Reflection essay Example | Topics and Well Written Essays - 500 words - 5

Reflection - Essay Example The American culture has a socially constructed definition for the term â€Å"race† but the very existence of people from mixed race cultures pose a threat to the understanding of the term race. It is really shocking to face the fact that in the very liberal America that we see today, the attitude towards mixed race people has always been negative to such an extent that inter-racial marriages was not even supported based upon the fact they were unnatural and resulted in weak progenies. The Hybrid Degeneracy which says that mixed race people have â€Å"inferior† genes compared to the parental genes, theory lends support to this argument. This somewhat confused me since according to Darwin’s theory mixed genes lends more stability and even though some people think that mixed races would have bad genes, Darwin’s theory makes it clear that mixing of genes is better for human race. Mixed race people were once considered dangerous, immoral and even unfit for the â€Å"superior† white society. However, no such consideration is made against the whites who might be indulged in something familiar as the non-whites. From the perspective of mixed race individuals, it must be really hard to select their allegiance to just one race because of which they are often seen as â€Å"traitors† or â€Å"sell-outs† especially in an hegemonic culture. This creates a problem for an individual’s identity since society compels mixed race people to re-define his identity altogether. The article makes it clear that some people consider â€Å"white race† to be superior and consider the dilution of the genes as something unnatural and this superiority complex compels some people to deny the existence of mixed races in America. The latter part of the reading highlights the fact that â€Å"race† is political, socio-cultural as well as biological in nature. Our society has created a bubble of thought about the

Citizen Kane Essay Example for Free

Citizen Kane Essay The film Citizen Kane (1941), directed and written by Orson Welles and Herman Mankiewicz, is an American film drama that use various film techniques to illustrate themes, attitudes, and the development of a story. Welles use of camera angles, lighting, movement, symbolism and expression allow the audience to comprehend and understand the themes such as power and exploitation that are present in this movie along with many other themes that pertain to the life of the main character, Charles Foster Kane. Many of the filming techniques that are used in this film illustrate Kane and his feelings and transitions through and about his life. Citizen Kane is a film that demonstrates the importance of how simple scene techniques can help develop a story. After viewing the film, the audience comes to understand that the main theme of the movie is centered around the importance of childhood. Throughout the movie, symbolism is used to reinforce the theme. Thompson, the reporter, attempts to figure out the meaning of the word â€Å"rosebud†, Kanes last words before passing away. Kanes life seems to be a mystery to some people, and the word â€Å"rosebud† is that missing piece to Kanes life. Thompson never figures out what â€Å"rosebud† means, but at the end of the movie we see the word â€Å"rosebud† on the sled that was thrown into the fire. At this point the audience understands that rosebud is indeed symbolic of his childhood and the missing piece of his life. Earlier in the movie, Kane is outside playing with that same sled while his parents are discussing a plan to send him away. â€Å"Rosebud† can now be connected to the snow globe which represents his childhood in Colorado. Thomson said that â⠂¬Å"rosebud† was a missing piece in a jigsaw puzzle. He is illustrating that Kane always felt that he lost his childhood and himself. All he had to show for it was that sled and the snow globe. Further importance on the theme of his childhood is illustrated through lighting when Thomson the reporter investigates Tatcher to get a better understanding of Kanes childhood. When he enters the room there is a very distinct, glowing light that is angled in such away that it focuses on a book containing information about Kanes childhood. Right away, we see the importance of Kanes childhood in the developing plot. To further emphasize this importance, when Thomson opens the book, the audience notices the very distinct contrast between the bright light on the book and the dark area surrounding the book. Throughout the movie, the director is hinting to the audience that his childhood is symbolic of something very important which just might be the answer to the question, â€Å" What/who is Rosebud?† By now the audience understands that that Kane was unable to have a normal childhood due to a lack of say and power. This is illustrated using a depth and focus effect. In the early parts of the film there is a scene in which Kane is outside playing while his parents and banker are negotiating his fate. The actors are ordered in such a way that the mother is always in front, followed by the banker, Kanes father, and then Kane. Kanes mother seems to have the power due to her position in this scene. It is important to notice that although Kane is in the far depths, he is still in focus, but with limited power. As we transition through the movie, Kane gains power and is in the front of this scene but there is always depth and focus in the shot to illustrate a hierarchy of power. Another theme in the movie that is reinforced by this technique of depth focusing is relationships. As Kane develops through the movie, the audience recognizes that he is losing his power and his weakness leads to broken relationships. When he takes control of the Inquirer, he is constantly surrounded by people and they are not physically distant from him, but as his status on the hierarchical system dwindles down, he begins to distance himself from others in scenes. When Kane fires Leland, we see a great deal of depth and distance between the two but both remain in focus. In this same scene Bernstein is standing in the doorway at a distance away from Kane but he has no significance. The way the actors are positioned illustrate how Kane is developing as person and with other people around him. When Kane gets taken away by Tatcher at a very young age, his life is transitioning into one of power and corruption. When his employees and partners welcome him for the first time at the Inquirer, all the shots are low angle shots. The angle also makes it seem as though Kane is significantly larger than everyone else in the subsequent scenes. It is as though the audience is looking up to him just as his employees are, illustrating the theme of power that Kane now holds. Exploitation is a theme that begins to develop after Kane has taken control of the Inquirer. His need for power continues to grow and he becomes more and more corrupt. Not only is there corruption within his company, but he comes to exploit other peoples thoughts and ideas. As Kane obtains more power and greed, he gets the idea to run for governor, but in the process he gets exploited in regards to his developing relationship with Susan. This is where the movie transitions from power to weakness. Up until this point there has been many low-angle shots to illustrate Kanes growing power. When Kane loses the election, the film moves transitions into high-angle shots. Prior to anyone even saying that the election was over, the scene setting clearly illustrates that the election was lost. Even though the office looks like it is a mess, it is very empty. No campaign crew, no feeling. The shot then moves to Kane. During this scene Kane speaks with two different people but his face is down and hidden from the audience. The camera is constantly at a low angle illustrating Kanes diminishing power. Furthermore, this is the first scene with Kane in which there is limiting lighting in the room, which reinforces the concept of an empty feeling. As mentioned before, the director uses deep focused shots to illustrate a hierarchy of power. Throughout the movie, deep focused shots are also used to put significance on a specific actor. In the deep focused shots, actors are usually separated by long distances, like in the scene where Kane is talking to Susan across a long corridor with Thompson as the interviewer. When either Kane or Susan speak, the camera shot is always focused in front of them to draw attention to what they are saying. Another technique used to put focus on Kane throughout the movie is by drawing in on Kane by passing through and object or person through a continuous shot. This filming technique is used in the first scene of the movie. The scene begins with the audience closing in on a â€Å"No Trespassing† sign, and then passes through the sign to reveal a house with light coming from one window. This might not be a significant amount of light, but the lighting does illustrate the importance of what lies beyond those windows. The scene continues through a garden, over fences, etc. but the whole time the lighted window stays in the same position, continuously bringing a attention to its significance. Of course as the scene continues it is that of Kane passing away and revealing the mystery which follows throughout the film. The director attempts to always keep the attention on Kane even when it seems as though he is fading out of the discussion. The audience can always find a relationship between the characters of a story/film and the main themes. In the film Citizen Kane, the relationship between the characters and important themes are illustrated by filming techniques that range from camera angles to symbolism. Throughout the movie symbolism played an important role in determining the main theme and what â€Å"rosebud† meant. Kanes development as a person and place in society was illustrated through camera angles, lighting, and depth. These techniques not only assists the audience in understanding Kane, but also understanding other characters and the relationship Kane had with them.

What Is a Gold-Collar Worker? :: Workforce Work Papers

What Is a Gold-Collar Worker? A Higher Level of Knowledge Work. Kelley (1990) described an old distinction that divided the work force into blue-collar and white-collar workers. Blue-collar workers typically did manual labor in a factory for hourly pay, whereas white-collar workers did knowledge work in an office on salary. However, changes in the nature of work and the workplace have led to large growth in the numbers of a particular kind of knowledge worker—the gold-collar worker, whose most valuable assets are problem-solving abilities, creativity, talent, and intelligence; who performs nonrepetitive and complex work that is difficult to evaluate; and who prefers self-management. The gold-collar worker is, for example, the computer engineer as opposed to a lower-level knowledge worker such as an input operator. Kelley pointed out that even though the name is new, there have always been gold-collar workers like designers, researchers, analysts, engineers, and lawyers. Learning, Teams, and Strategic Thinking. Wood (2001) characterized gold-collar workers in information technology (IT) similarly by focusing on qualitative matters. Gold-collar IT workers learn continually from experience. They recognize the synergy of teams and can demonstrate leadership; they are strategic thinkers who see the big picture and can change strategic directions when necessary. They have a portable, flexible skill base relevant to a variety of work environments and maintain that skill base through their own personal development, with well-connected networks of contacts at the leading edge. Interdisciplinary Knowledge. Where business and science intersect, the basic focus of the gold-collar worker is interdisciplinary knowledge and experience (Bartlett 1998; Todaro 2001; Van Nierop and Bow 1997). This interdisciplinary focus combines scientific or other technical knowledge and skills with business literacy to result in a gold-collar worker with expertise across several areas. Gold-collar engineers, chemists, biologists, physicists, or geoscientists understand the relationship between their scientific discipline and business, have the management and financial knowledge needed for a business environment, and can "marry" science and entrepreneurship. Other Characterizations. Roe (2001) called the gold-collar worker "a highly skilled multidisciplinarian who combines the mind of the white-collar worker with the hands of the blue-collar employee" (p. 32); examples include aircraft systems maintenance technicians, network administrators, and advanced manufacturing technicians. A similar case would be online customer service representatives (CSRs), for whom managing customer relationships now involves not only oral communication but also text-based Internet chat and e-mail about tough questions not answered in frequently asked questions or canned e-mail responses (Dicksteen 2001).

Amendment for Protection of the American Flag

As Americans, we live in a nation that provides unlimited opportunity and freedom that is unparalleled in the history of the human experience. Through it all, the flag of our country has stood as a symbol of that freedom and opportunity. Men and women have died to protect it and Americans from all walks of life have sacrificed a great deal to freely display it. However, all of this is countered with a frightening fact- The Constitution of the United States of America promotes desecration of the flag through the protection of flag burning as an expression of free speech (Goldstein, 1994).Therefore, the Constitution cries out for an amendment to protect the flag at all costs because without protection of the very symbol of freedom, the underlying democracy will in time fall by the wayside as well. This should not be taken as a harbinger of the end of democracy, however. In this speech, the following main points will be discussed: †¢ There are far too many cases of flag desecration , as will be proven by statistics †¢ The problem of flag desecration will not go away by itself, so action is needed†¢ Without action, the freedom that the flag represents will go up in flames like the abused flags themselves II. NEED STEP: Flag Desecration is Far Too Common The disrespect that has been shown the flag of the United States, in the most extreme cases, involves the flag being burned. While this makes an excellent photo opportunity for the media, the other examples of disrespect that the flag has been shown in recent years is far more common and degrading than an outright burning.Specific examples of this disrespect include the perversion of the flag under the excuse that the flag is being used for artistic purposes and therefore is legitimate as artistic expression, such as the use of the flag as a canvas upon which pornographic scenes are painted, use of the flag as offensive products such as the Old Glory Condoms offered online for sale, and the presentatio n of destruction of the flag in plays and movies, disguised as an essential part of the plot (Chu, et al, 2003).All of this is reinforced by powerful organizations like the American Civil Liberties Union that use their clout in courts of law to defend those who come under legal scrutiny because of their flag abusing activities (Arbuckle, 2003). Because there are so many perversely innovative ways to disgrace the American flag, the problem of desecration will not go away by itself; rather, evidence suggests that it will only get worse.Therefore, ways to protect the flag must exist. III. SATISFACTION STEP: There are Ways to Protect the Flag It would seem that the flag should be protected from those that would casually destroy it for their own benefit. So, how can this be accomplished? First, the implementation of a Constitutional amendment to ban the desecration of the American flag must take place, regardless of the weak excuses that have been offered to legitimize it.The justificati on for such an amendment lies in an important distinction between freedom of expression and freedom of conduct. The Constitution provides for the right of the individual to express themselves freely, which gives the impression that one is given the freedom to speak freely, peacefully assemble, challenge the government if they perceive that injustice exists, and the other rights enumerated in the Bill of Rights and elsewhere.However, there is a limit on conduct, constitutionally speaking. No one is given the right to act out in any way that they’d like. Therefore just as one would not be permitted to assault an individual with whom they disagreed, no one should be allowed to, in essence, assault the flag if they disagree with the government, or for any other purpose (Foerstel 1997). When and only when the Constitution bans the destruction of the flag will we see a total protection of the freedoms that the flag represents.IV. VISUALIZATION STEP: Without Protection, Democracy Su ffers If the flag is not protected, it would seem that it would only be the beginning of a wholesale sacrifice of all of the freedoms that have been provided by our founding fathers, protected with the blood of many of our best and brightest citizens, and laid out in the Constitution. It will only be through an amendment of that very Constitution that the flag is safe.If the flag is not safe, it is entirely possible that from that point the powerful ACLU and other organizations like it will use their power to make it acceptable for other unacceptable actions to be condoned under the guise of expression of freedom, such as illegal drug use, child abuse, and the like. The awful possibilities are truly endless. Simply put if we do not constitutionally protect the flag, a free-for-all will likely result as the other rules of civil conduct, one by one, are subsequently challenged and defeated. In the end result, only those with the money and power will have their agendas-for better or wo rse- advanced.Anarchy and evil will prevail without solid regulations to prevent such occurrences. V. ACTION STEP: Everyone Needs to Get Involved Sadly, the ultimate sacrifices that Americans have made in the name of freedom, from the hills of Lexington and Concord to the deserts of Iraq and Afghanistan, are likely to continue as long as the American nation exists. However aside from these valiant efforts, everyone who loves democracy and freedom must get involved in the effort to protect the American flag. There are several ways for the common person to personally solve the problem of flag desecration:First, support for the Constitutional amendment must exist. Citizens should take advantage of their freedom of expression to speak out in support of this effort. The circulation of petitions to gain the support of others will go a long way to appeal to elected officials about the importance of the amendment. Likewise, soliciting these elected officials to speak publically in support o f the amendment would be an excellent method. From the sacred point of view, church groups should also gather together regardless of religious affiliation to make a difference (Wall, 1995).Speaking out and organizing will be the best way to facilitate a flag protection amendment. VI. CONCLUSION: Summing it Up In an age where traditions and symbols are being discarded one by one, the flag must be protected at all costs; if not, the bloodshed in the past will all be in vain. Sadly, as has been discussed, the flag is sacrificed for profit, personal interests and entertainment- basically, the slimmest of reasons. Thus, the call goes out to everyone to be vocal, solicit flag protection from their friends and neighbors as well as elected officials, and never give up.The America that our children and grandchildren ultimately inherit is the one that we create today. We owe it not only to ourselves but also to generations yet unknown to us to preserve liberty, and justice for all. The task b efore us is clear- if we protect the flag, the flag will ultimately protect us! Works Cited Arbuckle, M. R. (2003). Vanishing First Amendment Protection for Symbolic Expression 35 Years after United States V. O'Brien. Communications and the Law, 25(2), 1+. Chu, J. , & Couper, D. P. (2003). The Flag and Freedom. Social Education, 67(6), 327+.Foerstel, H. N. (1997). Free Expression and Censorship in America An Encyclopedia. Westport, CT: Greenwood Press. Goldstein, R. J. (1994, July 18). This Flag Is Not for Burning: Snuffing out Symbolic Speech. The Nation, 259, 84+. Goldstein, R. J. (1995). Saving Old Glory: The History of the American Flag Desecration Controversy. Boulder, CO: Westview Press. Monroe’s Motivated Sequence. Retrieved November 22, 2008 from the World Wide Web: http://www. worldofspeech. com/speech1/monroe. html Wall, J. M. (1995, July 19). Flag-Burning Revisited. The Christian Century, 112, 699.

How to improve english

Therefore It Is really Important to improve English skills because It Is never too late. People who are not very keen on writing English. even for them it can be a good start. Adrian: It Is very Important to start writing English as much as possible. There are some ways of improving english such as reading. tching movie or even listening to music, This should be included In the dally task and after doing It for a long time It becomes a habit and then the person will realize how he or she is going towards betterment. but each of them has their strength and weaknesses. Actually, learning English Is not as difficult as you think. YouVe got to commit yourself if you want to be successful. Jimmy: I remember what my lecturer told me that If you're lazy or not interested in learning English, you'll never break through yourself.I really want to be able to read, write and speak well in English because English Is uite important as the international language nowadays. Ya. It'll be useful when I would Ilke to geta good job or go overseas to carry on my studies or work. Okay. First of all, you must read more English materials. such as magazines and newspapers. ‘Ofs Not only that, English textbooks, instructions and ingredients on food packages, advertisements are also important. Jazali: When people write, they usually use â€Å"correct† English with a proper grammatical structure. Ya, This is not always true when people speak.That's why. So, by reading, you can learn grammatical English naturally. I Just saw an article, it says that If you choose something to read that you like, it can actually be interesting and enjoyable. Well, this came across my mind. If you like to read about football in your own language, why not read about football in English right? Ya, I agree with you. You will get information about football and improve your English at the same time. But guys, you wont have a direct impact on your speech improvement. written English differs greatly fro m English used in actual live conversations.Sometimes, Written English tends to be more formal and isn't packed with phrasal erbs like everyday English! to make English phrase, word, or word chunk stick in your mind for later use in a conversation, you need to repeat it a good number of times. Don't forget guys, You basically need to repeat the phrase and memorize it doesn't happen when you read an English fiction book! – and it By the way, music is also a fun way to work on your listening. Learn the most effective way to do it and about the challenges you face learning from music.If you love music, Music will teach you useful phrases and collocations, help you to remember new ords and old, improve your pronunciation and sharpen your listening. Hey, Zhen hao what are you doing? Im Finding lyrics. Half of a good song is what the words mean. Songs are about something. But before you can fgure out what a singer means, find out what she or he is saying. Yes, Songs are utterly dif ferent†and usually deeper, cooler and more poetic†when you know what your favourite singers are really saying. So, find the lyrics to your favourite songs, print them out and work to understand what they mean.Not only finding lyrics, u need to sing along too. In the shower, around the house or at your local karaoke box, it will help your English get better and better. You pronunciation will improve, and you will remember more and more new English. However, there are some adverse on listening English song too. Nowadays the songs getting varies through the country. Some lyrics of the songs may contain of verbal words. Yaya! Like the song sang by Akon, ‘l Just had a sexl The music video of the songs also may contain of adult content such as naked and this is not suitable for young people or child to watch.Everyone *laugh* The music video of the songs also may contain of adult content such as naked and this is not suitable for young people or child to watch. On the oth er hand, the lyric's spelling on screen also might not accurate. the true spelling. So, This could be a disadvantage of learning English by music. Hey don't forget, my hobby, watching movies also will improve English. Haha.. Watching movies is a great way for you to improve your English, especially your listening and speaking skills. Films are not usually created for English language learners – they are made for native English speakers.Films are not usually created for English language learners – they are made for native English speakers. It is not a good idea to use this as your only method of learning English; it is much more advisable to study at an English school. However, I would definitely recommend all English language students to watch films in English in their spare time for additional practice that you might not get in a classroom. I agree with u Zhen hao, It helps to take the language away from the artificial classroom norm, which helps us because they get t o see/hear the language in a more natural setting.Other than that, watching movies will not only improve your listening ability, but will help you a lot on your spoken English, espcially our English intonation. Besides, when you watch a movie, you can also learn the culture reflected in the movie. But some of the parents will get mad or angry if their children wasting more time on movies. I don't think so Jimmy, this is my own experience. I like watching movies very much and it's really helpful for my English study. I really recommand you watch some typical movies. And You can watch movies and TV programs with English subtitles as ell.That helps a lot. I really think that it depends on what movies we are watching! If they are watching movies that are grammatically incorrect, I cannot see how that's going to help them with the English language. We can watch movies from the fiftys and sixtys, those movies were make with proper grammar in mind. for conclusion, So far i still strongly r ecommend you to watch more movies because it really helps to improve English. How do you think everyone, Agree with it? Yes, I agree. watching movies can be very beneficial.

My Experience of Teamwork in a Charity Event Research Paper Example

My Experience of Teamwork in a Charity Event Research Paper Example My Experience of Teamwork in a Charity Event Paper My Experience of Teamwork in a Charity Event Paper In a previous assignment (P2) I did A report on own contributions to a specific team activity relating to health and social care. The activity that took place was comic relief day in school. It was a school fundraising day where many different activities took place to raise money for children in need that are unfortunate and need help in the most basic needs, for example providing water, food and shelter. The charity event was able to raise  £960 to help vulnerable children. The different activities that took place were raffles, sponging teachers, cake sale and clothes sale. My contributions to the activity were Effective communication Selling clothes Collecting money Teamwork can have great success and within the event that I will be discussing which was a fundraising for comic relief all the members within the team where able to influence the success of the activity. The main success of the activity was the mass amount of money we raised which was  £960. This was such an achievement and the whole team was overwhelmed when they realised all our contributions put together allowed us to achieve more than we expected. There are however many barriers that do come in the way of when teams work as a group that can have implications of the success of the activity. But the issues can be overcome through full cooperation and also if I adapted my contributions I could also make a difference and enhance the success of the activity. During the activity there where many changes that I could have made to enhance the success of the activity. When all the individuals in the group put together their contributions they are easily able to show that the activity can be a success. However sometimes the contributions do need to be altered a little to make a further succession. Effective communication In assessing the first contribution in influencing the success of the activity communication is one of the most influential parts in working as part of a team. Effective communication needs to be effective in creating an understanding for everyone within the team. I was able to show effective communication through being clear and making sure I do not create any barriers of communication such as making team members amuse my information. Also understanding the different forms of communication and interpersonal interaction helped me in being able to break any barriers of communication. Being able to flow the communication cycle helped me in having a precise aim and a precise outcome that helped in the communication being clear and effective. This had a great success on the activity as I was able to show that I understood information given to mere and was able to give the right feedback. This also stopped me in mumbling or not getting all the information across during team get together or when interacting with people during the activity. The communication cycle this theory that was found by Charles Berner is an excellent way of showing how a person makes sense of communication in the mind. However in assessing how my communication influenced the activity in a negative way was that I was unable to show full effective communication due to having a lack of eye contact with individuals and also not holding a good posture. Also my first impressions on the team did have an effect on the success of the team and my contributions due to me not being on time on the first team gathering. Following the theory of communication found by Michael Argyle (1925-2002) would have helped me in overcoming these communication barriers. Making a first impression is very important as studies have shown that within the first 2 seconds of meeting a person an individual makes their judgments on how they see them. Michael Argyle stated that information can be conveyed through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behaviour this shows that first impressions are always important in how the team would see me and is also a form of effective communication. Due to me having a shy personality this affected the posture I held when I was participating in the activity. Postures can send a variety of messages. Posture can be used to determine a participant’s degree of attention or involvement for example standing slouched would show that the individual does not care. Posture can also show the openness of an individual standing with arms flowed can stand for a barrier in the way of them being able to communicate effectively. Unfortunately I was holding my hands together and had my shoulders low in other words I was very closed off from all the other team members. The recommendation that could be given in the contribution of providing effective communication to make it success would be to give team members training to understand the ways information is conveyed in the most effective way. Training would allow me to be able to understand the importance in effective communication and how much it can affect the success of the activity. For example if I had better communication skills I may have been able to draw more people in to the stalls and this would have encouraged individuals buying more items that would have raised more money. Also flowing Argyles nonverbal communication would also be another recommendation that would allow me to influence the activity in a positive aspect. Nonverbal communication is the process of sending and receiving messages from another person. These messages can be conveyed through gestures, engagement, posture, and even clothing and hygiene. Nonverbal communication can convey a very different message than a verbal conversation and therefor needing to prefect both forms is a great importance. Effective communication can be very difficult to achieve however once the barriers are overcome and understood in how to overcome them communication can be extremely effective and be able to help the group achieve the most they can. Selling clothes In assessing another one of my contributions to the group was sell clothes that had been donated to the school by the pupils and staff. I had to sell the items for different amounts of money depending on what they were worth. The lowest the pieces went where 50p and the highest was  £5.00. At first I did think it would be difficult and was apprehensive about whether or not people would by the clothes that where collected. However the generosity of people was overwhelming as a majority of people bought a least one item. There were great benefits in selling clothes as I was able to raise  £57.00. another benefit of selling clothes is that it did not only benefit the charity through money but the individuals who bought them also benefited hugely as some of them where less fortunate and having good standard clothes for a maximum of 5.00 helped them hugely. Also the individuals who donated the clothes also said that they felt so happy that they could donate these clothes to the charity and help raise money rather than through them away. Selling clothes also helped me in building my confidence in money and talking to individuals. However in another assessment of selling clothes there were also negative issues that did affect the amount of clothes that where purchased. Even though  £57.00 is a lot, more could have been achieved. The clothing sold where not varied and therefor this did cause bad influence on the success of the activity. Also due to the school being multi-cultural there were issues that there was not a variety of cultural clothes that did lead to a form of discrimination. Also the way that I had placed the clothes around the stall did not show any presentation which also may have deterred individual’s way from the stall. In assessing another issue that was create through the conflict of the clothes selling was the conflict between student and staff as the pupils wanted to go around to all the activities but there was no time left. Another bad point is that some of the clothes were not clean and therefor this could have also been a health and safety hazards. This led to some team members feel secluded due to not having there say. At first we were able to show that they were able to get together and decide with the clothes that would be sold however as the activity went on some individual began to feel a lot more distant with the team and this did cause problems. This is a similar issue stated by Bruce Tuckman (1975) who created the theory of stages of group development. Tuckman believed that groups go through 4 different stages that allow the group to be fully formed. However the Tuckmans theory allows the group to see that after the barriers and the problems they can come together and preform in the task. Linking this with my contribution of selling the clothes it is clear that once the group came together and overcame the issues for example not having a variety of clothing or having them too expensive or to cheap would have a positive influence on the success of the activity. The recommendation that I would have on my own contributions is that I would have tried and putting different clothing in my clothes stall that consisted of different cultural clothing. For example a changshan, qipao which are Chinese clothes or langa/paawada Indian clothing. This would have benefited in promoting anti -discrimination and also may have given me a better chance in raising more money with having a variety of clothing that would appeal to all cultures. Clothing can be a very nice way to get individuals to see and experience wearing different clothing. Collecting money Another one of my contributions to the activity was to collect the money that was needed to be given in by every child that wore their own clothes. I went to every class room from year 1 to year 6 and made sure that all the pupils wearing their own clothes did pay a minimum of  £1.00. This task was not difficult at all as the money was already placed in an envelope and the resister was ticked if they had paid and a cross if they had not. In assessing this contribution I was able to make sure that every person who wore their own clothes did bring in  £1.00. Also having this contribution helped me in being able to support the staff in being organised. Another benefit of collecting the money is that it made sure the younger children in the school did not lose the money so I started this contribution at the start of the day. In another assessment of this contribution is that some people within the team did not feel trustworthy on me and believed that I could take the money. The reason behind this was because individuals felt that they did not know me and therefor how could they trust me with their money. Therefor I should have been with another person to create more trust with the pupils and also this would reassure them that I would not take the money. However once the money was collected I was astonished with the amount of money collected just due to the students wearing their own clothes. This showed great commitment level we were all able to succeed as we worked hard in committing to the team and being reliable. When all the money was collected I felt so enthusiastic about how much it would help children in need and due to being part of the team I felt that I had a part to playing in being able to gain that amount of money. The humanistic approach shows the way that I felt. Carl Rogers and Abraham Maslow came up with the humanistic theory (1934) that shows that a healthy mental attitude is dependent on taking personal responsibility, recognising the existence of free will, and striving towards personal growth and fulfilment. Feeling fulfilled is a human instinctive. The recommendation that will fit nicely with this contribution would be planning. If I planned how to collect the money and get another member of the group to help me in collecting the money I would have had better success with this contribution. Planning would allow me to set out the priorities and make sure that I as fully organised. Planning is fundamental during an activity and I should have planned how to collect the money that would have allowed me to reduce the risk of some students feeling unease about giving their money to me. Also getting resources such as a locked charity box would have helped me in breaking the barriers of me steeling the money and also making sure that none of the money was lost. Another recommendation made for my own contributions in being reliable I would in the future try to show my reliability. As some members of the group did not relay on me as much due to feeling that I was not available because I never told them that I could do certain tasks. Also having the right posture and communicating in the right tone would also have a profound effect on the success of the activity due to breaking down any barriers that I would feel. Remembering to go through the stages in all the theories mentioned above would help in reaching self-actualisation which is the overall outcome of achieving the goal of the activity. Overall assessing my contributions to the team there clear understands that there are positive and negative influences on the activity. When working as a team I have learnt that to achieve the success of the teamwork and the goals there are some process seen in the theories such as the Tuckman’s theory or Maslow’s hierarchy of needs are fundamental to be able to achieve the activity to the full potential. This activity was a great event that allowed our team to grow in teamwork and be able to raise a huge sum of money for children in need. The recommendation mentioned are there to be done in the future when I will come across a teamwork effort again. Making targets for the future such as the recommendations allow me to understand in the parts of the activity that I lacked in and parts that I did success in so in future events I am more capable in achieving the task or the event.

Estimating a demand function for Fruit and Vegetables The WritePass Journal

Estimating a demand function for Fruit and Vegetables Introduction Estimating a demand function for Fruit and Vegetables IntroductionLiterature ReviewFunctional FormChoosing the Functional FormTesting individual parametersFurther TestsHomogeneitySlutskyInterpretation Of The Preferred ModelRegression equation for the preferred modelInterpretation of ElasticitiesConclusionReferencesRelated Introduction In this project I will examine the quarterly data set for FTVG20 from Ruritania between 1981 and 2010. I will find a functional form which best fits the data and then test for insignificant variables, structural breaks, seasonality and homogeneity. I will use Slutsky’s equation to calculate the income and substitution effects and then interpret the model. The social, economic, geographic and economic characteristics of Ruritania are not known. The data set shows that the quantity demanded of fruit and vegetables (QFTVG20) is dependent on the following variables: Table 1 Variable Explanation PMTFH Price of meat and fish PFTVG Price of fruit and vegetables PTEA Price of tea PCOFF Price of coffee PBEER Price of beer PWINE Price of wine PLEIS Price of leisure PTRAV Price of travel PALLOTH Price of all other goods INCOME Income Literature Review Ruel, Minot and Smith use household expenditure surveys in 10 Sub-Saharan African countries and used a Working-Lessor functional form to find that the main determinants of demand are per capita expenditure, household size, households headed by a female, education and location (urban vs rural). A study by Seale considered the effect of price and income on the demand for different food categories. They found that the food budget share of fruit and vegetable consumption is 10-25%, which is much higher than that of Ruritania. They calculated the expenditure elasticity of fruit and vegetables for low income countries (LICs) to be 0.636, middle-income countries (MICs) 0.514 and high-income countries (HICs) 0.281. The Frisch own-price elasticity of demand was -0.514 in LICs, -0.416 in MICs and -0.227 in HICs. There have been several studies considering non-economic factors that contribute to the demand for fruit and vegetables. A study by Nayga found that demand depends on socio-demographic factors such as location, age, family structure, ethnicity, children and education, whilst Pollard, Kirk and Cade find social desirability, habits, sensory appeal, convenience and advertising to be explanatory variables. Block’s research in Indonesia finds that mothers with nutritional knowledge spend a greater proportion of their food budget on foods rich in nutrients and minerals, such as fruit and vegetables. Functional Form Studenmund says that ‘choice of a functional form is a vital part of the specification of that equation.’ He goes on to mention that the use of Ordinary Least Squares means that the equation should be linear in the parameters rather than variables. In determining a demand function for fruit and vegetables I will consider the following functional forms: Table 2 Model Functional form Linear QFTVG20 = b0 + b1PMTFH + b2PFTVG + b3PTEA + b4PCOFF + b5PBEER + b6PWINE + b7PLEIS + b8PTRAV + b9PALLOTH + b10INCOME + et Log-Log ln(QFTVG20) = b0 + b1ln(PMTFH) + b2ln(PFTVG) + b3ln(PTEA) + b4ln(PCOFF) + b5ln(PBEER) + b6ln(PWINE) + b7ln(PLEIS) + b8ln(PTRAV) + b9ln(PALLOTH) + b10ln(INCOME) + et Log-Linear ln(QFTVG20) = b0 + b1PMTFH + b2PFTVG + b3PTEA + b4PCOFF + b5PBEER + b6PWINE + b7PLEIS + b8PTRAV + b9PALLOTH + b10INCOME + et Linear-Log QFTVG20 = b0 + b1ln(PMTFH) + b2ln(PFTVG) + b3ln(PTEA) + b4ln(PCOFF) + b5ln(PBEER) + b6ln(PWINE) + b7ln(PLEIS) + b8ln(PTRAV) + b9ln(PALLOTH) + b10ln(INCOME) + et In determining which functional form is preferable and which variables are significant, I will use the statistical tests detailed below: Table 3 Test It tests for Null Hypothesis Alternative Hypothesis F Test Significance of overall regression, individual and joint parameters H0: Test statistic critical valueModel is insignificant HA: Test statistic critical valueModel is significant R2 Proportion of variation in sample data explained by the regression n/a n/a Ramsey RESET (RR) Misspecification of the model and omitted variables H0: Test statistic critical valueModel is adequate and there is no misspecification HA: Test statistic critical valueModel is inadequate and can be improved Jarque-Bera (JB) Normality of the error term H0: Test statistic critical valueThe error term is normally distributed HA: Test statistic critical valueThe error term is not normally distributed Whites (WT) Heteroscedasticity H0: Test statistic critical valueThere is homoscedasticity HA: Test statistic critical valueThere is heteroscedasticity Breusch-Godfrey (BG) Higher order autocorrelation H0: Test statistic critical valueThere is no autocorrelation HA: Test statistic critical valueThere is autocorrelation Durbin-Watson (DW) First order autocorrelation H0: Test statistic upper boundThere is no autocorrelation HA: Test statistic lower boundThere is autocorrelation Additionally, when :Lower bound Test statistic Upper boundThe test for autocorrelation is inconclusive Changes In Demand Roberta Cook’s research has shown that per capita fruit and vegetables consumption (pounds) in the United States has increased by 12.4% from 1976-2006. Interestingly, in the same period there was a 28% reduction in the amount of citrus fruits consumed but growth was boosted by non-citrus fruits and vegetables. Cook suggests that the increase in demand is due to changes in lifestyle such as the large increase in the number of two-income households. This has led to a focus on cooking quickly therefore using more fresh produce. The scatter plot below shows the change in quantity demanded for fruit and vegetables in Ruritania over the time period 1981 to 2010. Quantity demanded was constant between 1980 and 1991 before increasing exponentially. The data does not follow the results of Cook’s research but I am able to predict that the data will fit either a log-log or log-linear model. Choosing the Functional Form From considering the four functional forms I obtained the following test results which are in line with my predictions: Table 4 Statistical Test Critical value at 5% significance level Linear Log-Log Log-Linear Linear-Log F Test 1.91 62.86* 157.9* 152* 52.81* R2 n/a 0.852233 0.935444 0.933081 0.828901 Ramsey RESET (RR) 3.92 31.982 0.0028123* 1.7429* 33.845 Jarque-Bera (JB) 5.99 41.046 0.25565* 0.093059* 31.152 Whites (WT) 1.64 2.0512 1.0271* 0.93069* 2.1058 Durbin-Watson (DW) DU= 1.898DL = 1.462 1.32 2.05* 2.03* 1.27 Breusch-Godfrey (BG) 11.07 19.306 7.8052* 2.6625* 23.394          Although the linear model and the linear-log model pass the F-test, only 85% and 83% of the variation in the data is explained by the respective regression model. Both models also fail the Breusch-Godfrey test, Durbin-Watson test, White’s Test, Jarque Bera test and the Ramsey RESET test. From these results I can conclude that the demand function for fruit and vegetables is not in linear or linear-log form. The log-log functional form and the log-linear functional form both explain around 93.5% of the data, which is relatively high. They both pass the T-test, Durbin-Watson test, White’s Test, Jarque Bera test, Breusch-Godfrey test and the Ramsey RESET test at 5%. Although they both pass the same tests, the log-log form passes the Ramsey RESET test at 0.0028123 whilst the log-linear form passes at 1.7429. Since the log-log model passes this more satisfactorily, the model will have a lower chance of misspecification. Additionally, a log-log model allows easier interpretation as elasticity is constant and equal to b at every point.   I will therefore choose the log-log functional form as the demand function for fruit and vegetables. For analysis, if an independent variable changes by 1% whilst other independent variables are held constant, then the dependant variable will change by the b value of the independent variable. Testing individual parameters Having identified the preferred functional form, I will now test the significance of individual parameters at a 5% significance level. Calculated using a 2-tailed T-test H0: b0 = 0 H1: b0 ≠ 0 Test statistic (t) = b0 b0  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   T(N-2)  Ã‚  Ã‚  Ã‚   where N = 120 so T(118) Se(b0) If   tc ≠¤ t ≠¤ tc   fail to reject the null hypothesis and b0 is not significant If  Ã‚   t ≠¥ tc   or t ≠¤ -tc reject the null hypothesis and b0 is significant Table 5 Parameter Coefficient Standard Error Test Statistic Intercept 3.35508 2.655 1.264 ln(PMTFH) -0.294682 0.1787 -1.649 ln(PFTVG) -0.576745 0.2888 -1.997* ln(PTEA) -0.524011 0.2585 -2.027* ln(PCOFF) 0.0219395 0.2631 0.083 ln(PBEER) 0.115732 0.2336 0.495 ln(PWINE) -0.191003 0.3137 -0.609 ln(PLEIS) 0.169363 0.1732 0.978 ln(PTRAV) 0.197812 0.1532 1.291 ln(PALLOTH) 2.31373 0.5330 4.341* ln(INCOME) -0.669523 0.2149 -3.116* The critical values for the t – test are +/- 1.98. From the t-test I have found that only four of the parameters are significant at a 5% significance level. They are: price of fruit and vegetables, price of tea, price of all other goods and the level of income. Since the price of meat and fish, intercept and price of travel are close to the critical value, I will keep these in the model. I will now run a second regression excluding the variables: price of coffee, price of beer, price of wine and price of leisure, and will use more t-tests to determine which of the parameters are significant. The results are shown in the table below. Table 6 Parameter Coefficient Standard Error Test Statistic Intercept 2.53817 1.678 1.513 ln(PMTFH) -0.145648 0.1367 -1.065 ln(PFTVG) -0.613409 0.2411 -2.544* ln(PTEA) -0.518472 0.1684 -3.079* ln(PTRAV) 0.125349 0.1283 0.977 ln(PALLOTH)    2.66028 0.2728 9.752* ln(INCOME)    -0.662872 0.1934 -3.427* Whilst the intercept is still insignificant, I will continue to include it in the model as removing it can create bias in the regression.The price of meat and fish and the price of travel are still insignificant in this regression so I will remove them from the model. The restricted regression model has the functional form: ln(QFTVG20) = b0 + b2ln(PFTVG) + b3ln(PTEA) + b9ln(PALLOTH) + b10ln(INCOME) + et To ensure the removal of the six parameters improves the model, I will run an F-test on the restricted model: F = (SSRR-SSUR)/r (SSUR)/n-k Where r = number of restrictions in the model, n = number of observations, k = number of parameters in the unrestricted model (including the intercept) The null hypothesis is: H0: b1 = b4 = b5 = b6 = b7 = b8 = 0 HA: Null hypothesis is untrue At 5% significance level, critical value F(6,109) = 2.18 F = (16.7224302 – 16.0433624)/6 (16.0433624)/120-11 F = 0.7689409526 2.18 Since the test statistic is less that the critical value, I fail to reject the null hypothesis so the variables are collectively insignificant and can now be removed. Further Tests I will consider whether there are structural breaks and seasonal changes. Structural Breaks I have chosen to graph QFTVG20 over time rather than lnQFTVG20 as there is a marked increase in fruit and vegetables consumption after 1998 which does not appear on the graph for lnFTVG. This increase in consumption may be due to a structural change. I will therefore split the regression model into two, and carry out a Chow Test, where: H0 = no structural change HA = structural change Chow Test n1 = number of observations in the first regression n2 = number of observations in the second regression k = number of parameters including the constant SSRR = RSS from original model SSUR = RSS from regression 1 + RSS from regression 2 Table 7 Time Period Number of observations Residual sum of squares 1981 – 1998 72 10.7905333 1999 – 2010 48 5.82816287 1981 2010 120 16.7224302 F = (16.7224302 – 10.7905333 – 5.82816287)/5  Ã‚   = 0.1373241701 (10.7905333 + 5.82816287)/(72 + 48 – 25) At a 5% significance level, the critical value is F(5,110) = 2.29 Since 0.137 2.29 I fail to reject the null hypothesis and can conclude that there is no structural change when tested at the 5% significance level. Seasonal Dummy Variables Since fruit and vegetables grow on a seasonal basis, it is prudent to include seasonal dummy variables to see whether the data follows seasonality. To do this, I will create four dummy variables, however, I will only include three dummy variables so as to avoid falling into the dummy variable trap. This avoids obtaining perfect multicollinearity. The three dummies refer to the difference between themselves and the omitted (reference) dummy variable. With the inclusion of three dummy variables, the model becomes: ln(QFTVG20) = b0 + b2ln(PFTVG) + b3ln(PTEA) + b9ln(PALLOTH) + b10ln(INCOME) + baD1 + bbD2 + bcD3 + et Table 8 Quarter Parameter Coefficient Estimated standard error Test statistic Significant at 5% (critical value +/- 1.98 1 D1 -0.0217025 0.09880 -0.220 No 2 D2 0.0908533 0.09877 0.920 No 3 D3 0.111825 0.09875 1.13 No This shows that the dummy variables are insignificant at 5% significance level. To remove the dummy variables, I run an F-test to check for the combined significance. H0: ba = bb = bc = 0 HA: H0 is not true F = (SSRR-SSUR)/r  Ã‚     Ã‚  ~ F(r, n-k) (SSUR)/n-k F = (16.7224302 – 16.3332741)/3   Ã‚  = 0.8890750414 16.3332741/(120 – 8) At 5% significance level, the critical value for F(3,112) is 2.68. Since 0.889 2.68 I fail to reject the null hypothesis. From this, it can be seen that at the 5% significance level, there is no evidence of seasonality. I can now remove the seasonal dummy variables. Homogeneity A demand function is homogenous if when both prices and income are doubled, the optimal quantities demanded do not change. H0: b2 + b3 + b9 + b10 = 0 HA: b2 + b3 + b9 + b10 ≠  0 If H0 is true, the equation can be rearranged as: b10 = b2 b3 b9 The regression model thus becomes: ln(QFTVG20) = b0 + b2ln(PFTVG) + b3ln(PTEA) + b9ln(PALLOTH) + (- b2 b3 b9)ln(INCOME) From logarithmic rules, the equation can be written as: Ln(QFTVG20)= b0 + b2ln(PFTVG/INCOME) + b3ln(PTEA/INCOME) + b9ln(PALLOTH/INCOME) F = (SSRR-SSUR)/r (SSUR)/n-k F = (17.3810772 16.7224302)/1   = 4.529509413 16.7224302/(120-5) The critical value for F(1,115) is 3.92. Since 4.5295 3.92 I reject the null hypothesis and conclude that demand is not homogenous, it exhibits heterogeneity. Laitinen has undertaken a study which concludes that the test of homogeneity is ‘seriously biased’ towards rejecting the null hypothesis. This leads me to believe that my result is acceptable and could be due to this, or the money illusion, where consumers mistake changes in nominal values to be changes in real values. Slutsky The Slutsky equation shows how a price change can lead to an income effect and a substitution effect. To calculate the price elasticity of demand I multiply through by P/Q and multiply the last term by I/I giving: This means: Price elasticity of demand = substitution effect – (income elasticity x fraction of income spent) From table 10 it can be seen that the income elasticity of demand is -0.470995 and price elasticity of demand of fruit and vegetables is -0.626791. The fraction of income spent on fruit and vegetables is 3%. Income effect = -0.470995 x 0.03 = -0.01412985 Substitution effect = -0.626791 -0.01412985 = -0.61266115 Since income elasticity of demand is negative, this means that fruit and vegetables are inferior goods. The substitution effect must always be negative. Interpretation Of The Preferred Model Having identified that there are no structural breaks in the model and that there is no evidence of seasonality, I can run a third regression with all the insignificant variables removed. The demand function is determined by: ln(QFTVG20) = b0 + b2ln(PFTVG) + b3ln(PTEA) + b9ln(PALLOTH) + b10ln(INCOME) + et The restricted regression model gives the following results to the aforementioned diagnostic tests: Table 9 Statistical Test Critical value at 5% significance level Log Log (restricted) Log Log (unrestricted) F Test 1.91 398.5* 157.9* R2 n/a 0.932711 0.935444 Ramsey RESET (RR) 3.92 0.26863* 0.0028123* Jarque-Bera (JB) 5.99 0.52542* 0.25565* Whites (WT) 1.64 0.36082* 1.0271* Durbin-Watson (DW) upper 1.898lower 1.462 2.01* 2.05* Breusch-Godfrey (BG) 11.07 4.8690* 7.8052* * Significant at 5% significance level The restricted log-log model passes every test carried out and passes the F test and White’s Test more satisfactorily than the unrestricted log-log model. I will now run further t-tests and consider whether the remaining variables are still significant. The results are shown in the table below. Table 10 Parameter Coefficient Standard Error Test Statistic Constant 0.814700 1.125 0.724 ln(PFTVG) -0.626791 0.2407 -2.604* ln(PTEA) -0.579563 0.1616 -3.586* ln(PALLOTH) 2.80783 0.2372 11.837* ln(INCOME) -0.470995 0.1353 -3.481* The table shows that all the remaining parameters (except the constant) are significant at a 5% significance level. Regression equation for the preferred model ln(QFTVG20) = 0.814700 0.626791ln(PFTVG) 0.579563ln(PTEA) + 2.80783ln(PALLOTH) 0.470995ln(INCOME) The equation suggests that fruit and vegetables are inferior goods as the coefficient for income is negative. This means that as income increases, the demand for fruit and vegetables decrease. Interpretation of Elasticities Table 11 Parameter Coefficient Interpretation Constant 0.814700 Autonomous LPFTVG -0.626791 Own price inelastic LPTEA -0.579563 Complement LPALLOTH 2.80783 Substitute LINCOME -0.470995 FTVG20 is income inelastic and is an inferior good. Constant – represents the value that is predicted for the dependant variable when all the independent variables are equal to zero. LPFTVG – A 1% increase in price will lead to a 0.626791% fall in quantity demand of fruit and vegetables. The average own-price elasticity for fresh fruit from 10 studies combined by Durham and Eales is -0.6 which is very close to the elasticity I have found. LPTEA – A 1% increase in price of tea will lead to a fall in demand of FTVG20 of 0.579563%. This could be due to fruit and tea being consumed together, for example, as part of breakfast. LPALLOTH – a 1 % increase in the price of all other goods will cause a 2.80783% increase in demand for fruit and vegetables LINCOME – A 1% increase in income means the demand for fruit and vegetables will fall by 0.470995%. From this I can conclude that fruit and vegetables are inferior goods. Purcell and Raunikar found that at lower incomes, fruit and vegetables are normal goods but at higher incomes they are inferior goods. They also found that green vegetables are inferior goods for all levels of income from 1958-62. Their results correspond to a recent study (2007) by Ruel, Minot and Smith, who found that in 10 (relatively poor) African countries the average income-elasticity of demand for fruit and vegetables was 0.766, i.e. fruit and vegetables are normal goods for low-income countries. Conclusion In this project I have estimated a demand function for fruit and vegetables (20) in Ruritania. Through using diagnostic tests and regression analysis I have found it to be a log-log model. I was able to remove insignificant variables leaving independent variables of price of fruit and vegetables, tea, all other goods and income. I then tested the data for seasonality and structural breaks and found no evidence of seasonality or structural breaks between 1981 and 2010. I found the data to be heterogeneous and justified this with reference to Laitinen’s research. Using Slutsky’s equation, I found that fruit and vegetables are inferior goods. To improve the model I could separate the demand for fruit and vegetables to see whether they both remain inferior goods. It would also be interesting to consider socioeconomic factors, such as those studied by Nayga. Additionally, since a large proportion of demand for fruit is made up of the demand for juice, it would useful to consider the demand of whole fruit and vegetables rather than that pressed into juice. These factors combined may improve the model so that a proportion of the remaining 6.6% of the data fits my regression model. References Ashworth, J. Durham Economics Lecture Notes Bath Lecture Notes: www.people.bath.ac.uk/bm232/EC50161/Dummy%20Variables.ppt Block, S., ‘Maternal Nutritional Knowledge and the Demand for Micronutrient Rich Foods: Evidence From Indonesia’ Cook, R. ‘U.S. Per Capita Fruit and Vegetables Consumption’ Cook, R. ‘Some Key Changes In U.S. Consumption Patterns’ Durham, C. Eales, J. ‘Demand Elasticities For Fresh Fruit and the Retail Level’ Greenwood, S. ‘Consumer Trends for the New Millennium Impact Fresh-cut Produce’ Han, T., Wahl, T. ‘China’s Rural Demand For Fruit and Vegetables’ Griffiths, W., Judge, G. ‘Undergraduate Economics’ Laitinen, K. ‘Why is demand homogeneity so often rejected?’ Nau, F. ‘Additional Notes On Regression Analysis’ Duke Fuqua Business School Nayga. ‘Determinants of US Household Expenditures on Fruit and Vegetables. A Note and Update.’ Nicholson, W. ‘Microeconomic Theory: Basic Principles and Extensions’ Purcell, J.C., Raunikar, R. ‘Quantity-Income Elasticities For Foods By Level of Income’ Journal of Farm Economics, December 1967 Ruel, M.T., Minot, N., Smith, L. ‘Patterns and Determinants of Fruit and Vegetable Consumption In Sub-Saharan Africa: A Multicountry Comparison’   International Food Policy Research Institute, 2005 Seale, J., Regmi, A., Bernstein, J. ‘International Evidence on Food Consumption Patterns’ Studenmund, A. ‘Using Econometrics’ Wang, X. Durham Economics Lecture Notes

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School Administrator Interview - Essay Example Money is more important in determining how well students are likely to do. Various studies and analyses are persuasive in showing that, with the possible exception of facilities, there is evidence of statistically reliable relations between educational resource inputs and school outcomes, and that there is much more evidence of positive relations than of negative relations between resource inputs and outcomes. hiring teachers with stronger literacy skills, hiring more teachers (when students-per-teacher exceed 18), retaining experienced teachers, and attracting more teachers with advanced training are all measures that produce higher test scores in exchange for more money. And in order to achieve this they have to offer substantially higher salaries to teachers to attract and retain high quality instructors. This would help confirm a link between expenditures and student achievement. This concludes that school can increase its funding buy showing student outcomes and that in turn can be done by using existing resources skillfully.

What Impact Would Employee Involvement Do in the Hiring and Promotion Thesis Proposal

What Impact Would Employee Involvement Do in the Hiring and Promotion Process in Public Agencies - Thesis Proposal Example Much of the need to avoid all forms of internal invalidity resulting from the sample size can be addressed with the inclusion and exclusion mechanism that is employed. In the present situation, it is advised that a purposive sampling procedure is used to select respondents with the right information on the research topic ( Suri, 2011). A major limitation of the study shall be the degree of preparedness of leaders of various institutions to allow their leadership styles to be changed towards the types that allow for employee involvement. For employee involvement to be upheld, employees must exhibit a high sense of independence in the delivery of their work (Community Health Profiles, 2006). It is against this backdrop that it is assumed that all employees have needed competence. For companies practicing autocratic leadership, a chance is that they will not be willing to allow employee involvement and so data collected will be affected in such settings. Even though purposive sampling is recommended because of the nature of data to be collected, bias in data collection can still be controlled if a strategy is devised to make all forms of data to be collected hidden from respondents. This way, there shall not be pre-conceived responses coming from respondents.

School Administrator Interview Essay Example | Topics and Well Written Essays - 1000 words

School Administrator Interview - Essay Example Money is more important in determining how well students are likely to do. Various studies and analyses are persuasive in showing that, with the possible exception of facilities, there is evidence of statistically reliable relations between educational resource inputs and school outcomes, and that there is much more evidence of positive relations than of negative relations between resource inputs and outcomes. hiring teachers with stronger literacy skills, hiring more teachers (when students-per-teacher exceed 18), retaining experienced teachers, and attracting more teachers with advanced training are all measures that produce higher test scores in exchange for more money. And in order to achieve this they have to offer substantially higher salaries to teachers to attract and retain high quality instructors. This would help confirm a link between expenditures and student achievement. This concludes that school can increase its funding buy showing student outcomes and that in turn can be done by using existing resources skillfully.

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

Event Article Summary - Essay Example The article co-authored by Yu-Pin Wei and Yu-Chun Huang presents the findings of the study that analyzes intercontinental conference food value. The research applied self-administered online questionnaire to seek varied concerns and presents concrete facts. The analysts acknowledge that a state’s excellence in international exhibitions and conventions outlines prosperity towards internationalization (Yu-Ping Wei & Yu-Chun Huan, 2013). A vibrant tourism sector facilitates the economic growth. In addition, quality food ensures a pleased and frequent consumer base in the restaurant business and attendees at international conferences. The article highlights food quality determinants that include taste, appearance, cleanliness, temperature, serving portion, variety, and freshness. The authors proceed to link the food attributes with satisfaction at international conferences by reviewing relevant literatures. The mentioned gaps and findings by other author’s further stamp the importance of the food attribute (Yu-Ping Wei & Yu-Chun Huan, 2013). Moreover, food variety is most critical in international conferences. In line with the mentioned characteristics, planners are continuously seeking new styles to improve their services and attract more customers. Other notable areas of concern for international conferences comprise of energizing and stimulating menu, special dietary alternatives, and networking platforms. Therefore, integration of all the features facilitates country’s success and enhances the attractiveness for similar conferences. According to the study findings, the determining factors for international food quality encompass food content quality, menu selection, conference specific features, and local food experience. Hence, food quality performance positively correlates with overall food service satisfaction. The article concludes by giving the differential perspectives of the future of international

Quantitative and Qualitative Research Questions and Hypothesis Essay Example for Free

Quantitative and Qualitative Research Questions and Hypothesis Essay Jung (2007) found that general education teacher’s attitudes toward the integration of students with disabilities reflect a lack of confidence both in their own instructional skills and in the quality of support personnel currently provides. General and special education teachers are placed in inclusive classroom settings for the betterment of the student; however, planning is not as effective when general education teachers are not properly trained on or comfortable with the technology. Thousand and Villa (2000) in McLaren, Bausch, Ault (2007), found that providing training for all teachers will result in improved academic and social outcomes for students with disabilities, plus their teachers will become empowered . The problem is the need for more collaborative training for inclusion teachers in an effort to effectively plan curriculum and increase their levels of confidence with the use of AT devices. The specific problem is the need to develop a program to train inclusion teachers on the use of AT devices needed to effectively plan for students with disabilities. This study will use a quantitative method and a Participatory Action Research (PAR) methodology. The PAR will be conducted by dividing the study into two sequence phases. The first phase will include developing the training program, introducing basic AT devices that can be used for all students, and reflection of the first training. Phase two will include training for advanced AT devices that are developed for specific student needs, developing a lesson with the use of one general and one advanced AT device, and the opportunity to teach the lesson. The results should interest school districts that service students with disabilities in an effort to improve effective collaboration for inclusion teachers, thus promoting a sense of teamwork to improve student achievement through the use of technology. Revised Purpose Statement- Quantitative Study The purpose of this quantitative research study is to develop a training program for special and general education inclusion teachers that will focus on strategies for educational development, effective academic structuring, and increased teacher support systems with the use of Assistive Technology. The data collection design will include surveys before, during, and after  each phase, trainings to implement the program, and field opportunities to identify the areas of improvement and to test the validity of the program. The population will be composed of elementary school teachers who are placed in inclusion settings without prior training. The sample and sample set will include three novice and three veteran elementary inclusion teachers selected from grades 3-5 based on survey results. The geographical area will include three local elementary feeder schools that house special education programs in the South Fulton County area of Georgia. Quantitative Research Questions and Hypoth esis RQ: To what degree, if at all, will training in Assistive Technology promote effective academic structuring and teacher collaboration in inclusive classroom settings?  HO: The degree of training in Assistive Technology will not promote effective academic structuring and teacher collaboration in inclusive classroom settings.  HA: The degree of training in Assistive Technology will positively promote effective academic structuring and teacher collaboration in inclusive classroom settings. Revised Problem Statement – Qualitative Study Al-Shammari and Yawkey (2008) believe that special education students require the involvement of parents to be successful for overall development and in their education programs. Parents are encouraged to participate by offering physical and psychological assistance to the special education teachers in an effort to monitor and manage student progress. However, the lack of support, knowledge, time, and resources result in the unwillingness to participate. Bird (2006) found that increasing parental involvement through technology may have a positive effect on the development of special education students and parents. The problem is the need for technological resources that promote parental involvement for improving the educational development of special education students. The specific problem is identifying the technology that most effectively increases parental involvement in special education. This study will use a qualitative method and case study similar to Hartas’ (2008) st udy of the effects of parental  involvement on students with Autism. Parents will participate in semi-structured interviews, questionnaires, and classroom observations to determine what motivates them to be involved. The results should interest special education teachers who require assistance from parents in order for students to attend school daily, participate in instruction, and continue to exhibit progression in all areas of development. Revised Purpose Statement- Qualitative Study The purpose of this qualitative case study is to identify the technological resources that are most effective in encouraging parents of special education students to be involved in the student’s education. The data collection design will include questionnaires, observations, schedule restructuring, community involvement, and semi-structured interviews to identify the areas of improvement. The population will be composed of parents who have elementary-aged special needs children. The sample and sample set will include ten parents; five from two-parent working class homes and five from single-parent working class homes. The geographical area will include two (of the three) selected elementary feeder schools, based on survey results, that service special education students in the South Fulton County area of Georgia who are most in need of an intervention. Qualitative Research Question What are the most effective technological resources that assist in encouraging parents of students with special needs to be involved in their child’s education? References Al-Shammari, Z., Yawkey, T. (2008). Extent of parental involvement in improving the students levels in special education programs in Kuwait. Journal of Instructional Psychology, 35(2), 140-150. Bird, K. (2006). How do you spell parental involvement? S-I-S. The Journal, 33(7), 38. Hartas, D. (2008). Practices of parental participation: A case study. Educational Psychology in Practice, 24(2), 139-153. Jung, W. (2007). Preservice teacher training for successful inclusion. Education, 128(1), 106-113. McLaren, E. M., Bausch, M. E., Ault, M. (2007). Collaboration strategies reported  by teachers providing assistive technology services. Journal of Special Education Technology, 22(4), 16-29. Week 5 Review Components2 points| Expected elements are included.| Articulation5 points | As noted, there are shortcomings regarding population and sample. * 1 point| Presentation2 points | Writing and formatting are well done.| Total9 points| A good start toward purpose statements aligned with problem.|

Heroic Archetypes in Film: Symbolism and Adaption

Heroic Archetypes in Film: Symbolism and Adaption Carl Jung (1939) described the personal unconscious as containing personal memories and ideas of the individual, and the collective unconscious the shared ideas, and memories humanity, these shared memories and ideas emerge as themes and characters, which Jung termed archetypes or Primordial Images. Joseph Campbell (1949) evolved these ideas creating the heros journey or monomyth. Campbells work in narratology and comparative mythology showed the use of archetypal patterns bring patterns we all unconsciously respond to in similar ways to a conscious level. The term archetype can be applied to images, themes, symbols, ideas and character types (Jung, 1969). This essay will focus on the symbolism and adaption of Heroic archetypes in film examining the themes of Jung and Campbell and there portal over time, focusing in on how specific genders are represented. The Architypes are present in our earliest images and motifs, however Greek and roman mythology focuses largely on the hero with characters like Hercules playing the main role in their stories. These myths provide a clear pairing of Jung and Campbells theories creating connections with the hero, their quest and the many archetypal characters they will interact with along their journey. These methodologies have repeatedly been adapted and are portrayed in the most successful film franchises of the last sixty years. It is through the exploration of these franchises that I will examine the portrayal of both male and female Hero Architypes. Jung (1969) believed archetypal themes impress, influence and fascinate our ego, invoking deep and intense emotional responses. If Jungs theories are correct the repeated portrayal of masculine dominance on screen has the potential to impact the most important and central architype of the psychic, the self, a representation of wholeness and totality, a unification of the conscious and unconscious mind (Jung, 1969). Jung (Stevens, 1990) emphasised the importance of not assuming the symbolic meaning of a male or female character he believed it is far more important to recognise the characteristics and context of these symbols, establishing if you are dealing with the Animus or Anima, abstract symbol sets that formulate the archetype of the Self. Neither male nor female they are a representation of the masculine and feminine aspects of the psychic Dr. Stacy Smith (2014) realised the study gender bias without borders this study looked at 120 films in the most influential films. The results of this study showed that 23.3 percent of lead or co lead roles in film are female. These figures were mirrored off screen showing that 20.5 percent of filmmakers were female. The results also showed when a film was created by a female, either in directing or writing there was an increase of lead females and the quality of their portrayal on screen. It is clear from these results that there is an issue of gender imbalance on screen. This imbalance could be explained by linking back to Jungs theory (1969), that architypes can influence our physic and comparing this to a statement by Campbell (2004) All of the great mythologies and much of the mythic story-telling of the world are from the male point of view. If all of our great mythologies are from the male point of view, it could be argued that this repeated influence has led to an over attachment to the use of masculine energy in the portrayal of power, Smith (2004) alludes to this stating This explanation reflects the old age, write what you know. To explore these theories, this essay will focus on two of the most successful films featuring female protagonists. The first Alien is written from the male perspective. The second Hunger games, is written from the female perspective. These films will be compared first to attempt to find a link between writer and character and second to explore the possible future portrayal of heroes. Alien Ridley Scotts Ripley is commonly used as a reference to a positive portrayal of a female hero, appearing on screen as the main protagonist of 1979 film Alien. Ripley however was originally created as male. In an interview with Empire magazine (2012) Ridley Scott explains the reasoning behind his female adaption stating She would be the last one you would think to survive, shes beautiful This statement gives credence to the idea of the feminine in Alien being used to display weakness. Alien is widely known as the movie in which all sexual analyses have some basis. In the Alien saga (2002) Dan OBannon explains that sexual imagery was wielded as a tool to unsettle the audience stating One thing that people are all disturbed about is sex. Everybodys always all in a known about sex. I said thats how Im going to attack the audience. Im going to attack them sexually Ellen Ripley, is played by Sigourney Weaver , she fights against two antagonists, the first an alien creature that interestingly dawns both male and female reproductive organs, while the second antagonist, Ash, an android possess no reproductive organs though he is portrayed as a male character. This mix of genders and sexual symbolism makes this film an interesting tool for the exploration of gender bias and architypes. The first introduction to the cast of this film is representative of the birthing of a child. The crew rest in hyperbolic chambers shaped like basinets. These chambers are placed in a circular pattern; at the core of this circle is a locking mechanism, controlled by mother, the ships navigator. As mother awakens the crew the room is flooded with light. This sequence of images could be interrupted as a representation of the Self-Architype and its symbolic circular image (Jung, 1978). The crew, placed in the circle could be seen as the rebirthing and unification of the psychic as it prepares to deal with the path ahead (Henderson 1963). We then see the crew in their ordinary world eating breakfast. The crew are given their call to adventure when mother informs has awoken them due a signal received from a derelict ship. Many of the crew Refuse the call believing this signal could be a warning. Mother acting as the supernatural aid knows the true reason for sending them on this quest Once the crew being to explore their environment as H.R Gigers sexual Imagery becomes clear. The crew approach the openings of the Alien ship, which Giger (2011) admittedly designed to resemble the vaginal entrance. They Cross the threshold and enter. The crew enter the control centre of the ship, in the centre of this chamber sits a large phallic protrusion; inside sits an alien pilot. The placement of this phallic symbol is particularly interesting as the first sexual representation of masculine energy (Fink, 2004) it is depicted in a place of power and control. The crew comes across a derelict chamber resembling the womb or Belly of the whale which holds a large cluster of eggs, one of the crew is attacked by a face hugger and rushed back to the ship. Ripley refuses to allow the face hugger, now attached to a crew member, onto the ship. Ash, Ripleys male counterpart dismisses her command and opens the ship doors. Ash determines that the Face Hugger is keeping Kane alive via the penetrative insertion of a proboscis to his throat; according to Bannon (2002) this was a deliberate representation of male oral rape . Im going to attack them sexually Im going to put in every image I can think of that I know will make the men in the audience cross their legs, Homosexual oral rape. Dan O Bannon This act is an intriguing aspect in regards to gender, on one side men are made as vulnerable a women, but on the opposing side this penetrative act gives dominant power to the masculine energy of the Alien (Dworkin , 1987 ) . Later the corpse of the face hugger is discovered, Ripley does not want the corpse examined but again Ash ignores her command. In this examination the Face huggers underbelly is shown, now in a submissive positon its proboscis is retracted exposing a representation of the female genitalia. The crew are united again for a meal and enter the Road of trials as a phallic shaped Chest Burster is birthed from a crewmate. Bannon (2002) stated that his use of birth in this scene was designed to create discomfort in male viewers, however his process of using a female act to add vulnerability to a male character could be perceived as weakening the feminine. Ripley Later learns the secret kept by Mother and Ash in her meeting with the goddess The Weyland Yutani Corporations true mission is to collect alien specimens acting as the Temptress they view the crew as expendable. Ripley Confronts Ash, in a classic Attornment of the Father scene. The confrontation becomes aggressive. Ash is exposed as an android becoming the Shape Shifter Architype; he overpowers Ripley, rolls up a stack of papers into a phallic shape and forces them down Ripleys Throat , this adds to strengthening of Masculine energy and weakling of the feminine. Ripley is saved by a male crew mate. She reconstructs Ash, entering the Apotheosis stage she gains information from him. Ripley realises their ship must be destroyed for the crew to escape with their lives the ultimate boon. The remaining crew are destroyed; Ripley the sole survivor enters the Magical Fight with the Alien as she tries to make her way to an escape pod before the ship self-destructs. Ripley reaches the escape pod, standing now as a powerful hero she begins to undress, she then bends over in a pose that resembles an animistic display of submission, this scene could be interpreted as a removal of Ripleys power (Fazio, 1986) Ripley realises the alien on-board the escape pod, earning the Freedom to live she rejects the alien into space. Re-entering hibernation, Ripley is shown in the fetal position; this could suggest her return to the womb to be rebirthed as a new character. (Jung, 1978) The Hunger Games The Hunger game is a Science fiction novel written by Suzanne Collins, this novel was adapted into a series of films under the same name. This story follows Katniss Everdeen as she embarks on Campbells Heros journey. We are first introduced to The Ordinary World , ruled by President Snow the archetypical Old King. This kings dominance is depicted in the cultural values of this society. Split in two classes the lower districts, shown to be inhabited by a struggling class of humble and moral people and the capital, Snows domain, lavished in decadence and modernity. Snow rules though intimidation and manipulation. The soulless nature of The Capital is highlighted by its unwavering support of The Hunger Games. These games are cruel and violent, created by Snow, they point to the absence of the Queen archetype. Snow rules alone, he is purely masculine, lacking in totality, with no feminine counterpart. This absence of feminine qualities leaves the people restricted as according to Jung (1995) permanent loss of the anima, means a diminution of vitality of flexibility and of human kindness. The capitol is surrounded by the Lower districts; these districts are forced to participate in The Hunger Games, sacrificing one male and female tribute. To survive these tributes must garner sponsorship, typically from the people of the capital. They must sell themselves by fulfilling the desires of their captors. Katniss Everdeen is the protagonist of this story; her very name draws associations to her character type. Cat an association of the feminine power (Fontana, 1993) sleek, and cunning and evergreen, symbolising natural life the nourishing soil of the soul (Sabini, 2002). Katniss is a young woman, innocent and open she exhibits feminine energy. In her first introduction she appears trusting and humble, unlike the surrounding raped and soulless society. The feminine side of Katniss could represent the potential birth of the new generation, placing her in the role of potential Queen. Katniss also exhibits masculine energy; she shows courage in The Hunger Games while exhibiting physical attributes strength and focuses to master her sill with a bow, a skill she learned to provide for and protect her family. This masculine energy also highlights her ability to fulfil the role of King. Katniss is reminiscent of Artemis, the Greek Goddess, skilled with a bow, strong, nurturing, protective and connected to nature (DEste, 2005). Our first introduction to Katniss shows her hunting a deer, a symbol commonly liked to the portrayal of Artemis. This mix of feminine and masculine energy leads to a potentially interesting dynamic. It could be said that Panem does not merely need a female leader, but a unified one, both male and female, mother and father. Katniss is born in the twelfth district, twelve in Gematria, is a representation of totality (Dennis, 2007), a symbol of synergy between the anima and animus (Jung, 1969). This coal miner district is also similar in design to Nazareth, the domain of Jesus. She understands through her experiences the darkness minorities face under the rule of Panem. Archetypically this could be linked to Judeo-Christian tradition and the tale of Job seeing the dark side of God. (Jung 1969) When in the capital Katniss is a link back to nature, the light in the dark, a place to be purified, embodying what Jung called the the two million-year-old man within. Katniss receives her Call to Adventure when her sister is chosen as tribute. She displays warmth and understanding, sacrificing herself to free her. This symbol of courage is the embodiment of what Jesus believed is needed in a world filled with difficulties; she is as shrewd as serpents and as innocent as doves. (Matthew 10:16) Katniss Crosses the threshold as she boards a train to take her to the capital. She is visibly disturbed by the opulence in front of her which starkly contrasts the modest home she is leaving behind. According to Campbell (1949) every hero needs allies; Katniss is no exception to his rule. Traditionally these allies are unexpected with a unique understanding of the world. It is in his fashion that Katniss meets her literal and archetypal Mentor the drunken Haymitch Abernathy. Katniss soon learns that the Haymitchs battle with alcoholism and disconnected nature is a direct result of his assimilation into the society of the capital, a soulful man in a soulless world , forced to train tributes who will be sent to their death . As Haymitch begins to train Katniss he begins to notice the unique nature of her personally, this is where he transforms into the archetypal mentor teaching Katniss the importance of presentation and catering to the whims of the sponsors. Early in the story we are shown that Katniss does not view her mother in the archetypical sense, it is only when she arrives at the capital that we are introduced to the true Mother Architype, the anima to Haymitchs animus and a symbol of societal oppression, the African American male, Cinna. Cinnas introduction marks the entry to Campbells Tests, Allies and Enemies stage of the Monomyth (1949). Cinna is a sensitive and nurturing character, wielding his knowledge in beauty, grace and sensuous flare he, along with Haymitch, trains Katniss, who now captivates the Capital. Cinnas techniques to transform Katniss are very similar to that of Cinderellas Fairy Godmother. He does not change Katniss; he instead reflects her inner self and beauty to the audience. Cinna supports and balances Katniss keeping her grounded and disconnected from the temptations and power of the capital. Cinna offers her a symbol of comfort, her Mocking Jay pin, as she enters The Inner Most Cave , the arena. When Katniss enters the games she acquires a young ally Rue The Innocent Child. Rues entry to the story marks the beginning of The Ordeal as she directs Katniss to the wasp nest she uses against her attackers. Rue is an African American girl, from the agricultural district; district eleven. Rue could be seen as a representation of slavery and racism in Panem. Despite the attempts of Katniss to protect the child, she soon becomes The Sacrifice, used to empathetically connect the twelve districts. After the death of her friend the game makers change the rules, stating that there may be two victors of the games, as long as they both come from the same district. Katniss seeks out Peeta her fellow tribute from district twelve and soon makes a new ally. Earlier in the story we were shown Katniss and Peeta training together, but she suspected, to save himself, he had turned against her. Peeta is redeemed when he suggests a group of competitors wait her out rather than climbing a tree to kill her. Peeta like Katniss is an interesting mix of feminine and masculine energy, he is strong but does not wish fight, instead he chooses for hide from his competitors. Peeta decorates cakes for a living, this shows his delicate side, but he is also stubborn, insisting the games will not change who he is. Peeta confesses his love for Katniss; he is injured and taking on the role of Damsel in Distress requires her aid. Katniss is now faced with a moral dilemma; the audience views the pair as the Shakespearian Star crossed lovers. Katniss deceives the audience and goes along with this charade to receive aid from the sponsors. Meanwhile her true love, Gale, who name suggests a well-developed anima, is waiting and watching these events unfold from district twelve. This is a difficult decision and turning point for Katniss; she manipulates the people to get what she needs, a very masculine move, more suited to President Snow. This arguably is a skill needed in a potential leader. Katniss retrieves medicine and Peeta is healed; now their only competitor left in the arena is Cato. It is in this final confrontation that we see Katniss Seizing the Sword as she knocks Cato into a pack of creatures and Receives her reward leaving Katniss and Peeta as the victors, at least for a short time. The game makers suddenly change the rules forcing Katniss into The Road Back. There can be only one victor of the hunger games. Peeta offers himself as a sacrifice but Katniss refuses. She shows her cunning side as she enters the resurrection stage of the Monomyth. Katniss decides they will both consume poison berries; this act would kill both competitors leaving the games with no victor. As Katniss predicts the rules are changed again, both competitors win the games. Peeta and Katniss will now live a life of luxury this could be seen as The Return with the Elixer, but the elixir in this story is far more important. Katniss has openly defied President Snow becoming an example to the lower districts. This act could lead to a rebellion. The true elixir of this journey is given to the lower classes at the moment of her victory, hope. Characters like Katniss Everdeen have the potential to change the assumed characteristics of the hero architypes, but this type of portrayal is still an uncommon occurrence, is that occurrence due to a misunderstanding of the hero architype or an overall issue of gender imbalance in media. This character could be marking Jungs paradigm shift and what he believed would be the necessary emergence of positive archetypal feminine energies (Rowland, 2009), a true female hero. Refrences Jung, Carl and Dell, S.M. (1939). The Integration of the Personality (English translation). New York: Farrar Rinehart. Joseph Campbell in The Hero with a Thousand Faces (1949), Collected Works of C.G. Jung. Routledge. Retrieved 2014-01-19. Jung quoted in Anthony Stevens On Jung (London 1990) p. 206 Gender Bias without Borders. shared by UNWomen on Sep 22, 2014 An investigation of female characters in popular films across 11 countries.Sep 22, 2014 Joseph Campbell, Pathways to Bliss: Mythology and Personal Transformation, Edited by David Kudler. Novato, California: New World Library, 2004, pp. 145, 159. The Alien saga 2002 special editon C. G. Jung ed., Man and his Symbols (London 1978) p. 120 The Wisdom of the Serpent, Book by Joseph L. Henderson and Maud Oakes ,Originally published: 1963 Lacan to the Letter,April 14, 2004 by Bruce Fink (Author) p 169 Intercourse is a 1987 book by Andrea Dworkin on the Automatic Activation of Attitudes (1986) Russell H.Fazio, David M. Sanbonmatsu, Martha C. Powell, and Frank R. Kardes C.G. Jungs Complex Dynamics and the Clnical Relationship: One Map for Mystery p 55 Brenda A. Donahue , Charles C Thomas Publisher, 2003 Psychology 287 pages The Archetypes and the Collective Unconscious By Carl Gustav Jung Page 4 1995 P1 Meredith Sabini 2002 The Encyclopedia of Jewish Myth, Magic and Mysticism: Second Edition Book by Geoffrey W. Dennis 2007 Journal of Analytical Psychology,2009, 54 ,697-715 Ghost and self: Jungs paradigm shiftand a response to Zinkin , Susan Rowland,London