c hamber. As well as ducts were fed into rooms in which heated air is blown out of them. His hot air furnaces were referred to as cockle, belper, or derby stoves.December of 1815, Marquis de Chabannes obtained a patent for a method of conducting air, and regulating the temperatures in houses or buildings. Hot air systems were introduced in the U. S. before 1820. The fist building to be centrally heated was the Massachusetts Medical College in 1816. In 1831, Angier Perkins realized the drawbacks of bulky heating systems. So he designed a high pressure hot water system using a small diameter, thick walled wrought iron pipe that he patented. His system heated water in pipe coils placed in a furnace, then circulated hot water to coils of pipe in the rooms to be heated.In 1833, Eliphalet Knott invented the base burners for stoves, and in 1836, Isaac Orr invented the air tight stove so that there would be no heat loss. Joseph Nason and James Walworth introduced the Perkins method of high pr essure hot water heating system in the U. S†¦ But in that same year of 1842, the method was not used. The use of hot water systems had been limited till 1880’s when that had surprisingly become popular. Steam heating for residents had rapidly declined and hot water became the dominant method especially in the eastern part of the United States.Joseph and James installed steam systems afterward, using small diameter wrought iron pipes. They installed numerous amounts of steam systems in large buildings, including the White House and the Capitol building. In 1846, James and Nason installed the first fan type system for the United States Customs House in Boston. Later in 1849, F. P. Oliver had invented a stove with thermostatic draft control. By 1851, catalogs started to list cast iron registers, which are often 12-by-24-inch grills covering a large air-intake tube. Outflow vents vary in size depending on the room.A common size is 10 by 12 inches for most living spaces, avai lable in black, white, finished, gold, bronze, or just with nickel plating. They would package them with straw in a wooden crate. Packing was expensive. Stephen Gold was a Connecticut stove maker who began experimenting. The steam heating systems seemed too complicated and unsafe, but furnaces had seemed completely uncomplicated and very safe. Many people were uncomfortable in building heated by air because they had seamed scorched. Gold had overcome these issues and was granted a patent for improvement in warming houses by steam.Gold’s system was unique at the time. Large steam systems used coils or rows of pipe to heat rooms, while Gold used the first radiator, a device consisting of two dimpled iron sheets that were riveted together at dimples. The edges were rolled over with a piece of cord as a gasket, which is a rubber seal. Gold’s radiator came to be called â€Å"the mattress radiator† due to the way it looked, in 1854. In the same year, Gold invented a b oiler which was made of wrought iron and included a draft regulator along with a water valve.This system was later manufactured by Connecticut Steam Heating Company. Radiators date to 1863. Joseph Nason and a new face of Robert Briggs patented a new design including vertical wrought iron tubes screwed into a cast iron base. The golden age for warm air furnaces was after the Civil War. In 1869 a shoemaker by the name of Benjamin F. Sturtevant patented a combination fan and heat exchanger for two purposes: 1) for cooling 2) for heating. He established a company to manufacture and sell fans and heating systems. Here is a story that took place in 1873.Professor Warren Johnson taught at a school in Wisconsin where the only way to change the temperature was to run down to the janitor and have him turn the valves of air to change it to either warm or cool. Johnson developed an electric annunciator, which is electronic signaling device, system that was used to signal the janitor when heatin g need to be adjusted. In 1885, he created and patented a thermostat that relied on compressed air to operate the valves. He later established the Johnson Electric Service Company to manufacture and in install his systems. By 1874, Nelson Bundy invented the most popular cast iron radiator.In 1886, Albert Butz patented a thermostat that controlled damp drafts. The thermostat was electric, using battery to activate a spring loaded motor. In the 1890’s, the heating systems were quite sophisticated. Some included thermostatic and zone control, which is a forced air system. All of the early inventions of forced air systems had concerned themselves with large buildings. These combinations of the 1890’s of a fan and a heater were referred to as the plenum or the hot blast systems. In 1895, Charles Foster patented a damper type register. In 1899, Novelty Manufacturing Company was the first to make the steel register.The most successful hot blast system was the Vento sectional cast iron surface invented by John Spear in 1903, which was manufactured by American Radiator Company. Professor Warren Johnson went to invent the humidistat to control the humidity of a home in 1905. In that same year, manufacturers were frightened and formed the Federal Furnace League to elevate warm air heating to the rightfully deserved position. In 1905-1908, Milton Fessler invented a residential oil burner so that residents could have their own house heated easily without stoking coal in a fireplace every hour.During 1912, residents and homeowners had to wake up early to stoke the coal in the fire and replace the coal with fresh coal. Guesswork and experience helped tell how much coal to use. The first electric coal stoker that was controlled by a thermostat was invented in 1912, and by 1920 electric coal stokers could be found by anyone. During WWI, there was a coal shortage and the government had to find a way to conserve energy gave a slight nudge to the automatic systems. Lawrence Soule improved his idea of Aerofin heating surfaces. This Aerofin idea used spirally wrapped copper sheets to produce a light weight eat exchanger, during the 1920’s. After WWI, Butz Thermoelectric Regulator Company had pushed the idea of oil burner controls and had met with the Honeywell Heating Specialties in 1927 to form the Minneapolis Honeywell Regulator Company, or know to us today as Honeywell Incorporated. The heating systems of the 19th century operated with a low pressure, only using one to two pipes and a boiler or steam engine for the steam source. This is pretty much the last of the 18th-19th century events and inventions. This last paragraph explains the inventions and events in the 20th century.There are four main different types of modern central heating, consisting of gas and oil burners, solid fuel central heating, radiators, and electric heating. Gas and oil burners can be chimneys because they use gas to and oil to burn the wood to make a fire, wh ich warms up the room. Solid fuel central heating systems provide hot water, warm water, or any kind of heated liquid. Radiators  are heat exchangers used to transfer thermal energy from one medium to another for the purpose of cooling and heating. They distribute the heat by natural air circulation.The process of electric heating involves electrical energy being converted to heat through an electrical appliance. Other ways to heat homes are wood stoves, forced air systems, and by radiant heat. We also use thermostats that just â€Å"change† the temperature of rooms by the push of a button, that we often just take advantage of it. Houses often had ducts that come from a furnace that go to each room and blow air when you change the temperature on the thermostat. Some houses have a large panel of widows instead of a wall and the suns radiation waves go through the window and transfer into radiant heat to warm out the house.Another system houses have is called the forced air s ystem. Air is pushed by fans into a furnace and when it comes out, there are more fans after the furnace to push the air down the ducts and into the vents which lead into the room. This leads up to the year of 2013. So as it’s obvious, central heating has come a long way and improved much over the years. Many are impressed by this complicated technology and impressed by the intricate designs and inventions over the years. As spoiled people with high expectations of high quality technology, we have taken advantage of the heating systems.We just â€Å"turn on the heat† or â€Å"turn on the AC† and not even thinking about what has had to happen for this technology to come up to where it is. Heating is very important because without it we would not exist. We would freeze to death, literally. We owe a lot of thanks to all the inventors way back then who made this invention a lifestyle and a luxury. Heating has advanced so tremendously, from the campfire in a cave to something so silent so unnoticeable in life, from the hypocausts to the furnace, from the freestanding stoves to the chimneys.When we use heat or use a thermostat, we don’t tend to think about how heat has progressed. We think about the necessity of warmth, and how we are going to â€Å"freeze to death. † This paper and research has made me more aware of what happened for society to get heat, and has made me appreciate what I have. Fifty-four percent of the energy used in the average home is for heating and cooling rooms, and there are 114,199,622 households in the US as of the 2010 census. That’s a lot of energy used! The most simplistic way to put it is that we take advantage of things we have every day. I am thankful for heat, are you?

H-D Strategic Audit Essay Example | Topics and Well Written Essays - 2250 words

H-D Strategic Audit - Essay Example All along the report takes into account the numerical figures of various parties & entities involved with Harley Davidson. It is a matter of simplicity that the prime factor that would govern the success of any motor company such as Harley Davidson would be the quality of the bikes produced. Quality is a single determinant of a company, which is why most major and successful corporations spend so much money in research & development in order to improve the quality of the product. The results of the CAD system at HD (Harley Davidson) can be seen in this regard, with the breakeven achieved by the sales of just 35,000 units in 1986 from the earlier 53,000. This is a major factor for the company's survival during the 80s in that it has succeeded in reducing the number of defects in its products by stepping up development activities. One of the most important factors of any company is the financial assets & liabilities of the company. IF we look at the consolidated figures of HD (Exhibit 5 B), we will find that the while the net identifiable assets of HD have risen by 47%, the corresponding figures for the depreciation and the Capital expenditures has been 35% and 75% respectively within a gap of 2 years in the recent past (between 1999 and 2001). The major cause of concern in this regard is therefore, the rise in the net capital expenditures, which is a point that requires thought.The motorcycle market generally comprises four main segments: Standard Performance Touring Custom. In spite of having these four different types of markets, the company has focused its activities on just two areas namely- touring and custom. Generally, it is expected that a company would like to try its hand out in all possible domains, but what remains surprising is as to why HD has limited to these two sectors over all these years. Custom-built bikes are the dream of any individual- be it young or old. But in spite of this, most companies including HD continue to charge exorbitant amounts for building custom made bikes. The figures are much more significant for HD, which charges around 50% more than its nearest competitors in this sector. This has been the reason for the mere 15% share of the company in this area on a global basis.Though waiting times have reduced drastically, both for the customers as well as the dealers, it has not come to a zero level as of now. This according to industry gurus is one area of HD, where the company should shed its complacent mindset (assuming that the customer will never turn away). The company must therefore, devise strategies to reduce this time gap further, which could eventually lead to higher sales and will enable HD to capture a larger share in the market and enable it to tighten the noose on its competitors.But, in order for HD to be able to make any progress in this regard, it would have to revise and revamp its existing demand & supply chain, with respect to its suppliers of raw materials and components. We sincerely recommend HD not to resort to 'channel stuff' its dealers as the sales are dying sown, and must instead devise alternate strategies. The dealers in this regard concern another problem with the selling of bikes at a premium, with customers having to pay up to $4000-5000 in

Courage at work Essay Example | Topics and Well Written Essays - 500 words

Courage at work - Essay Example Though the task was monumental for me at that early age, I gained courage and effectively rose to the big task that awaited me. I perfectly run the hospital well for two consecutive years. After completion of my first two years, an extremely critical decision that I have never faced in my entire career faced me. Overreact senior member in the ministry of health came knocking at my door with a hefty offer. The gentleman wanted me to append my signature as a sign of acceptance for the ministry to import Anti-revival drugs from United State. The deal showed that the government was importing first class drugs from United State. So the gentleman wanted to collude with me as a senior doctor so that he could import counterfeit drugs from China. There stood a conflicting situation on whether to agree to deal or to follow my conscious and act on the welfare of the patients. Luckily the urge inside me to protect the patient welfare won. I gained courage and disagreed to the deal. Luckily I tricked the officer, and I managed to record the conversation on my computer. After reputing the deal, I got demoted. I was transferred, to an exceedingly local dispensary in extremely remote area. However I did not regret my courageous action to protect the innocent patients who in the beginning of my professional I swore to. They successfully managed to forge their way though and luckily succeeded in importing the counterfeit drugs. Before they got distributed to relevant hospitals, the quality department issued an order to stop the distribution of drugs. A thorough research followed, and drugs were found to be counterfeit. I was asked to testify. I used the recorded conversation with the senior guy who had made me got demoted. The senior gentleman and his puppet who was appointed after my demotion lost their job. They were held by police for further investigation and prosecution.

Public experience of game play cultivate a game culture in the late Essay

Public experience of game play cultivate a game culture in the late 20th century and location help determine game design and in regards to coin-op games - Essay Example t, in the late 1990s technological innovations paved way towards the inception of home gaming units with improved graphics and better simulation environments. Also, coin-op games offered a rich experience to the public as they were an expansive source of amusement during the time and thus, they produced a game culture where arcades became the points where rivalries existed and social meet-ups took place to an increasing rate (Wolf 12). Yet, with the gaming consoles culture replacing the coin-op games, game centers were now replaced and quality of game was central to how well the experience of gaming would be for the public. Therefore, an evolutionary context of gaming design in the late 20th century reveals that as technological innovations matured, quality of circuits, graphics and reality factor of the games replaces the arcades experience where amusement lied in the location perspectives of game designs. For this reason, the paper would discuss the game culture of various eras of the late 20th century to reveal how the industry not only expanded but also transformed over time. When the arcade amusement culture was first introduced, the coin-op games which the game design contained were quite simplistic in character. In addition, the graphics were also quite plain and simulation was also not as advanced. For instance, Atari introduced its first ever game design for ball and paddle games which simply had a vertical line with a small ball which moved horizontally. Yet, the games were fun and challenging for the public as the amusement was offered in locations solely dedicated to that purpose. Since people only managed to spend as much time on playing these coin-op games as the time on the town halls, theatres or game centers allowed, the thrill of the games lied in the experience. Though Atari was the largest contributor to coin-op games, yet various native as well as foreign companies were competing to grab attention of the public (Wolf 15). In this context,

PR Planning and Strategy (Blogger Relations) Article

PR Planning and Strategy (Blogger Relations) - Article Example However, the turbines occupy a small land, thus the rest of the land can be utilized for agriculture. This makes this source of energy the most appropriate for farming regions. This implies that land value is increased through these dual uses. However, there can be conflicts in land usage, which can arise from the clearing of trees in water catchment areas. Moreover, many people argue that their presence reduces the value of properties. Black (2006, p. 37) argues that the turbines have rotors which kill birds, especially the eagles, when they are spinning. Electric current generated also kills these birds. Strategic planning can be done in order to eliminate the shortfalls of this source of energy. In addition, the wind industry has to liaise with the environmental organizations to resolve some of these problems. In order to avert the problems associated with global warming fossil fuels, Alternative energy simulation PLC must maintain the production of wind energy at Bidston Hill, Wirral Liverpool. These sources of energy include wind, biomass, and sunlight. Technologies associated with energy are not satisfactory in their applications, thus, there are environmental aspects, which need to be addressed with regard to these energies. The community must embrace this new technology because the government has provided renewable energy subsidies. The community should take advantage of this provision in order to benefit from the subsidies. The high unemployment rate in North Wirral will be resolved because the establishment of wind energy generation in this site will definitely provide the unemployed people with jobs (Brower, 46, 2009). The contract for the installation of turbines and the general development of the infrastructure of this energy investment will provide job opportunities for the local people in Wirral. Consequently, this will boost the livelihood of people at North Wirral. According to Westra (2008, p. 24), the use of wind energy is

Analysing the components of the gender pay gap in the u.k (year 2003) Dissertation

Analysing the components of the gender pay gap in the u.k (year 2003) - Dissertation Example The reasons why the gap exist and persist, can be attributed to the social and psychological efforts of men as well as women; men have consistently throughout the ages traditionally seen women in specific roles. Statistics show that  ¾ of working women are still found in five occupational groups and in the five c’s- caring, cleaning, catering, cashiering, clerical and child care. Jobs which are classified as women’s work command lower wages than men’s work even when they require similar qualification levels, leading to inequalities in pay and income. (Sex stereotyping in education and work-Investigation; free to choose-tackling gender barriers to better jobs) Up until the 18th century in the UK, when a girl left home, she did so to become someone’s wife. She left her father’s house with her mothers recipes and wisdom, which would fortify her to care for her husband and her children. Neither was she allowed nor was she expected to accept employment outside of the home. The attitude of most men was duly espoused by Queen Victoria and accepted by the Church of England, concerning the subject of female employment when she said; a woman is not to compete with a man for employment, she is to do the work which God intended her to do; a wife to her husband and a mother to her children.

Reading Assignment Example | Topics and Well Written Essays - 250 words - 4

Reading - Assignment Example The creative solution on how to defeat cramming is to review lessons constantly even just for few minutes. But reviewing itself can sometimes be boring or taxing so the creative solution to this consistent to Higgins approach is to make it fun to defeat boredom. How can we make studying fun? We have actually made it several times by doing a group study that is like a picnic. Studying suddenly transforms to a small picnic, hanging out or chill event where we learn while we are having fun. Yes the pranks and the jokes and the crazy stories are still there but the important thing is that everybody reviewed their lesson without even knowing it. The Creative Problem Solving (CPS) here is to make studying fun so that we are engaged in it early and thus avoid the problem. The convergent thinking or the single correct solution here in the problem is to review long before the exam. The divergent thinking is creative approach to the solution which is to make it fun by doing group studies where we could also hang out while

Persuasive Memo Assignment Example | Topics and Well Written Essays - 500 words

Persuasive Memo - Assignment Example , it is the opinion of our legal department that we are not going to be in violation of any laws should be decide to with-hold healthcare coverage of part-time employees. Although our responsible research teams have assured us that we are not facing any legal backlash by withholding ACA coverage to our variable-hour employees (part-timers), it would still be best for us as a corporation to offer our variable hour employees access to a medical plan coverage which they may choose to accept or waive depending upon their personal ability to pay for the coverage. We are under no legal obligation to shoulder their health care coverage. However, other companies such as Trader Joes have offered similar plans to their employees with successful results as more part-time employees opt to shop for insurance coverage on their own based upon their own ability to pay. (University of Missouri System, â€Å"The Affordable Care Act†) An in-house survey of our variable-hour workers shows that they often have other jobs aside from the one that they currently hold with us. Their other jobs have also offered them the opportunity to either partake of company insurance coverage or procure their own health insurance coverage. It appears that they have mostly made their own arrangements for their individual insurance coverages. It is understood that our company values the contribution of our variable-hour workers to our companys growth and reliable income performance. Therefore, it would be in our best interests to still find a method by which we can care for our variable-hour employees health without giving them to same insurance coverage as our regular employees. We have come up with a list of possible recommendations for your approval. We can offer one or both of the above recommendations to our variable - time employees as an incentive for them to stay healthy and lessen their sick days. Kindly let me know as soon as you have decided upon a course of action based upon the

Technology and Disadvantages Essay Example for Free

Technology and Disadvantages Essay It is quite impossible to think of a life without technologies and gadgets. Technology can be defined as a process with the help of which human beings modify nature in order to meet their growing needs. Technology leads to innovations and inventions and one such invention is gadgets. There are so many varieties of gadgets that are designed to suit human needs. But the questions is, are there only advantages or there are disadvantages as well. This article discusses the advantages and disadvantages of using new gadgets and technologies. Advantages of technologies and gadgets: The advantages of new technologies and gadgets are discussed in the following lines. 1. Higher profit: New technologies can benefit your business in a number of ways. You can get higher profits as new technologies increase work efficiency, which in turn, increases productivity. Moreover, fewer work forces are needed as new technologies can automate the work thus reducing the costs more. 2. Fast access to information: You can get quick access to information with the help of computer and internet, two of the most popular technology and gadget in the present times. The ‘search engines’ on the internet help you find information on any topic that you’re looking for. see more:technology makes us lazy 3. Increases communication: Gone are those days when you had to write letters in order to communicate with people staying far away. Nowadays, you can send e-mails and you get the reply within minutes. Moreover, you can also take help of ‘chat rooms’ to meet new people as well as to stay in touch with your old friends. 4. Speed up work: There are so many gadgets that help to speed up work. Right from household chores to office work, there are gadgets with the help of which you can increase your work efficiency. It helps you to do quite a number of things in relatively less time. Disadvantages of technologies and gadgets: The disadvantages of new technologies and gadgets are discussed below – 1. Online fraud: When you use internet for online transactions, there is always a possibility of being a victim of online fraud. As for example, impostors may steal your credit card information and use them for their own monetary gain. 2. Dependency on gadgets: People are becoming mechanical as they are getting more and dependent on gadgets. Nowadays, human beings cannot do a simple work without taking help of a gadget. 3. Integrating new technology: It is often difficult to take a business related decision about whether to buy the latest technology or wait for some new invention. Moreover, implementing new technology in a business can be quite expensive; therefore, you need to decide whether or not you actually need it. Above all, integrating a new technology in a business is quite a difficult task in itself. 4. Technology related diseases: Human beings are becoming addicted to the new technologies and gadgets, especially, internet and computers. Moreover, young people are getting more and more addicted to mobile phones. Many scientists believe that radiation from mobile phones may cause blurring vision, headaches and earaches and may be the reason of cancer, too. Therefore, it can be concluded that there are both advantages and disadvantages of using new technologies and gadgets and it depends on mankind how they want to use them. About the Author - Rodney Gordon has been working as a contributing author on various topics like- technologies and gadgets, arts and culture, search engine marketing, business and finance, education, entertainment, Internet, sports and leisure for about two years. n the current time people cant imagine their life without technology. Surrounding us various technologies are helping people to live their life with more luxury. The technology sector has changed and developed many products. The technology is providing many advantages but also it has some disadvantages. Here we will discuss about both. Advantages There are several advantages of technology like Easier life With technological machine people are getting help in every sector. Cars and bikes are helping people to reach anywhere quickly. Airplane and superfast trains have been reduced distance between cities and countries. Computer and internet are providing information in simplest way also it has changed way of communication. Now people are doing video conferencing and chatting to communicate with their friends and family used communication technology. Lesser Mistakes Machines are helping people to make lesser mistakes. Robots or machines are working accurately and you just need to program them with proper information. Like in production of any automotive most of manufacturing companies are using automatic machines which follow instruction of computer or that person who is operating the machine. And all work gets done perfectly. Save Time Technologies are saving our time, for an example you can flew anywhere in the world in lesser time. With computer you can do any work in lesser time and also it help to enhance quality and provide suggestions. Machines are helping people in kitchen too like Oven and these are also saving time. Disadvantages Every one knows that technology is very helpful but it has some disadvantages too. Because many companies have adopted automatic machines so that they can improve their production with accuracy. As a result many people lost their job. Similarly house maids are loosing their job because robotic machines are doing their job. Owner need to pay one time only while maid get paid for every month. However machines and robots look inexpensive and good to use but, when any technical problem occurs in machine or robot, it took much time to fix it and also it can be expensive. - As we found that in technology sector, there are many advantages and disadvantages, even then people cant imagine their life without technology including me. What are the advantage and disadvantages of technology in our daily lives? Answer: Simple Question. Simple Answer. The Advantage is really convenience think about it, how convenient is it to whack on the TV in the morning, see whats happening around the world, then 20 minutes later go on your computer and have and have a twitter session, and read all your emails from friends around the world. - The Disadvantage is that technology is dominating everything. Soon posting mail would be a thing of the past. CNC machines (robots) would take over peoples jobs in making things, etc. Advantages and Disadvantages of Technology The development and spread of various technologies has become synonymous with the level of prosperity in a particular place. In economics, technology is one of the major factors that determine the growth and potential in the production process. It is also a basis for distinguishing between developed and developing countries and the advancement of technology is considered an essential factor to a country’s progress. The importance of technology in the world today cannot be stressed upon enough, which leads us to a discussion on the advantages and disadvantages of technology. The Merriam-Webster dictionary defines technology as the practical application of knowledge especially in a particular area such as engineering or medicine. A more comprehensive view of this concept can be grasped from the Wiki definition of technology – â€Å"the making, usage, and knowledge of tools, machines, techniques, crafts, systems or methods of organization in order to solve a problem or perform a specific function†. Ever since pre historic times, humans have been applying their knowledge in ways that would make life easier for mankind as a whole. We have come a long way since the discovery of fire and invention of the wheel, and there is no stopping the advance of the technological age. It has permeated every aspect of our lives from the alarm clock that wakes us up in the morning to toaster ovens and nuclear reactors. The advantages and disadvantages of technology are of great relevance due to the huge role that technology plays in our lives today. Technology and Economics Noted economists such as Adam Smith and Schumpeter have recognised the great significance of technology in the development of nations and creation of business cycles. The Schumpeterian school of thought which advocates the theory of â€Å"creative destruction† stresses on the importance of innovation and technological advances in bringing about the end of the old ways and creating a new phase or business cycle in the economy. Keynesian economics also involves concepts of production per worker and total production levels in an economy, both of which are mainly affected by the technological prowess of the nation. It contributes in increasing the GDP of a nation which is well reflected in the high GDPs of developed countries which have access to the best technologies globally. The manufacturing (secondary sector) and service sectors (tertiary sector) are dependent completely on the technological progress of a nation. Although primary sectors of the economy like agriculture and an imal husbandry did not require a highly developed technological base, they are now accepting newer and better technologies which help in improving output. The efficiency and ease provided by technological innovations as simple as calculators to complex super fast computers, has made business transactions and cross continent interaction much easier and faster. These developments have completely changed the dynamics of business and manufacturing units. Multinational companies are sprouting up by the dozen due to the new possibilities made available by technological advancements. The quality of the entire manufacturing sector, which forms the backbone of the infrastructural and production units of an economy, is determined by the amount of technological knowledge available to the producers. This has been recognised by leading companies the world over who are constantly dedicating a larger portion of their funds to RD. Thus it is clear that the advantages and disadvantages of technology in this respect are quite one sided. The economic benefits of technology far outweigh any drawbacks. Technology has and will continue to play a significant role in spurring growth in economies. Technology and Culture The advent of new innovative products in our daily lives has redefined our cultures to a large extent. Hunting, riding and fishing as means of entertainment have given way to play stations, television and movie theatres. Almost every outdoor experience such as riding on horseback, swimming or jogging can now be replicated in the environ of our homes by a variety of gadgets and technologies. All in all, people today have adopted a more sedentary lifestyle thanks to the convenience provided by technological innovations. With a new iPad or computer operating system being developed every two months, people have enough to keep them occupied both in terms of work and leisure. Other aspects of our cultural lives such as communication and transportation have progressed to an extent that the world seems a much smaller place. Transatlantic journeys that would’ve taken several months to complete a century ago can now be covered in a matter of a few hours by air travel. These advantages o f technology are quite evident to us and it would be difficult to imagine life without them today. Advantages of smart technology are also prevalent in educational institutions and among students. For example use of laptop, desktop computers, iPad also prove beneficial to the students in their studies in many ways. Computer and net technology is a source of great wealth of knowledge. However, there are some seriously dangerous trends that have emerged due to the advancement of technology. Children spend increasingly more time watching television, playing video games or surfing the internet. Social networking sites, the newest phenomenon to hit online users, have claimed a significant number of victims, both young and old, who spend a large chunk of their time and energy on these sites. People find it easier to take shortcuts, for instance, university students can easily purchase services of writers who finish reports, assignments and even theses for a small fee. Thus in some ways procrastination and sedentary lifestyles are fast becoming popular among new generations. Technology and Society Technology has even changed the face of our societal norms and lifestyles today. Quality of life, especially in health and science, has been impacted quite strongly by the advent of the technological era. The increasing electrification, urbanisation, connectivity and closeness observed in different regions of the world have given a new dimension to standard of living. Healthcare has advanced fast due to the development of life saving drugs, eradication of numerous diseases, availability of cheap medicines etc which increases life expectancy and provides overall high standards of living. Advancements in science and technology as discussed earlier have altered various aspects of our lives making them indispensable. On the other hand problems like pollution, rising population, increased waste generation and destruction of wildlife which have emerged as direct consequences of technological advancements, put great pressure on the earth’s resources. These need to be dealt with carefully in order to have sustainable development. Resources need to be conserved for the benefit of future generations and currently one of the biggest disadvantages of technological progress is that it causes heightened resource usage. What does this all means ? Thus the advantages and disadvantages of technology are numerous and varied, but need to be observed carefully in order to utilise this knowledge advantageously. Technology has been a great boon to mankind but at the same time we must not be ignorant of the drawbacks generated by some of these developments. Many amazing strides in technology have been made since the beginning of civilization, and more are certain to be on the horizon. - Disadvantage Of Technology In Our Lives Question:advantage and disadvantage of modern technology in our lives Answers:Hello ! These are some disadvantages of technology : We always must be ready to receive company, we can hardly be really alone, we are always connected, As we can have every informations easily from home, we dont go to library, or we dont search what we want in shops, so we dont meet new people, It makes relationship very unpersonal, We have no choice but to buy cellular phones nowadays, even if its expensive, If want to be in the movement, you must have a mp3, etc Bye Answers:Advantage technology makes our lives easier Disadvantage Uses up natural resources at an unsustainable rate, degrades the natural environment Answers:The advantages: 1. Make our life simpler. 2. It helps us to organize our daily activities. 3. Our job can be done faster. 4. Easier to communicate with other people. 5. Helps us to know and understand other culture and society better. (and lots more) The disadvantages: 1. Can be e asily manipulated by irresponsible persons. 2. Well be too dependant on it. When technology fails, we r helpless (in one way or another). 3. Sometimes, it affects our health and lifestyles(well be complacent and lazy. The chemicals r hazardous). 4. It destroys our simple and healthy life(I miss the traditional style of living). 5. Invasion of our privacy. (and lots more) Question:What is tchnology ; its advantage and disadvantages in our modern living? Answers:Technology is the application of scientific advances to benefit humanity. There are many advantages and disadvantages if you think about it. For example, it is advantageous while allowing us to simplify and automate production, such as robotic car manufacturing. On the other hand, it can be disadvantageous once we start depending on the advancements. Also, think of all the jobs people have lost after being replaced by a machine Advantages and Disadvantages of Living in a Convent :Hi, Im Sister Norma Raupple from the Ursuline Sisters of Youngstown Todays Question is: What are the advantages and disadvantages of living in a Convent? A convent is a house where a group of Sisters share their lives and their space with each other. There is a chapel in the central part of the house because our relationship with God is the center of our lives. The convent where I live is in Cnfield, Ohio where there are 30 of us Ursuline Sisters living together. I see many more advantages for living in a convent than disadvantages: I have a spacious private room which looks out on the woods. I often enjoy the sunrise from my window. At the same time, I enjoy the presence and interactionof other women of faith women of all ages. Their support and encouragement helps me to maintain a healthy, happy life. Our life style is simple and fulfilling as we gather for prayer and Eucharist and spend time together when we are not engaged in ministry. At times, I experience the schedule as a disadvantage. For example, the individual sister does not choose the schedule for prayer and meals. The schedule is determined by everyone talking together and deciding what is best for the group life.

Pure Hatred Essay Example for Free

Pure Hatred Essay Introduction It is so depressing to say that hate, the most powerful of human emotions is still rampant in today’s world. Despite decades of struggles for civil rights, sad stories of hatred are still being told. A lot of individuals have to walk the streets of cities, the halls of schools and offices, and even the rooms of their own houses in fear. Around this world people are still being attacked because of their race, their sex, or their religion. In this new millennium, is it going to be possible to create a safer environment for all people? Can each country become the â€Å"Land of the Free†? Sadly, individuals and groups that espouse hate are still active in the country. The horrific events of September 11, 2001, and the terrorism that has followed in its wake have made it even more important now than in the past to understand the nature of hate. Given the overwhelming displays of hate currently being displayed in the world, we have a responsibility to seek an understanding of hate, its causes, and its consequences and how to combat it and achieve a culture of peace (Brenes Du Nann Winter, 201; Brenes Wessells, 124). Typical Definitions of Hate The typical formulations of hate, those by Aristotle, Descartes, Spinoza, Hume, and Darwin are notable for their contradictions. For Descartes (1694/1989), hate was an awareness of an object as something bad and an urge to withdraw from it. For Spinoza (1677/1985), it was a case of pain (sadness) accompanied by a perception of some external cause. For Aristotle (trans. 1954), the distinguishing phenomenological fact about hate was that it is pain-free (in addition to being incurable by time and striving for the annihilation of its object). Hume (1739-1740/1980) argued that neither love nor hate can be defined at all, because both are irreducible feelings with the introspective immediacy of sensory impressions. Darwin (1872/1998) also saw hate as a special feeling, one that lacks a distinct facial sign and manifests itself as rage. Hatred is causes of bitter sorrow. We find ourselves in repugnance and anger in the presence of one we hate. The joy of hate is being caused by the suffering, loss of power and reputation of the hated person. Shand (192) described hate as a syndrome, or a bundle of episodic dispositions united by a common emotional object or a common category of such objects. The key feature of such a syndrome is that a person may be legitimately characterized as having it without being imputed any corresponding episodic state. Modern Conceptions of Hate Sternberg (123) recently proposed that both disgust and contempt are special kinds of hate, cold hate and cool hate, respectively (see also Oatley Johnson- Laird, 87, for a claim that hate is a derivative of disgust). Steinbergs proposal is part of a broad theoretical typology based on the principle that, like love, hate can be characterized in terms of three action-feelings components: (a) intimacy (more precisely, the negation thereof), (b) passion, and (c) commitment. The feelings and actions associated with the first (negation of intimacy) component include revulsion-disgust and distancing, respectively. Fight-or-flight is the action pattern, and anger-fear are the feelings attending the passion element. The last (commitment) component involves an attempt to devalue the target of hatred through contempt. On the basis of this triangular structure, Sternberg posited a variety of hates. There is, for example, the already mentioned cool hate, composed solely of disgust, and hot hate, composed solely of the anger-fear combination. There are also cold hate (devaluation through contempt alone), boiling hate (disgust + anger-fear), simmering hate (disgust + contempt), seething hate (passion + commitment; also called revilement), and, finally, burning hate, which includes all three action-feelings components. True hate, he argued, is an emotion of intimacy, respect, and strength—There can be no hatred in weakness (Solomon, 326); he saw this equality of power as part of hates special mythology, ensuring that the antagonism involves an element of mutual respect. Though Solomon referred to hate as an emotion, the general affective construct that appears to fit best his own characterization of hate dynamics is that of a syndrome. Types of Hate Hate as an Emotion The hate as an emotion occurs based on the individual emotional experience. It is an emotion where people have to experience that affect the way they live. People come to hate other people whom have mistreated them. Hate that we learn as an Idea It is a long-standing hatred even of people they have never met, simply on the basis of belonging to groups in conflict or as an idea. Prejudice and Discrimination Prejudice is a negative attitude toward an entire category of people, often an ethnic or racial minority. People who have an obvious difference make prejudice easier. If you resent your roommate because he or she is sloppy, you are not necessary guilty of prejudice. However, if you immediately stereotype your roommate on the basis of such characteristics as race, ethnicity, or religion, that is a form of prejudice. Prejudice tends to perpetuate false definitions of individuals and groups. One important and widespread form of prejudice is racism, the belief that one race is supreme and all others are innately inferior. When racism prevails in a society, members of subordinate groups generally experience prejudice, discrimination, and exploitation. In 1990, as concern mounted about racist attacks in the United States, Congress passed the Hate Crimes Statistics Act. This law directs the Department of Justice to gather data on crimes motivated by the victim’s race, religion, ethnicity, or sexual orientation. In 2000 alone, more than 8,063 hate crimes were reported to authorities. Some 54 percent of these crimes against persons involved racial bias, whereas another 18 percent involved religious bias, 16 percent sexual orientation bias, and 11 percent ethnic bias (Department of Justice 2001a). A particularly horrifying hate crime made the front pages in 1998: In Jasper, Texas, three White men with possible ties to race-hate groups tied up a Black man, beat him with chains, and then dragged him behind their truck until his body was dismembered. Numerous groups in the United States have been victims of hate crimes as well as generalized prejudice. In the wake of the terrorist attacks of September 11, 2001, hate crimes against Asian Americans and Muslim Americans escalated rapidly. Prejudice is also happening against Arab Americans and Muslims who live in the United States (226). The activity of organized hate groups appears to be increasing, both in reality and in virtual reality. Although only a few hundred such groups may exist, there were at least 2,000 websites advocating racial hatred on the Internet in 1999. Particularly troubling were sites disguised as video games for young people, or as â€Å"educational sites† about crusaders against prejudice, like Martin Luther King, Jr. The technology of the Internet has allowed race-hate groups to expand far beyond their traditional southern base to reach millions (Sandberg, 105). Hate causes Violence Hate is the most powerful human emotion exists that causes violence. It is a disease like tuberculosis. It may infect others, but it inevitably destroys the hater, diminishing his humanity and perverting the purpose and promise of life itself.   A special case of ostensive formulation might be found in the concept of the so-called hate crime. Hate crimes can be defined as criminal offenses in which the defendant’s conduct was motivated by hatred, bias, or prejudice, based on the actual or perceived race, color, religion, national origin, ethnicity, gender, or sexual orientation of another individual or group of individuals. A more extensive definition can be found in the California Penal Code, which says that: â€Å"Hate crimes . . . means any act of intimidation, harassment, physical force, or the threat of physical force directed against any person, or family, or their property or advocate, motivated either in whole or in part by the hostility to the real or perceived eth nic background, national origin, religious belief, gender, age, disability, or sexual orientation, with the intention of causing fear and intimidation.† Hate crimes are not separate offenses, however, and it is important to realize that many types of felonies can be prosecuted as hate crimes. Hate crime laws, which have developed during the past decade or two, simply enhance or increase the penalties associated with serious offenses that fall into the â€Å"hate crimes† category. At the 1994 is typical of such legislation. The act provides for enhanced sentences where a federal offense is determined to be a hate crime. The federal Hate Crime Statistics Act, signed into law by then-President Bush in April 1990, mandates an annual statistical tally of hate crimes throughout the country. Data collection under the law began in January 1991. Yearly statistics show approximately 10,000 reported instances of hate crimes, including about a dozen murders. Most hate crimes (approximately 65 percent) appear to be motivated by racial bias, while religious hatred (15 percent) and sexual orientation (12 percent) account for most of the remainder. Many hate crimes that are reported fall into the category of â€Å"intimidation,† although vandalism, simple assault, and aggravated assault also account for a fair number of hate crime offenses. Notable in recent years has been a spate of church burnings throughout the south where congregations have been predominantly African-American. A few robberies and rapes are also classified under the hate crime umbrella in any given year. Hate crimes are sometimes also called bias crimes. One form of bias crime that bears special mention is homophobic homicide. Homophobic homicide is a term that refers to the murder of homosexuals by those opposed to their lifestyles.   Some hate crimes are committed by organized hate groups. According to the Intelligence Project of the Southern Poverty Law Center (457) organized hate groups operated in the United States in 1999. Another so-called â€Å"patriot† organizations, many with separatist leanings based on race or ethnicity, existed throughout the country. Some hate crime laws have not passed constitutional muster, often because they have run afoul of First Amendment concerns over free speech. In 1992, for example, in the case of R.A.V. v. City of St. Paul, the U.S. Supreme Court invalidated a St. Paul, Minnesota, city ordinance designed to prevent the bias-motivated display of symbols or objects, such as Nazi swastikas or burning crosses. Also in 1992, in the case of Forsyth County, Ga. v. Nationalist Movement, the Court held that a county requirement regulating parades was unconstitutional because it also regulated freedom of speech—in this case a plan by an affiliate of the Ku Klux Klan to parade in opposition to a Martin Luther King birthday celebration. Some writers have noted that statutes intended to control hate crimes may contravene constitutional guarantees if they: (1) are too vague, (2) criminalize thought more than action, (3) attempt to control what would otherwise be free speech, and deny equal protection of the laws to those who wish to express their personal biases. Examples of effective hate crime legislation can be found in a Wisconsin law that increases penalties for most crimes when the offender â€Å"Intentionally selects the person against whom the crime . . . is committed or selects the property that is damaged or otherwise affected by the crime . . . in whole or in part because of the actor’s belief or perception regarding the race, religion, color, disability, sexual orientation, national origin or ancestry of that person or the owner or occupant of that property, whether or not the actor’s belief or perception was correct.†Wisconsin’s penalty enhancement statute was upheld in the 1993 case of Wisconsin v. Mitchell. In that case, the United States Supreme Court held that Mitchell, a black man whose severe beating of a white boy was racially motivated, could be punished with additional severity as permitted by Wisconsin law because he acted out of â€Å"race hatred.† The Court called the assault â€Å"conduct unprotected by the First Amendment† and upheld the Wisconsin statute saying, â€Å"[since] the statute has no ‘chilling effect’ on free speech, it is not unconstitutionally overbroad.† In 2000, however, the Supreme Court, in the case of Apprendi v. New Jersey,struck down a New Jersey law that allowed judges to sentence offenders to longer prison terms for crimes motivated by racism or other bias. The law did not require that prosecutors prove to a jury that an offense was a â€Å"hate crime† under state law. Are there Any Cures for Hate? There is no magic bullet cure for hate. There are several possible steps, however. Indeed, Staub (240, 124) devised a program for intervening in cases of mass killings and violence (see also Veale Dona, 147). At the very least, one can start by modifying negative stereotypes, which can be done with some success (Blair Banaji, 219; Mackie, Allison, Worth, Asuncion, 156). In general, people need to: †¢ understand the triangular nature of hate and its escalation with successive triangular components so that one can recognize its often subtle presence; †¢ understand how hate is fomented through stories, often by way of propaganda; †¢ understand how hate can lead to massacres and genocide through the translation of feeling triangles into action triangles; †¢ combat feelings of impotence with constructive rather than destructive responses, and act against hate and its consequences rather than stand by as passive observers, as the world so often has done; †¢ realize that passive observation and often attempts at reason enacted in the hope that hate-based massacres and genocides will go away are perceived as weaknesses and tend to encourage rather than to discourage violence; and †¢ combat hate with wisdom. There is no complete cure for hate. Cognitive comprehension of a destructive psychological process does not insulate people from experiencing it. But given the destruction hate has caused over time and geography, there is a need to understand it, its consequences, and ways to at least try to combat it through understanding and especially through action. Indeed, there are few areas of psychology for which it equally can be said that action speaks louder than words. Many of the ways of combating hate are the same that one would use in resolving conflict situations and achieving peace (Christie, Wagner, Du Nann Winter, 238), including creation of win-win situations, building trust between groups, sharing information, each side asking questions of the other, generating multiple alternative options, and seeking understanding of groups to which one does not belong (Boardman, 149; Isenhart Spangle, 259). Sometimes when a group communicates to the other the story of what its members have experienced, they can come to an understanding of each other that is not possible when people stay silent and fail to communicate (Albeck, Adwan, Bar-On, 162). When wrongs have been committed, no solution may be possible unless both sides are willing to forgive (Azar Mullet, 95). Building tolerance and creating a culture of peace and a society in which people share equally in rights and in participation in the society can go a long way toward resolving problems of violence and hate (Christie Dawes, 2001; Miall, Ramsbotham, Woodhouse, 199; Montiel Wessells, 221). The question is whether people have sufficient good will to achieve this goal. Combating hate requires, first and foremost, taking responsibility for it, its perpetrators, and its consequences. Ultimately, the best way to combat hate may be through wisdom (Steinberg, 198). Intelligent people may hate; wise people do not. People like Mohandas Gandhi, Martin Luther King, Mother Theresa, and Nelson Mandela had the same human passions as any of us, but in their wisdom, they moved beyond hate to embrace love and peace. The balance theory of wisdom (Sternberg, 198) defines wisdom as the application of intelligence, creativity, and experience toward a common good by balancing ones own interests with others interests and institutional interests over the long and short terms. By definition, wise people do not hate others because they care about the individuals (or groups) wellbeing as well as their own or that of their group. They seek solutions that embrace the legitimate interests of others as well as of themselves. Someone who cares about anothers interests and well-being cannot hate that person, in part because he or she cannot dehumanize that other. Schools typically teach children knowledge and to think intelligently. But they rarely teach for wisdom. Indeed, in many schools across the globe, they teach hate for one group or another. Ultimately, if society wishes to combat hate, its schools and institutions need to teach students to think wisely. They then will realize that hate is not the solution to any legitimate life problem. Indeed, it foments rather than solves problems. But to teach for wisdom requires wisdom, and so far, the possession of that wisdom is a challenge that many fail to meet, not because we cannot meet it, but rather, because we choose not to. It is to be hoped that, in the future, people will make the better choice—for wisdom rather than for foolishness and the hate that can arise from it. Conclusion To sum up, despite much recent attention to hate as a topic of discussion and intervention, there currently exists no generally accepted definition and cure of hate. More grievously, there is nothing approaching a consensus on how to delimit the domain within which such a definition would fall. Meanings of hate differ both across and within contexts. Thus, it remains unclear if different authors are indeed discussing or intervening against the same thing. The situation raises a number of questions: Why this cornucopia of meaning? How are psychologists to characterize the underlying disagreements? How they to decide which disagreements are are substantive and which are purely semantic? How are people to decide who is right and who is wrong? What would it mean to be right or wrong in this context? These are just some trying questions about hate, to which the answers are still unclear. But one thing is clear, definitely hate is not the answer and we have to control ourselves emotionally and change our minds for the better. WORKS CITED Albeck, J. H., Adwan, S., Bar-On, D. Dialogue groups: TRTs guidelines for working through intractable conflicts by personal storytelling. Peace and Conflict: journal of Peace Psychology, 8, 301-322, 2002. Aristotle. The rhetoric and the poetics o fAristotk (W. R. Roberts, Trans.). New York: Modern Library, 1954. (Original work written ca. 340 B.C.) Azar, F., Mullet, E. Willingness to forgive: A study of Muslim and Christian Lebanese. Peace and Conflict: Journal of Peace Psychology, 8, 17-30, 2002. Blair, I. V., Banaji, M. R. Automatic and controlled processes in stereotype priming. Journal of Personality and Social Psychology, 70, 1142-1163, 1996. Boardman, S. K. Resolving conflict: Theory and practice. Peace andConftict: Journal of Peace Psychology, 8, 157-160, 2002. Brenes, A., . Du Nann Winter, D. Earthly dimensions of peace: The Earth charter. Peace and Conflict: Journal of Peace Psychology, 7, 157-171, 2001. Brenes, A., Wessells, M. Psychological contributions to building cultures of peace. Peace and Conflict: Journal of Peace Psychology, 7, 99-107, 2001. Christie, D. J., Dawes, A. Tolerance and solidarity. Peace and Conflict: Journal of Peace Psychology, 7, 131-142, 2001. Christie, D.J, R. V. Wagner, R.V. Winter, D.D. 2001, Peace, Conflict and Violence: Peace Psychology for the 21st Century Upper Saddle River, NJ: Prentice Hall.,106, 2001. Darwin, C. (1998). The expression of the emotions in man and animals. New York: Oxford University Press, 1998. (Original work published 1872) Department of Justice. Hate Crime Statistics, 2000. Washington, D C: U.S. Government Printing Office, 2001a (Accessed October 16, 2002). Descartes, R. On the passions of the soul (S. Voss., Trans.). Indianapolis, IN, 1989. (Original work published 1694) Hume, D. A treatise of human nature. Oxford, England: Oxford University Press, 1980 (Original work published 1739-1740). Isenhart, M., Spangle, M. Collaborative approaches for resolving conflict. Thousand Oaks, CA: Sage, 2000. Mackie, D. M., Allison, S. T., Worth, L. T., Asuncion, A. G. (1992). The generalization of outcome-biased counter-stereotypic inferences, journal of Experimental Social Psychology, 28, 43-64, 1992. Miall, H., Ramsbotham, O., Woodhouse, T. Contemporary conflict resolution. Cambridge, MA: Polity Press, 1999. Montiel, C. }., Wessells, M. (2001). Democratization, psychology, and the construction of cultures of peace. Peace and Conflict: Journal of Peace Psychology, 7,119-129, 2001. Shand, A. F. The foundations of character (2nd ed.). London: Macmillan, 1920. Solomon, R. The passions. New York: Anchor Books, 1977. Spinoza, B.Ethics. In E. Curley (Ed.), The collected works of Spinoza (Vol. 1, pp. 408-617). Princeton, NJ: Princeton University Press, 1985. (Original work published 1677) Staub, E. (1989). The roots of evil: The origins of genocide and other group violence. New York: Cambridge University Press, 1989. Sternberg, R. J. Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36, 227-245, 2001. Sternberg, R. J. A duplex theory of hate and its development and its application to terrorism, massacres, and genocides. Review of General Psychology, 7, 299-328, 2003. Veale, A., Dona, G. Psychosocial interventions and childrens rights: Beyond clinical discourse. Peace and Conflict: Journal of Peace Psychology, 8,47-61, 2002.