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My High School Is A Safe Environment - 1611 Words

I come from a school where the guys wear bowties and khakis and the girls dress up in a nice dress or skirt more often than not. There are more parent volunteers than imaginable and practically the whole town comes out to support the football team on Friday nights. I have lived a sheltered life so far†¦ my parents are still together, no major deaths in the family, and if someone mentions drugs or teen pregnancy, I’m a deer in headlights. While I have lived a life that I consider to be pretty great so far, I am still aware that that is not the case for many other students in their community. My high school is a safe environment, full of students and teachers who want to be there. However, there are many students who have no desire to be there, who wish more than anything to drop out. Even so, they are expected to thrive in a school that needs police officers to protect students from other students. They are expected to thrive in a school where countless teens are pregnant compared to the handful at my school. They are expected to thrive in a school where the stairwells, the stairwells of all places, are highly dangerous places with drug deals and violence compared to my school where they are filled with messages about pep rallies and student government. While these sound like stereotypes, for far too many students this is their reality. I enjoy going to school, so it is very hard for me to wrap my head around the idea of anyone wanting to drop out of high school. I just don’tShow MoreRelatedHigh School, A Safe And Orderly Climate878 Words   |  4 PagesLooking back on my own High School experience, I can safely say that my school was effective. The various characteristics of an effective school include, strong leadership, a clear school mission, a safe climate, monitoring student progress, high expectations, and so on. I witnessed these elements that make a school effective, and thus received a quality education. When I compare my high school to my field observation, I see many negative differences. The school is chaotic and does not function wellRead MoreErikson s Stages Of Psychosocial Development Essay1327 Words   |  6 Pagesadolescents are attempting to construct their identity; determining who they are, what they value, and where they fit in society (Berk, 2003, p. 314). 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The environment in return creates a response that could potentiallyRead MoreThe Importance Of A Sa fe And Healthy Learning Environment1623 Words   |  7 PagesEarly childhood has been on a high due to new research that has proved its effect on education of a child. The goals of Early Childhood programs are to provide programs to children and their parents that support the children in learning, daily routine practice, health needs including wellness, and to strengthen the gap between home and school. All of these goals are beneficial to the student as an individual learner. If a child is healthy and well, then they will be more likely to succeed insideRead MoreMy Experience During Middle School986 Words   |  4 Pagesof learning environments and teaching methods; however, the effectiveness of schools and teachers continuously influences all school-aged children. Throughout this analysis, I will focus primarily on my experience during my 6th grade year in middle school, including how my success was affected by the effectiveness of the school and my teachers throughout the year. Upon my transition to middle school, I was 10 years old. In my case, elementary school ended at 5th grade and middle school started atRead MoreMy Vision For Leading A School1680 Words   |  7 PagesStudents are at the center of my educational universe. Decisions and policies must focus on doing what is best for student achievement in a school. Their successes and failures defines and evaluates the school and the administration. My vision for leading a school is predicated on promoting their successes and reducing their failures. Developing a school with a strong culture of achievement, instruction, and security for all stakeholders involved that helps build an environment where students can prosperRead MoreSchool Should Be A Safe Learning Environment For Children899 Words   |  4 Pagesinto schools. School should be a safe learning environment for children. Children should not feel like their life is in danger in any kind of way. And it is the teachers and other adults in the bu ilding place to protect every child. In my opinion, I think that school officials should have the right to check for drugs and weapon at any time. My reason for this is because first kids can be selling drugs in school. Secondly, there are so many school shootings happening today. Thirdly, its school officialsRead MorePeople Talk About Change All Of The Time And More Often1622 Words   |  7 Pagestalk about change all of the time and more often than not change does not occur. The majority of people do not take action for any change to happen. Many schools are failing as student’s needs are not being met by the school system. Supporting the changes needed to raise students in a successful environment need to be addressed by the school board and the surrounding community. By the time college approaches, students realize that they are not prepared for college. These students then scrambleRead MoreMy Professional Growth as an Education Major Essays1044 Words   |  5 Pagesthe numerous experiences I have had during my time at Benedictine University, I have learned different lessons and values that will prove important to my teaching career. The different courses, teachers, and schools that I had the opportunity to work with have helped me grow as an educator and provided me with the tools needed in order to be successful. My first observation experience was eye-opening. Upon my arrival to Providence Catholic High School, I only had basic knowledge about what it tookRead MoreThe Association For Middle Level Education1463 Words   |  6 PagesLevel Teacher â‚ ¬Ã¢â€ž ¢s use their knowledge of major concepts, principles, theories and research to improve their practice. The AMLE Standards provide a guideline to assist in curricular decisions, preparation and planning and providing a safe and effective learning environment for the Middle Level Students. Standard One; Young Adolescent Development is imperative for being an adequate educator for this age level. In order to successfully fulfill these standards, it s important to understand the transitional

Water Conservation Essay Research Paper The City free essay sample

Water Conservation Essay, Research Paper The City of Tucson is presently utilizing far more H2O than it is replacing. Options and programs to work out this job in the hereafter are badly limited because of the fact that Tucson, Arizona is desert land. With the population continually turning, and each populant continually utilizing more H2O, something demands to be done. The lone reply that can be instantly put into action is H2O preservation. This solution can be practiced by persons, corporations associations, and many other people # 8211 ; people need to recognize that they need to aid now. Through research, this paper reveals the specific grounds that people demand to conserve H2O now, gives some penetration to assist the reader understand why the H2O will run out, and tells the reader how they can assist now. Introduction Water is the beginning of all life, particularly in a desert community such as Tucson, Arizona # 8211 ; where the province # 8217 ; s mean rainfall is less than 10 inches a twelvemonth ( 2c ) . Water is the ground that worlds were able to settle in the Southwest, and without it, the great metropolis of Tucson would be non-existant. Worlds besides have to recognize that this supply of H2O is valuable and limited, and unable to support this part indefinitely. Since we, the local occupants of Tucson, are presently utilizing far more groundwater than we are replacing ( 8 ) , consideration and be aftering demand to be addressed in the signifier of conserving this cherished provider of life, H2O. MATERIALS AND METHODS In seeking for stuffs relevant to my subject, I was faced with several options. First, Dr. James Riley gave me a twosome of really utile phone Numberss: one, to reach the Pima Association of Governments # 8211 ; ( 520 ) 792-1093 # 8211 ; and the other, the Arizona Department of Environmental Quality # 8211 ; 1-800-234-5677. Each was rather helpful and offered to direct me information through the mail, but my clip span would non let this. So so, I turned to the University of Arizona # 8217 ; s Sabio Library Reference hunt, available online at hypertext transfer protocol: //dizzy.library.arizona.edu/ , and found legion beginnings available by utilizing the keywords Tucson, Arizona H2O preservation . Many of these were books that I felt were out-dated and inadequate to my demands, so I turned to some other hunt engines on the cyberspace, utilizing the same cardinal words. I found several helpful sites, but the most helpful was the home page for Water Resources in the Tucson Basin, available at hypertext transfer protocol: //ag.arizona.edu/swes/tucwater1/ # 8212 ; I scrolled down to the country labeled internet links to happen up-to-date sites with the most information available on H2O preservation in the Tucson country. RESULTS In order to gestate the construct that our H2O supply will non last everlastingly, one must recognize where the H2O is coming from. As Water words, a quarterly newssheet produced by SAWARA, explained it: About all H2O used in this country comes from an resistance aquifer formed over 1000s of old ages of geologic clip. The aquifer is made up of changing beds of clays, littorals and crushed rocks that have been deposited in Avra Valley and the basin which underlies the greater metropolitan Tucson and Green Valley country. Significant volumes of H2O, accumulated from old ages of snowmelt and rainfall, are contained within the bantam infinites environing the grains of these deposits. ( 8 ) This image, shown on the Water Resources Research Center WebPages, at hypertext transfer protocol: //www.ag.arizona.edu/azwater/ ( 2d ) shows a nice diagram of the account from above. By understanding how these aquifers formed over 1000s of old ages, hopefully you are able to tie in that they do non rapidly replenish themselves. Therefore, at the rate worlds are utilizing the H2O from the Wellss dug into these aquifers, it will shortly be gone. So we must recognize that there are many actions that must be taken, the most of import being preservation. In research informations presented by the Tucson Active Management Area, it shows that Tucson is presently utilizing about 312,000 acre-feet ( AF ) per twelvemonth ( 1a ) . The major beginnings that this H2O supply comes from includes groundwater, outflowing H2O, and CAP H2O. As show by the figure below ( 1b ) . Water Supplies Used To Meet Demand # 8211 ; 1994 Source Acre-Feet Percent Central Arizona Project 24,000 7.7 Effluent 11,000 3.5 Groundwater 279,000 88.8 ( One acre-foot peers 325,851 gallons. ) As one can see, an overpoweringly big sum of the H2O supply comes specifically through groundwater. The really beginning that is the most hard to refill because this groundwa ter supply has accumulated over 1000s of old ages. But as the figure of H2O users is quickly increasing each twelvemonth, every bit good as the sum of H2O each utilizations, it is easy to reason that this supply will finally hold to run dry ( 2d ) . Since little of this cherished H2O can be replenished every bit fast as it is being used, the lone manner to help the job today is to utilize less and recycle the H2O that we can # 8211 ; one simple word, preserve. Conservation is happening on many degrees. The authorities has formed councils and commissions to make new systems, methods, and solutions to expeditiously use the H2O available to us. Such groups have formulated propositions that sagely use recharged effluent, unsuitable for human ingestion, for such utilizations as lawn H2O and so on ( 4a ) . They have besides come up with plans that cause the H2O rates to raise one time a consumer uses a certain sum of H2O ( 4b ) : Therefore, detering thriftlessness by seting portion of the penalty ( a pecuniary mulct in this instance ) on the consumer, and cut downing the punishment inflicted on the environment. This is a really effectual and resourceful thing to make because the consumer should be merely as concerned with the job, recognizing that they help lend to it every twenty-four hours. Although many people think that one individual truly can non do a difference, that is non true, because every gallon of H2O saved helps. Here are merely a few things and Numberss to acquire you thought, taken from the Water Conservation and Beat the Peak ( 3 ) : Get a water-saving showerhead Saves up to a gallon of H2O a minute Put an aerator in your sink Saves up to a gallon of H2O a minute Sweep your pavement Don # 8217 ; t hose it off This can salvage up to 10 gallons a infinitesimal Fix your spigots Saves up to 50 gallons a twenty-four hours Use the short rhythm on your dish washer Save 10 gallons of H2O every rhythm Check your lavatory for leaks A leaky stool may blow up to 100 gallons a twenty-four hours Take shorter showers 5 to 10 gallons are wasted every minute DISCUSSION The find of belowground H2O is what made the desert countries, such as Tucson, the liveable communities they are today. Without H2O we would non be able to accommodate to these utmost conditions, doing this province called Arizona # 8212 ; nil. Therefore, desert provinces need to recognize that non all things last forever and that they need to guard and utilize sagely the natural resources that are available now. Water is an tremendous helper to life in the Tucson Water Basin, every bit good as the remainder of the universe, and the dwellers must recognize that finally the beginning will run out and they will hold no where to turn to. To forestall this, they need to fix for the hereafter and conserve this cherished resource before it turns into a bigger job than we are confronting today. CONSLUSION Tucson # 8217 ; s hereafter depends on the wise and efficient usage of H2O # 8211 ; the most cherished natural resource found in this waste desert. If we do our portion, we can break fix for the hereafter and do this a better topographic point for those yet to come. Best said by Daniel R. Patterson, an waterless ecosystem ecologist, Both citizens and industry must larn to populate in true harmoniousness with the desert . 1. Arizona Department of Water Resources Homepage # 8211 ; by snaping on Arizona Water Information nexus, so Statewide Overview nexus, so AMA Overview nexus, so Tucson Active Management Area nexus, so Tucson AMA. ( a ) hypertext transfer protocol: www.adwr.state.az.us/AZWaterInfo/InsideAMAs/amatucson.html ( B ) hypertext transfer protocol: //www.adwr.state.az.us/AZWaterInfo/statewide/amas.html 2. Arizona Water Resources Homepage # 8211 ; through the University. ( a ) hypertext transfer protocol: //www.ag.arizona.edu/azwater/uses.html. ( B ) hypertext transfer protocol: //www.ag.arizona.edu/azwater/hist.thml ( degree Celsius ) hypertext transfer protocol: //www.ag.arizona.edu/azwater/clim.html ( B ) hypertext transfer protocol: //www.ag.arizona.edu/azwater/ground.html. 3. City of Tucson, AZ Home page. hypertext transfer protocol: //www.ci.tucson.az.us/water/tsnwtr/conserve/beatpeak/tips.thm. 4. Metropolitan Domestic Water Improvement District # 8211 ; Tucson, AZ Homepage. ( a ) hypertext transfer protocol: //www.metrowater.com/conservation.htm ( B ) hypertext transfer protocol: //www.metrowater.com/rates.htm 5. Patterson, Daniel R.. Eroding Our Quality of Life . The Arizona Daily Star. September 24, 1998. 6. Sheldon, Dana. Estimated Water Balance. Available on the cyberspace # 8211 ; on the Water Resources in the Tucson Basin Colloquia Home page, under the 1996 Final Class Reports nexus. hypertext transfer protocol: //ag.arizona.edu/swes/tucwater1/final96.htm . 7. Tucson Regional Water Council Homepage. hypertext transfer protocol: //www.azstarnet.com/~trwc/prior.thm. 8. Water Words. Published by SAWARA. Volume 16, No. 1 # 8211 ; Jan./Feb./March, 1998.

Pearl As A Symbol In The Scarlet Letter Essays -

Pearl As A Symbol In The Scarlet Letter Pearl as a Powerful Symbol Pearls have always held a great price to mankind, but no pearl had ever been earned at as high a cost to a person as Nathaniel Hawthorne's powerful heroine Hester Prynne. Her daughter Pearl, born into a Puritan prison in more ways than one, is an enigmatic character serving entirely as a vehicle for symbolism. From her introduction as an infant on her mother's scaffold of shame to the stormy zenith of the story, Pearl is an empathetic and intelligent child. Throughout the story she absorbs the hidden emotions of her mother and magnifies them for all to see, and asks questions nothing but a child's innocence permit her to ask, allowing Hawthorne to weave rich detail into The Scarlet Letter without making the story overly narrative. Pearl is the purest embodiment of literary symbolism. She is, at times, a vehicle for Hawthorne to express the irrational and translucent qualities of Hester and Dimmesdale's illicit bond, and at others a forceful reminder of her mother's sin. Pearl Prynne is her mother's most precious possession and her only reason to live, but also a priceless treasure purchased with her life. Pearl's strange beauty and deeply enigmatic qualities make her an extremely powerful symbol. The product of Hester's sin and agony, Pearl was a painfully constant reminder of her mother's violation of the Seventh Commandment: Thou shalt not commit adultery. Hester herself felt that Pearl was given to her not only as a blessing, but also as a punishment worse than death or ignominy. She is tormented by her daughter's childish teasing and endless questioning about the scarlet ?A? and it's relation to Minister Dimmesdale. After Pearl had created a letter ?A? on her own breast out of seaweed, she asks her mother, ?But in good earnest, now, mother dear, what does this scarlet letter mean? ? and why dost thou wear it on thy bosom? ? and why does the minister keep his hand over his heart In saying this Pearl implies that she knows much, much more about the scarlet letter than she lets on. Throughout the conversation Pearl is impish and teasing, saying one thing and contradicting it soon after. She refuses to say just what she means, which makes it hard for Hester to give a straight reply. Hester is shocked that her playful daughter has led their conversation to the topic of the scarlet letter, and even more disturbed that she has assumed Hester's letter and Dimmesdale's habit of pressing his hand to his heart branch from the same issue. Pearl, in bringing this forbidden and painful subject about, unwittingly inflicts agony upon her hapless mother. Hester cannot tell her daughter what has passed between the minister and herself. Pearl symbolizes a hidden part of her mother that has not, and will never be exposed and therefore washed free of sin. Pearl was always drawn to the ?A?, and seemed to twist the symbolic knife in Hester's bosom every time she thought she was free of her weighty burden of sin by flippantly reminding her of the letter and the meaning it bore. Pearl is the only happiness in Hester Prynne's lonely life. Without a child to care for, teach, and love, Hester would have long ago given her soul and life over to evil. When town authorities, shocked at Pearl's apparent belief that she was plucked from a rose bush and not created by God, recommend she be taken from Hester and placed in a school, Hester responds ?God gave me this child!...She is my happiness, she is my torture none the less! Pearl keeps me here in life!...Ye shall not take her! I will die first!? Hester understands that Pearl was God-given as a constant reminder of her sin, and that she is her only requited love and a friend that does not judge her by things past. Later, Hester comments that she would have ?signed my name in the Black Man's book too, and that with mine own blood!? if they had taken Pearl from her. Her daughter is her only earthly salvation, as well as her only friend. Pearl is a blessing upon Hester in

Who Is Herbert Simon a Glimpse of a Nobel Peace Prize Winner free essay sample

Who was Herbert Simon? 1 Running Head: WHO WAS HERBERT SIMON? Who was Herbert Simon? A Glimpse of a Nobel Peace Prize Winner Crystal Peru Politics, Policy and Ethics in the Public Sector PAD510 May 30, 2010 Who was Herbert Simon? 2 Abstract This paper investigates and provides factual research on Mr. Herbert Simon and his contributions to the founding of Artificial Intelligence. Herbert A. Simon was one of the founding fathers of artificial intelligence. Simon, who, along with Allen Newell and J. C. Shaw, wrote the first AI program in 1956, received many honors in his lifetime, including the Nobel Prize in Economic Science in 1978. Simon was a true renaissance man. He researched human decision-making and problem-solving processes and the implications of those processes for social institutions. Simons major awards in four areas: psychology, economics, management science and computer science attest to his breadth of interest and expertise. Simons impact in the world is no more apparent than at Carnegie Mellon University, where, arguably, he was the most influential person. We will write a custom essay sample on Who Is Herbert Simon? a Glimpse of a Nobel Peace Prize Winner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Simon left behind over 60 years of research and theorems. He also left the computer science world with the heuristic compiler, in which he applied theories and techniques from other disciplines. Who was Herbert Simon? 3 Who was Herbert Simon? A Glimpse of a Nobel Peace Prize Winner. Herbert Alexander Simon was born into a Jewish family in Milwaukee, Wisconsin on June 15, 1916. His father, Arthur Simon (1881–1948) was an electrical engineer who had come to the United States from Germany in 1903 after earning his engineering degree from the Technische Hochschule of Darmstadt. Arthur, an inventor, who was granted several dozen patents; he was also an independent patent attorney. Herberts mother, Edna Marguerite Merkel, was an accomplished pianist whose ancestors had come from Prague and Cologne. Herberts European ancestors had been piano makers, goldsmiths, and vintners. Herbert Simon was educated as a child in the public school system in Milwaukee where he developed an interest in science. He found schoolwork to be interesting but rather easy. Unlike many children, Simon was exposed to the idea that human behavior could be studied scientifically at a relatively young age due to the influence of his mother’s younger brother, Harold Merkel, who had studied economics at the University of Wisconsin–Madison under John R. Commons. Through his uncle’s books on economics and psychology, Simon discovered the social sciences. Simon received both his B. A. (1936) and his Ph. D. (1943) in political science, from the University of Chicago, where he studied under Harold Lasswell and Charles Edward Merriam. Among his earliest influences, Simon has cited Richard Ely’s economics textbook, Norman Angell’s The Great Illusion, and Henry George’s Progress and Poverty. In 1933, Simon entered Who was Herbert Simon? 4 the University of Chicago, and following those early influences, he studied the social sciences and mathematics. He was interested in biology, but chose not to study it because of his color-blindness and awkwardness in the laboratory. He chose instead to focus on political science and economics. His most important mentor at the University was Henry Schultz who was an econometrician and mathematical economist. After enrolling in a course on Measuring Municipal Governments, Simon was invited to be a research assistant for Clarence Ridley, with whom he coauthored the book Measuring Municipal Activities in 1948. Eventually his studies led him to the field of organizational decision-making, which would become the subject of his doctoral dissertation. From 1939 to 1942, Simon acted as director of a research group at the University of California, Berkeley. When the group’s grant was exhausted, he took a position in political science at the Illinois Institute of Technology. Back in Chicago, he began participating in the seminars held by the staff of the Cowles Commission who at that time included Trygve Haavelmo, Jacob Marschak, and Tjalling Koopmans. He thus began a more in-depth study of economics in the area of institutionalism. Marschak brought Simon in to assist in the study he was currently undertaking with Sam Schurr of the â€Å"prospective economic effects of atomic energy†. In 1949, Simon became a professor of administrations and chairman of the Department of Industrial Management at Carnegie Tech (later to become Carnegie Mellon University). He continued to teach in various departments at Carnegie Mellon, including psychology and computer science, until his death in 2001. Who was Herbert Simon? From 1950 to 1955, Simon studied mathematical economics and during this time, together with David Hawkins, discovered and proved the Hawkins-Simon theorem on the â€Å"conditions for the existence of positive solution vectors for input-output matrices. He also developed theorems on near-decomposability and aggregation. Having begun to apply these theorems to organizations, Simon determined around 1954 that the best way t o study problem-solving was to simulate it with computer programs, which led to his interest in computer simulation of human cognition. End 1950s he was among the first members of the Society for General Systems Research. Mr. Simon was a pioneer in the field of artificial intelligence, creating with Allen Newell the Logic Theory Machine (1956) and the General Problem Solver (GPS) (1957) programs. GPS was possibly the first method of separating problem solving strategy from information about particular problems. Both programs were developed using the Information Processing Language (IPL) (1956) developed by Newell, Cliff Shaw and Simon. Donald Knuth mentions the development of list processing in IPL with the linked list originally called NSS memory for its inventors. In 1957, Simon predicted that computer chess would surpass human chess abilities within 10 years when, in reality, that transition took about 40 years. In the early 1960s Simon wrote a paper responding to a claim by the psychologist Ulric Neisser that machines might be able to replicate cold cognition, e. g. processes like reasoning, planning, perceiving, and deciding, but could not replicate hot cognition, including desiring, feeling pain or pleasure, and having emotions. Simons paper was eventually published in 1967. It was ignored by the AI research community for some years, but later became very influential e. g. indirectly through the work of Sloman and Picard on emotions. Who was Herbert Simon? 6 Simon also collaborated with James G. March on several works in organization theory. With Allen Newell, Simon developed a theory for the simulation of human problem solving behavior using production rules. The study of human problem solving required new kinds of human measurements and, with Anders Ericsson, Simon developed the experimental technique of verbal protocol analysis. Simon was interested in the role of knowledge in expertise. He said that to become an expert required about 10 years of experience and he and colleagues estimated that expertise was the result of learning roughly 50,000 chunks of information. A chess expert was said to have learned about 50,000 chunks or chess position patterns. Simon was also interested in how humans learn and, with Edward Feigenbaum, he developed the EPAM (Elementary Perceiver and Memorizer) theory, one of the first theories of learning to be implemented as a computer program. EPAM was able to explain a large number of phenomena in the field of verbal learning. Later versions of the model were applied to concept formation and the acquisition of expertise. He was awarded the ACMs A. M. Turing Award along with Allen Newell in 1975. In joint scientific efforts extending over twenty years, initially in collaboration with J. C. (Cliff) Shaw at the RAND Corporation, and subsequentially with numerous faculty and student colleagues at Carnegie Mellon University, they have made basic contributions to artificial intelligence, the psychology of human cognition, and list processing. Who was Herbert Simon? 7 Herbert Simon has been credited for revolutionary changes in microeconomics. He is responsible for the concept of organizational decision-making as it is known today. He was also the first to discuss this concept in terms of uncertainty; i. e. it is impossible to have perfect and complete information at any given time to make a decision. While this notion was not e ntirely new, Simon is best known for its origination. It was in this area that he was awarded the Nobel Prize in 1978. At the Cowles Commission, Simon’s main goal was to link economic theory to mathematics and statistics. His main contributions were to the fields of general equilibrium and econometrics. He was greatly influenced by the marginalist debate that began in the 1930s. The popular work of the time argued that it was not empirically apparent that entrepreneurs needed to follow the marginalist principles of profit-maximization/cost-minimization in running organizations. The argument went on to note that profit-maximization was not accomplished, in part, because of the lack of complete information. In decision-making, Simon believed that agents face uncertainty about the future and costs in acquiring information in the present. These factors limit the extent to which agents can make a fully rational decision, thus they possess only â€Å"bounded rationality† and must make decisions by â€Å"satisfying,† or choosing that which might not be optimal but which will make them happy enough. Simon was known for his research on industrial organization. He determined that the internal organization of firms and the external business decisions thereof did not conform to the Neoclassical theories of â€Å"rational† decision-making. Simon wrote many articles on the topic over the course of his life mainly focusing on the issue of decision-making within the behavior of what he termed â€Å"bounded rationality†. â€Å"Rational behavior, in economics, means that individuals Who was Herbert Simon? 8 maximizes his utility function under the constraints they face (e. g. , their budget constraint, limited choices ) in pursuit of their self-interest. This is reflected in the theory of subjective expected utility. The term bounded rationality is used to designate rational choice that takes into account the cognitive limitations of both knowledge and cognitive capacity. Bounded rationality is a central theme in behavioral economics. It is concerned with the ways in which the actual decision-making process influences decisions. Theories of bounded rationality relax one or more assumptions of standard expected utility theory†. Simon determined that the best way to study these areas was through computer simulation modeling. As such, he developed an interest in computer science. Herbert Simons main interests in computer science were in artificial intelligence, human-computer interaction, principles of the organization of humans and machines as information processing systems, the use of computers to study by modeling) philosophical problems of the nature of intelligence and of epistemology, and the social implications of computer technology. Some of Simons economic research was directed toward understanding technological change in general and the information processing revolution in particular. While living in Pittsburgh, PA, he advised the citizen ry on various issues including the use of public funds to build stadiums and the method of raising tax revenue. Simon emphasized the usefulness of the land tax, reflecting the early influence of Henry George on his economic thought. Who was Herbert Simon? 9 Administrative Behavior was Herbert Simon’s doctoral dissertation and his first book. It served as the foundation for his lifes work. The centerpiece of this book is the behavioral and cognitive processes of making rational human choices, that is, decisions. An operational administrative decision should be correct and efficient, and it must be practical to implement with a set of coordinated means. Any decision involves a choice selected from a number of alternatives, directed toward an organizational goal or subgoal. Realistic options will have real consequences consisting of personnel actions or non-actions modified by environmental facts and values. In actual practice, some of the alternatives may be conscious or unconscious; some of the consequences may be unintended as well as intended; and some of the means and ends may be imperfectly differentiated, incompletely related, or poorly detailed. The task of rational decision making is to select the alternative that results in the more preferred set of all the possible consequences. This task can be divided into three required steps: (1) the identification and listing of all the alternatives; (2) the determination of all the consequences resulting from each of the alternatives; and (3) the comparison of the accuracy and efficiency of each of these sets of consequences. Any given individual or organization attempting to implement this model in a real situation would be unable to comply with the three requirements. It is highly improbable that one could know all the alternatives, or all the consequences that follow each alternative. Who was Herbert Simon? 10 There is: given the inevitable limits on rational decision making, what other techniques or behavioral processes can a person or organization bring to bear to achieve approximately the best result? Simon writes: â€Å"The human being striving for rationality and restricted within the limits of his knowledge has developed some working procedures that partially overcome these difficulties. These procedures consist in assuming that he can isolate from the rest of the world a closed system containing a limited number of variables and a limited range of consequences. † Administrative Behavior, as a text, addresses a wide range of human behaviors, cognitive abilities, management techniques, personnel policies, training goals and procedures, specialized roles, criteria for evaluation of accuracy and efficiency, and all of the ramifications of communication processes. Simon is particularly interested in how these factors directly and indirectly influence the making of decisions. Weaving in and out of the practical functioning of all of these organizational factors are two universal elements of human social behavior that Simon addresses in Chapter VII—The Role of Authority, and in Chapter X—Loyalties, and Organizational Identification. Authority is a well studied, primary mark of organizational behavior, and is straightforwardly defined in the organizational context as the ability and right of an individual of higher rank to determine the decision of an individual of lower rank. The actions, attitudes, and relationships of the dominant and subordinate individuals constitute components of role behavior that can vary widely in form, style, and content, but do not vary in the expectation of obedience by the one of superior status, and willingness to obey from the subordinate. Authority is highly influential on Who was Herbert Simon? 11 the formal structure of the organization, including patterns of communication, sanctions, and rewards, as well as on the establishment of goals, objectives, and values of the organization. Decisions can be complex admixtures of facts and values. Information about facts, especially empirically proven facts or facts derived from specialized experience, are more easily transmitted in the exercise of authority than are the expressions of values. Simon is primarily interested in seeking identification of the individual employee with the organizational goals and values. Following Lasswell he states that â€Å"a person identifies himself with a group when, in making a decision, he evaluates the several alternatives of choice in terms of their consequences for the specified group†. A person may identify himself with any number of social, geographic, economic, racial, religious, familial, educational, gender, political, and sports groups. Indeed, the number and variety are unlimited. The fundamental problem for organizations is to recognize that personal and group identifications can either facilitate or obstruct correct decision making for the organization. A specific organization has to deliberately determine and specify in appropriate detail and clear language its own goals, objectives, means, ends, and values. Chester Barnard pointed out that â€Å"the decisions that an individual makes as a member of an organization are quite distinct from his personal decisions†. Personal choices may determine whether an individual joins a particular organization, and continue to be made in his or her extra–organizational private life. But, as a member of an organization, that individual makes decisions not in relationship to personal needs and results, but in an impersonal sense as part of the organizational intent, purpose, and effect. Organizational inducements, rewards, and sanctions are all designed to form, strengthen, and maintain this identification. Who was Herbert Simon? 12 The correctness of decisions is measured by two major criteria: (1) adequacy of achieving the desired objective; and (2) the efficiency with which the result was obtained. Many members of the organization may focus on adequacy, but the overall administrative management must pay particular attention to the efficiency with which the desired result was obtained. Simons contributions to research in the area of decision-making have become increasingly mainstream in the business community thanks to the growth of management consulting. Conclusion These multiple events and effects have helped to paint a vivid picture of a very brilliant man. Herbert Simon articulated from the perspective of 1960 his vision of what we now call the New Economy the machine-aided system of production and management of the late 20th century. Simons analysis sprang rom what I term the principle of cognitive comparative advantage: one has to understand the quite different cognitive structures of humans and machines (including computers) in order to explain and predict the tasks to which each will be most suited. Perhaps unlike Simons better-known predictions about progress in artificial intelligence research, the predictions of this 1960 article hold up remarkably well and continue to offer important insights. In what follows I attempt to tell a coherent story about th e evolution of machines and the division of labor between humans and machines. Although inspired by Simons 1960 paper, I weave many other strands into the tapestry, from classical discussions of the division of labor to present-day evolutionary psychology. The basic conclusion is that, with growth in the extent of Who was Herbert Simon? 13 the market, we should see humans crowded into tasks that call for the kinds of cognition for which humans have been equipped by biological evolution. These human cognitive abilities range from the exercise of judgment in situations of ambiguity and surprise to more mundane abilities in spatio-temporal perception and locomotion. Conversely, we should see machines crowded into tasks with a well-defined structure. This conclusion is not based (merely) on a claim that machines, including computers, are specialized idiots-savants today because of the limits (whether temporary or permanent) of artificial intelligence; rather, it rests on a claim that, for what are broadly economic reasons, it will continue to make economic sense to create machines that are idiots-savants.

Free Essays on Pascal’s Wager

Over all Pascal’s Wager is very logical, but I must say that I do not personally find it to be very persuasive. Although it makes complete sense in the risks involved in the wager and that it is over all more beneficial to be faithful and bet on their being a god than it is to assume there is no god and be wrong, but rather the wager gives no other reason as to why one should believe in god other than the fact that if there is a god u gain more by believing and by disbelieving you loose much more than if there is no god and you believe or disbelieve. If there is no god there is not much lost or won in either case. Pascal’s Wager offers no more than this as to why one should believe in god. It seems very similar to the mother who tells her children that they must behave otherwise Santa will not deliver toys and games on Christmas Eve, but regardless of the child’s actions they (at least in most cases) get a visit from Santa on Christmas, who leaves many toys and presents. In a way Pascal is making the same exact threat, follow and believe in God and you will go to heaven, but if you don’t then you will pay dearly, granted there is a God. If there is not a God then nothing is truly lost from this practice. Just like if Santa exists, behave and Santa will visit leaving many goodies behind for the good girls and boys or misbehave and you will get coal in your stocking. If, on the other hand, it is only the parents of the child playing the role of Santa then generally regardless of how the child acts and behaves he or she will receive the toys. Leaving the entire thing as an empty threat, which in many cases is how Pascal’s Wager is viewed. Also it seems that one cannot just change their whole entire point of view and beliefs just because they have come to the conclusion that â€Å"oh wait what if there really is a God. I better start believing now or else I could really ruin things after I die.† It just doesnï ¿ ½... Free Essays on Pascal’s Wager Free Essays on Pascal’s Wager Over all Pascal’s Wager is very logical, but I must say that I do not personally find it to be very persuasive. Although it makes complete sense in the risks involved in the wager and that it is over all more beneficial to be faithful and bet on their being a god than it is to assume there is no god and be wrong, but rather the wager gives no other reason as to why one should believe in god other than the fact that if there is a god u gain more by believing and by disbelieving you loose much more than if there is no god and you believe or disbelieve. If there is no god there is not much lost or won in either case. Pascal’s Wager offers no more than this as to why one should believe in god. It seems very similar to the mother who tells her children that they must behave otherwise Santa will not deliver toys and games on Christmas Eve, but regardless of the child’s actions they (at least in most cases) get a visit from Santa on Christmas, who leaves many toys and presents. In a way Pascal is making the same exact threat, follow and believe in God and you will go to heaven, but if you don’t then you will pay dearly, granted there is a God. If there is not a God then nothing is truly lost from this practice. Just like if Santa exists, behave and Santa will visit leaving many goodies behind for the good girls and boys or misbehave and you will get coal in your stocking. If, on the other hand, it is only the parents of the child playing the role of Santa then generally regardless of how the child acts and behaves he or she will receive the toys. Leaving the entire thing as an empty threat, which in many cases is how Pascal’s Wager is viewed. Also it seems that one cannot just change their whole entire point of view and beliefs just because they have come to the conclusion that â€Å"oh wait what if there really is a God. I better start believing now or else I could really ruin things after I die.† It just doesnï ¿ ½...

Critical note Case Study Example | Topics and Well Written Essays - 250 words - 1

Critical note - Case Study Example The first challenge of rotation is the fact that not all employees normally welcome rotation. Apart from employee resistance, rotation is quite expensive (Golembiewski, 1995). This is majorly because employees require training on how to go about their activities at their new areas of work. The aspect of rotation being expensive is double edged in that it requires both time and money to ensure that the employees are armed with the necessary skills to enable them deliver. Another obvious reality is the fact that when the employees are subjected to continuous rotation, they hardly master some issues in some of the departments. This is because quite a considerable time is required for the mastery to take place. I hold the perception that instead of rotating employees with the aim of creating different perceptions and cultural diversity, it is worthwhile for organizations to recruit trained workers across their various departments, and encourage exchange of ideas through organizing sessions that bring employees across various departments together. In an attempt to create cultural diversity, organizations should always ensure that they balance their employees such that they originate from different cultures. This though should not be misunderstood to mean that competency should not be adhered