Opposition Against Macbeth Essay Example for Free

Opposition Against Macbeth Essay Finally the three witches who built up Macbeth is also opposing him with a new prediction which would lead to his downfall. (3. 5 29-31) In Act three we are introduced to Macbeths deception and paranoia as he begins to suffer horrifying images of his murdered victims appear amongst him. Macbeths greatest opposition as he quickly destroys his status among others is Banqou his closest friend . Banqous suspicion towards Macbeth grows deeper ,yet it’s his persistence towards his prophesies that forces him into silencing the topic of his beliefs and knowledge for his own ambitions. Banqou awaited for his prophesies to suffice his wants yet as the time grew Macbeth grew in power with dark intentions. AS time quickly slipped through Banqous hand Macbeth noticed the threat the Banqou held against him. (Act3-2)(40-61)Macbeth began to experience paranoia and Banqous suspicion fueled that paranoia. With the witches misleading statements towards Banqous life and rise to glory, Macbeth was convinced there was a defective statement that may lead to his death through Banqous request. With fear and hatred circling his mind, Macbeth convinced two attendants to murder Banqou. (Act3-3)(12-33)As the two murders go off and commit their crime, Macbeth hints to his wife of great plans and that’s a sign of glory and confidence filling his soul. Macbeth had experienced a lack of sleep and a lack of apatite as he sat at his thrown while Banqou and others revolved around him with great suspicion leaving an emotional and mental scar. Act3-4)(49-101)After Banqous death, Macbeth grew great confidence yet it was the idea of murdering his friend haunted him daily and knowing Fleance escaped grew more fear within his soul. (Act3-5) The second opposition which played a large role from the beginning was the witches and Hecate. Macbeth finally reached his goal and accomplished his prophesy yet it was his greed that made him want more power and knowledge of future occurrences ,Knowing this Hecate Decided to convince Macbeth of more glory awaits him and raise his confidence to a higher level which will finally destroy him and lead him to his great down fall. Hecate knew Macbeth’s rain among Scotland and those close to him had to reach its limit and allowing him to continue would lead them to their death. In order to avoid the conflict and remove Macbeth from his power swiftly, Hecate and the other witches decided to allow Macbeth collapse on himself through gentle statements they created. Macbeth’s insecurity and fear leads him to gain enemies and demons which over take his mind. Act3-6)The final great opposition that slowly forms against Macbeth was Lennox and the other lords. Lennox and the other lords begin to discuss Macbeth’s actions among his territorial rule. The lords begin to discuss all the crimes they are sure Macbeth had committed. Macbeth begins to create a defence for himself as he find out his enemies alliance grows rapidly. Macbeth leads himself into the lowes t of situations as he slowly begins to murder others . His suspicion and terror haunts his every move and his enemies grow with his every day at his position.

Aggression And Coping Strategies Psychology Essay

Aggression And Coping Strategies Psychology Essay This study has explored links between emotional intelligence, aggression level and coping strategies, as well as the variables contribute during students academic life. In this study, it is sought to hypostasise three variables (1) students with low Emotional Intelligence level will have a prediction of higher level of Aggression (2) students with higher level of Aggression have effective Coping Strategies and (3) there will be a relationship between Emotional Intelligence and Coping Strategies. It will be investigated to calculate the level of students academic performances amongst undergraduate university. This study focuses on ways to measure the participants emotional intelligence, level of aggression and preventative measures to coping strategies. The results gave a reason to understand why the university of Bedfordshire students are affected by low emotional intelligence level and high level of aggression. A sample of 77 undergraduates university students participated in this s tudy. This study met these triplets research aims through an extensive study of relevant literature and the implementation of practical research. The latter was carried out through a correlation study using three types of self report questionnaires measuring the participants emotional intelligence (TEIQue-SF Questionnaire), level of aggression (Buss and Perry, 1992, Aggression questionnaire) and coping strategies (Psychology department project 2006 Attitudes, coping, control and psychological well-being questionnaire. The SPSS programme carried out the data analysis findings. Furthermore, the findings had shown a two positive outcome; hypothesis 1 was supported, hypothesis 2 was not supported and hypothesis 3 was supported. The main conclusion drawn from this research were that current approaches to.. Keywords: Emotional Intelligence, Aggression, Coping, Coping Strategies, Measure 2. Introduction For many years the study of intelligence and emotions has been focused mainly on the adaptive use of cognition (Wechsler, 1939 Piaget, 1972). In the recent years it has been suggested there have been more encompassing approaches to understanding intelligence (Gardner, 1984 Sternberg, 1988). Everyone is unique as we all behave and react differently to events. Our intelligence and emotions can be defined as a complex state of feelings that result in the physical and psychological changes that influence thought and behaviour. There are many theories which attempt to understand why we experience emotions. Individuals experience many emotional states that can affect our behaviour or how individuals might respond to a situation which may include, anger, kindness, fear, admiration and are all emotional states that you may respond to events. The James-Lange theory of emotion (1920) argues that different events cause physiological arousal then individuals interpret this arousal. After the interpretation of the arousal one can experience emotions. If the arousal is not noticed then one will not experience any emotions based on the event. For example, one is walking down the alley way in the dark and hears footsteps behind and one begins to tremble and heart beats faster and ones breathing deepens. These physiological changes are interpreted as ones bodys preparation for a fearful situation. One is experiencing fear. Likewise, Cannon-Bard theory (1927) argues that one experiences physiological arousal and an emotion at the same time but gives no attention to the role of thoughts or outward behaviours. Using the example above his theory starts from; one is walking down the alley way in the dark and hears footsteps behind and begins to tremble, your heart beats faster and ones breathing deepens. At the same time as these physiological changes occur one can also experience the emotion of fear. Mayer and Salovey (1990) who first used the term Emotions and intelligence they both formulated a model of emotional intelligence. They defined the ability to monitor ones own and others feelings and emotions to guide ones thinking and behaviour. They also provided a demonstration of how an aspect of emotional intelligence could be measured as a mental ability (Mayer, DiPaolo Salovey, 1990). Furthermore, to recognize and understand emotions in yourself and others emotional intelligence (EI) is a useful strategy to evaluate emotions. EI includes the abilities to accurately perceive emotions, to understand emotions and emotional knowledge; we define emotional intelligence as the power to reason about emotions. (Mayer Salovey, 1957). It has been previously hypothesised that life successes can be attributed to emotional intelligence (Goleman, 1995). Emotional intelligence levels have been correlated with a myriad of benefits and negative or positive life outcomes. Advantages include the high levels of happiness, well-being and health better academic performances and an increased ability to cope with changes (Qualter, 2007). The advanced emotional abilities show a lower stress level, fewer signs of aggression, and demonstrate a smaller likelihood of drug and alcohol uses. If one has a high emotional intelligence you are able to recognise your own emotional state and the emotional state of others and engage with people in a way that draws them to you. This can aid forming a healthier relationship, and attain greater success at work, and lead to a more fulfilling life. Levels of emotional intelligence have been demonstrated to be beneficial. Low levels have been of emotional intelligence create recognizable deficits (Goleman, 1996). However, if someone with a low emotional intelligence level has never really had anyone to talk through their emotions with, individuals generally wouldnt know how to deal with their emotions and they may come to a rage such as signs of aggression, drinking, using drugs, weak academic performances etc, when they are going down in life or show the ability of stress. Low emotional intelligence tends to have a hard time understanding situations from the outlook of others and will also tend to be less sympathetic (Henley Long, 1999). Recent studies have been investigated by Hannah Jean Moskat Katelyn Marie Sorensen (2012), investigation of Emotional Intelligence and Aggression predicted Juvenile offense. They emphasised the nature of emotional intelligence; their study sought to test the relationship between emotional intelligence and aggression in the context of juvenile delinquency. It was predicted that EI would be negatively correlated with aggression, and also relate it to sex and offense type. The participants were tested using the Bar-On EQI: YV (S) and the Aggression Questionnaire to measure their emotional intelligence and aggression levels. The overall results found that lower emotional intelligence levels were correlated with higher aggression levels. They also found that a low emotional intelligence level was correlated with higher aggression scores and that participants scored the highest in physical aggression. It was discussed in terms of aggression preventions programmes like the rehabilitation f or the youth offenders. Moreover, previous psychological studies that have been undertaken in the previous years studied by Andrew. W. Johnson (2003), study was based on a correlation study of emotional intelligence and aggression within adolescents. He investigated how the relationship was linked to each variable, and how aggression effected there emotional intelligence level. Overall, the results clearly showed how the females had a high level of emotional intelligence due to less aggression and how males scored high on aggression. Kartika Aprillia Ritandiyono (2007) also investigated the relationship on emotional intelligence and aggression. The purpose of the study was to examine the relationship between emotional intelligence and aggression in adults behaviour. Results from the study have shown that a scale of emotional intelligence showed it had a negative hypothesis. Coping and Stress In the terms of coping, is defined as trying to reduce the consequences of stress. There are several different ways in which coping is applied, which can be caused by many negative emotions like stress, anger etc. Coping is described as a cognitive and behavioural response to a stressful situation. It can overcome with high demands and critical events that pose a loss, harm, threat, loss, or challenge to a person. (Lazarus, 1991) Coping responses (thoughts, feelings and actions) deals with problematic situations that are normally encountered in everyday life with particular circumstances, Sometimes problems are solved and sometimes they are ignored in an individuals attempt to deal with the environment. Thus an examination of the ways in which people may cope with stresses and concerns provides a means of understanding their stress and concerns which might affect their behaviour. The procedure of determining how people deal with their stress in daily life involves the observation of behaviour through the reporting by self or others. By far the most common what to determine how people cope is to ask them to report, by filling out a questionnaire, what is it they do it to ask them to describe in interviews or written text. There are many ways of coping with stress; the effectiveness really depends on the type of stressors, the individual and the circumstances. For example, if you think about how your friends deal with stressors like exams you will see a range of different coping responses. Some people will pace around or tell you how worried they are or others will revise or ask their teachers for clues. This topic was introduced by Lazarus in 1984. Moreover, Lazaruss Transactional model takes to an account of the dynamic nature of human behaviour. This model emphasises between the stress experience and respondent to the environment. The model proposes that individuals can be taught to manage their stress and cope with their stressors. They may learn to change their perspective of the stressor and provide them with ability and confidence to improve their everyday life and have the ability to handle all types of stressors. Overall this has results for support for a conceptualisation of coping that has emerged from Richard and Lazarus and the Berkeley group. Each individual will have different coping responses, especially dealing with low level of emotional intelligence. Moreover, to reduce the level of low emotional intelligence (including anger), coping strategies help one to increase the negative emotions. It refers thoughts and actions we may use to deal with threatening situation. For example, when youre going through high level of aggression, you may be recommended to anger management or counselling therapy. This current study will evaluate students coping strategies that may help to indicate the low level of emotional intelligence and aggression. Additionally, this current study focuses on the high and low level of emotional intelligence, which may lead to aggression, as predicted. Hence this might be one of the reasons for low emotional intelligence level. Emotional intelligence is often measured by self-report and psychological testing. David Wechsler (1940) described the influence on intelligent behaviour and argued that our models of intelligence would not be completed until we can effectively describe these factors. Self report will be used in this study to measure the level of emotional intelligence and level of aggression, along with coping strategies evaluation to support both of the variables. There have been recent researchers that have proven Students with higher levels of emotional intelligence achieve more academically. There have been a recent study based on undergraduate students who are taking information technology studies, the study measured how well students in computer science and information defined as the ability of perceived, positively influenced personal and others emotions. The researchers examined the effects of these intrapersonal factors on their academic grades. Six hundred undergraduate students participated in the study; which was based on a series of questionnaires designed to measure coping strategies and levels of emotional intelligence. It was found that students emotional intelligence was not directly linked to academic success, students with higher levels of emotional intelligence had more self confidence and knowledge that can handle any problems (including frustration, stress etc) and that having more self-efficacy in improving their academic performances. Coping IV and DV research? There have been previous research studies indicating the coping strategies method is a dependant variable. Aggression In the term of Aggression it refers to a range of behaviours that can give a result to both physical and psychological harm to one, even in the environment. The expression of aggression can occur in a number of ways which can be verbal, emotional, physical or mental. (Baron, Richardson, 1994) The act of aggression behaviour has been a huge part of human society from the day we were born and even yet still today plays a role in our society and our lives. Whether it is at a rugby or boxing match competing with one another, on the streets with riots between rival teams, or in another country altogether fighting terrorist threats there is no doubt that aggression is such a prevalent part of our society. It is important for psychologists to study the cognitive processes involved in greater detail as is a huge role in our lives. Psychologists have been interested in problems of aggression, they have been focused on the assessment of conditions leading to the performance of aggressive behaviour. Social behaviour can be one of the influences around each other such as peer pressure, copying individuals behaviour and thinking its alright to act like that. Buss .. Albert Bandura (1977) stated that social behaviour is learnt through by observing and imitating actions by other. She looked at the way individuals behave to certain situations. According to her theory by being rewarded or punish for negative actions. For example if a child sees his older sister bring home a good report and gets a reward, the child may observe this and sees the older sister gets rewarded then the child will learn being good will get you rewarded so they should do it to. Banduras social learning theory (1977) refers to aggression acts. Bandura looked at the theory of operant conditioning, as well as Skinner (1953), if behaviour is rewarded it will positively reinforce behaviour therefore making it more likely to be repeated again. On the other hand of the scale shows if behaviour is punished it will negatively reinforce that behaviour making it less likely to occur in the future. From this study Bandura proposed that a persons aggressive behaviour in a given context is predicted by their previous experiences with their own and others peoples aggressive behaviour. (Albert, 2004) A classic example of this theory was known as the Bobo doll experiment also by Bandura. This experiment reflected on children watching a video of an adult either being aggressive or non aggressive to a bobo doll. After they have watched the video, the children were then put in a room with a bobo doll and observations were made how they would react. Before the children saw the Bobo doll the frustration in the child was intentionally built by showing them toys that they were not permitted to play with. in result, when the children were put in the room with the bobo doll it was discovered that children who saw the aggressive behaviour reproduced the same aggression the model had shown on the doll. In contrast children in the non aggressive condition displayed no aggressive signs towards the doll. This experiment showed that children were very easily influenced to copy others. (Martin, Carlson Buskit, 2010) Aggression may not occur in a vacuum, there are many situational factors that may influence aggression. There is evidence regarding the importance of situational factors in predicting aggressive behaviour which may apply to university students. Frustration: There are some typical responses to frustration especially during the hard times which may include the environment of being stressed and always intense maybe in your workplace, at home, or during your university life. Frustration includes anger, loss of self esteem, depression, stress or self-confidence. As we are focused more on aggression in university students, anger and aggression is expressed towards the object perceived as the cause of frustration. For example, you might have an assignment deadline within two days and yet havent started it, the feeling of being really frustrated and you start to show signs of aggression to others or if your laptop doesnt work you might hit the laptop for it to work. If someone gets in your way, you could verbally threaten them or push them on aside. Frustration is powerful for direct aggression, displaced aggression is often used. Someone angry often acts without thinking. In 1939, University from Yale researchers published a report on frustration and aggression, the theory has been influenced by Freuds theory. The authors, (Dollard, Doob, Miller, Mowrer, Sears, 1939) proposed that aggression was due to frustration, frustration plays a big role in aggression and the development of aggression starts from frustration. The frustration-aggression theory study states that aggression is caused by frustration. When someone is prevented from reaching their ambition or goal they become frustrated. This frustration can then turn into aggression when something triggers it. For example, if you fail in your final exam you will definitely become frustrated. But if someone randomly told you youre such a loser, just to put your confidence down so you dont pass your exam, then in that case your frustration will turn into aggression. When people perceive that they are being prevented from achieving a goal, their frustration will result in aggression. The closer you get to your goal, the greater the frustration you get by being held back. An unexpected occurrence of frustration may also increase the likelihood of aggression. (Barker, Dembo Lewin, 1941) Factors generally associate with aggressive behaviour and alcohol-related aggression from the age of 12-18 years (Helene Raskin White, John Brick, Stephen Hansell, 1993) Alcohol: substances such as alcohol play a part to an increase in anti-social aggressiveness in people. It is thought that the lowering of inhibitions may result in an increase in aggressive levels. Alcohol is coming from university party life; researchers have shown that alcohol consumption can make people more prone to social influence while also being less able to think through the consequences of their own actions for themselves or other people. Combining results in a large increase in the likelihood of committing aggressive acts especially when drinking in groups which will glorify aggressive acts. Alcohol intoxication is involved in at least 50% of all violent crimes. (Bushman Cooper, 1990) Other factors that might associate with aggression could be; Aggressive cues: students that may own weapons for many reasons, including self-defence or sporting events (e.g., hunting). Yet simply being in the presences of weapons has enough influence to increase aggressive behaviour, (Berkowitz LePage, 1967). Maybe living out for university and being alone and for them to keep weapons might be a safe option for self defence. There have been recent events that university students are getting robbed, or attacked when there on their own. Intangible entities (e.g., bad odors, noise): many times students experience being unpleasant due to intangible entities, such as bad odors and loud noises. Although people cant really behave aggressively towards these intangible entities, triggers can increase aggression. For example as a student you are working on an assignment or reading a book, there are other people making loud noise and you cant concentrate and it carries on for days, this may increase your level of aggression frustration and anger about the situation. When people feel a lack of control over the noise they tend to behave quite aggressively (Green McCrown, 1984). These factors may affect the academic level of education for most students. The aggression literature has a set of rich theoretical perspectives, the aggression theories have offered frameworks from which a hypothesis regarding the causes and consequences of aggression could be tested. Each theory is distinctly more likely to contain several theories that share a considerable degree of overlap. The aggression theories have been reviewed in order to understand how aggression may be formulated. Coping with aggression Learning how to control your aggression will allow you to be more successful in your academic life, stay healthy and happy and help you get most out of your life. Many researchers feel that aggression is one of the strongest predictors of anti-social behaviour. Interestingly, some researchers believe as youths grow older they will learn how to control their anger. Regardless, learning and practicing productive and healthy coping strategies is a good idea. An inability to cope with stress, disappointment, and difficulty can affect your life in many negative ways. Being an adult can be very stressful like physical changes in your body, academic demands, peer pressure, learning how to deal with gangs, family issues, concerns about your future may become stressors and can lead to negative effects. Learning how to deal and control your negative emotions and behaviour and take responsibility for them is a lifelong process. According to Berkowitzs Cognitive Neo-association Theory (1989, 1990) he proposed that an event such as frustrations, loud noises, and provocation, produces negative effects. The negative effect produced by unpleasant experiences automatically stimulates various thoughts, expressive motor reactions, memories, flight and fight tendencies. The fight associations may give rise to undeveloped feelings of anger, whereas the flight associations give a rise to undeveloped feelings of fear. This theory reflects back to the frustration-aggression theory, its been assumed that signs of aggression have been associated to be in response by triggered events, which may give the thoughts, memories, psychological effects due to the events. Moreover, successful coping may involve many strategies; problem solving, positive thinking, logical thinking, social support, or seeking professional help. People cope differently, what work for one person may not always work best for the other, most effective strategy for someone else. Your method for coping may be very according to the situation. You may handle it differently when youre at home and when youre at school. Professional help like counselling, anger management group, and group talk can help you reduce aggression levels. Rationale The rationale of the study is to investigate the relationship between emotional intelligence and aggression and coping strategies among undergraduate university students. This study will examine their emotional intelligence and level of aggression and to see if there is a link between the effect of coping strategies and emotional intelligence and aggression. The outcome of the study aims is to calculate students emotional intelligence and aggression level and being correlated to high level of aggression. Statistically, in the results section it will show my prediction was significant then relevant programmes can be used to facilitate and develop students emotions and low level of aggression. The study is guided by three research questions; Firstly, students with low emotional intelligence level will have a higher level of aggression. Secondly, students with high level of aggression have effective coping strategies. Third, there will be a correlation relationship between emotional intelligence and coping strategies. 3. Methodology 3.1 Design The design thats going to be used is an independent measure which will have a non-parametric data, there is one Independent Variables (IV) which is Emotional intelligence (EI), and two Dependent Variable (DV) which are Aggression scores and Coping Strategies. This will be a correlation design as I will be comparing the three variables. 3.2 Participants Questionnaire data were collected by seventy seven volunteer participants. Opportunity sampling will be used in this study amongst Undergraduates Students in University of Bedfordshire. In total the complete sample comprised of seventy seven students of who were 39 females and 38 males, the age range was from 18 to 40 year olds (M= and SD = 4.11809). Participants attended a number of fields of studies with different courses. 3.3 Materials Measures; self report measurement of participants own emotions and behaviour, there will be three type of self-report questionnaires (see in appendices)- (1) Emotional Intelligence (TEIQue-SF Questionnaire) (appendix 1) This questionnaire form contains 30 item based questions which are designed to measure overall trait emotional intelligence. It is based on the full form of the TEIQue. It uses a 7 point scale for the items from 0-7 to evaluate ones emotions. (Petrides Furnham, 2006) (2) Level of aggression (Buss and Perry, 1992, Aggression questionnaire) (appendix 2) The Buss and Perry (1992) questionnaire has 29 items based on a self-report aggression questionnaire, where the participants rank certain statements along with a 5 point scale from extremely uncharacteristic of me to extremely characteristic of me. The scores are normalized on a scale of 0-1 with 1 being the highest level of aggression. Participants will be responding to statements like When frustrated, I let my irritation show. In the end, the questionnaire scores have 4 dimensions of aggression levels; physical aggression, verbal aggression, anger or hostility. (Buss and Durkee, 1957) (3) Coping Strategies (Psychology department project 2006 Attitudes, coping, control and psychological well-being questionnaire) (appendix 3) This questionnaire is based on six sub-scales about the participants psychological well being, attitudes, and childhood experience. Its a multidimensional scale for evaluating general coping styles. Coping with life problems The first survey is based on psychological wellbeing the questions are concerned with how you generally cope with problems in your life. Questions that had been asked were how do you generally cope with real life problems and the participant will be rating the scale from 1 (Never) to 5 (Always). Degree of control or influence you have over your life The second survey is asked about the participants degree of control or influence you have over your life the rating scale is from 1 (strongly disagree) to 4 (strongly agree). Family events which may have been encountered in childhood The next survey is asked a number of questions concerning family events which may have been encountered in childhood which the participant may have experienced. The rating scale is from 1 (Never) to 5 (Very often). Hospital anxiety and depression Moreover, the next survey is based on hospital anxiety and depression statements, the participant are asked I feel tense or wound following statements like most of the time or a lot of the time. Each question has different statements. Views people hold about Themselves Furthermore, the next survey is asked views people hold about themselves which may best represent the participant. The rating scale is lead to a 1 (Almost never) to 4 (almost always). Thinking style questionnaire Lastly, the last survey is asking how the participants thinking styles reflect on their attitude or belief which people sometime hold. The participants is asked to rate the scale from 1 (totally disagree) to 7 (totally agree). The questionnaires will take at least 15-20mintues. The overall results will be indicative towards my predicted hypotheses. 3.4 Procedure Participants who are involved in the study will be volunteers; I will be selecting at random within the university and ask if they would participate in the study which will be carried out, they will be told what the study was about and have to read the brief overview of the study on the consent form. Before the participants continue they will be asked to tick all boxes on the consent form to show they understand the information which will be provided and if they dont understand any information regarding the study they will be able to ask before participating. I will explain to the participants that they will be able to withdraw from the experiment at any time and it was reinforced on the consent form which participants have to sign, date and state their gender and age before answering the questionnaire. The participants then will answer the questionnaire and will permit me to carry out the interpretations of the scores and they will be thanked for taking time out to help with the stu dy. Participants will be aware before the study takes place there would be no need for a follow up regarding this study. Participants will not be debriefed but thanked again for their participation. Before conducting research, ethics will also taken into consideration, each participant will not in any way be harmed and will be fully explained what the experiment is going to be about. All participants will have the choice to withdraw from the research at any time and also have the choice to decline to answer any question although this would mean a termination of their participation. 3.5 Ethics The BPS ethical guideline will be a consideration to the study, a lot of data will be used including the three questionnaires, valuable data is collected, and you need to ensure that participators give you permission to use the data part of a research before ensuring you are taking actions to the ethical issues like; Confidentially- results should only be shared between participants and the researcher Consent the participant about the study- I will have to gain consent from the participants before giving the questionnaires to them. Hide personal information- I have to hide any details about the participants due to the privacy regulation. Choice of withdrawal from the research at any time- it is entirely up to the participant if they feel they would like to stop the research study and withdraw. Responsibility to the participant such as giving them feedback if they consist for feedback by the end of the research- if the participant would like to know the results at the end of my research study I will leave them my email or contact details to get back to me or vice versa. Informed consent before the participant volunteers- a consent form will be given to them so they can sign the agreement form about willing to take part of the study without forcing them. (Appendix 4) 4. Results In this part of the research, the correlation between emotional intelligence, aggression and coping strategies for students in university were presented. The three hypothesis of the research was based if there will be a positive correlation between the three variables, in order to answer this sub-question the correlation data analysis was conducted in the research. For this purpose, the correlation between students emotional intelligence level, aggression level

Calculation of Payback Period for Investor Return

Calculation of Payback Period for Investor Return Executive Summary The report exclusively deals with the Accounting and Financial Management. The report has been divided into two broad types. The first part deals with the calculations regarding the payback period, average accounting return and break-even analysis. This part of the report also explains the various aspects of the same. The next half of the report is based on the calculations related with the Horizontal and vertical analysis. Further, it also explains the different patterns and trends present in the Income Statement and Balance Sheet based on the calculations done. Introduction The primary objective of accounting in any business is to help that business make the maximum profit after tax. Unless accounting makes its full contribution to that objective, its cost cannot be justified. In today’s industry, one of the ways accounting pays for itself is to help management to control operations. Another way is to help management utilize its working capital to the greatest possible advantage. Every business has important financial concerns and its success or failure depends in a large part on the quality of its financial decisions. Effective financial decision making requires an understanding of the goal(s) of the firm. The widely accepted objective of the firm is to maximize the value of firm for its owners, i.e. to maximize shareholders wealth (MAYER, R. et al, 2005). Hence, the accounting and financial management has become an integral part of business in the twenty-first century. The concept of payback period, average accounting return, breakeven analysis, trend analysis and vertical analysis are very important for any business, big or small. Discussion 2.1 Problem 1 A company is considering a capital project costing  £ 400,000. The sales forecasts, together with the forecast expenditure are shown below: Table 1: Sales and Expenditure Forecast Year Sales ( £) Cost of Sales ( £) Other variable costs ( £) Fixed costs except depreciation ( £) Depreciation ( £) 1 200,000 60,000 20,000 30,000 100,000 2 300,000 90,000 30,000 30,000 100,000 3 400,000 120,000 40,000 30,000 100,000 4 300,000 90,000 30,000 30,000 100,000 1,200,000 360,000 120,000 120,000 400,000 The above problem can be formulated in the form of Income Statement as below: Table 2: Income Statement of the Company Years 1 2 3 4 Sales 200,000 300,000 400,000 300,000 Cost of Sales (60,000) (90,000) (120,000) (90,000) Gross Profit: 140,000 210,000 280,000 210,000 Variable Cost (20,000) (30,000) (40,000) (30,000) Earnings before Fixed Charges: 120,000 180,000 240,000 180,000 Fixed Cost (30,000) (30,000) (30,000) (30,000) Earnings before tax and depreciation: 90,000 150,000 210,000 150,000 Depreciation (100,000) (100,000) (100,000) (100,000) Net Income: -10,000 50,000 110,000 50,000 2.1.1 Calculation of Payback period for the Project The payback period for the project is the length of time to get your money back (FABOZZI and PETERSON, 2003). In this problem, the company has invested  £ 400,000. The table below shows the expected cash flows in the four years: Table 3: Expected Cash Flows of the Company End of Year Expected Cash Flows Accumulated Cash Flows 1 90,000 90,000 2 150,000 240,000 3 210,000 450,000 4 150,000 600,000 From the table above, it is clear that at the end of Year 2, the full  £400,000 will not be paid back. We need to have some amount from Year 3 as well. The amount needed from Year 4 will be  £400,000 – 240,000 =  £160,000. Hence, the payback period is calculated as: Payback Period: 2 years + 160,000/210,000 = 2.762 years = 2 years and 9 months (Approx.) Thus, the Payback period for the company is 2 years and 9 months. Calculation of the Average Accounting Return The Average Accounting Return (AAR) measures the return on an investment, after taxes and depreciation, over a specified period. Mathematically, the ratio is equivalent to the expected average earnings less taxes and depreciation, divided by the average book value over the duration of the investment. According to table 2 above, we need to find the values of: Average project earning after tax and depreciation Average Net Income = Sum of all Net Incomes / No. Of Years = (-10,000 + 50,000 + 110,000 + 50,000) / 5 =  £ 50,000 Average book value of the investment during its life time The depreciation for each year is  £ 100,000. Thus, the yearly book value of investment is given by: Table 4: Book Values Year Book Value 1 400,000 2 300,000 3 200,000 4 100,000 5 0 Average book value = Sum of all book values / No. Of years = 400,000 + 300,000 + 200,000 + 100,000 + 0 / 5 =  £ 200,000 Average Accounting Return (AAR) = 50,000 / 200,000 = 0.25 Therefore, the Average Accounting Return for the invested  £ 400,000 after taxes and depreciation is 25 %. Break-Even Analysis for the Project One of the most common tools used in evaluating the economic feasibility of a new enterprise or product is the break-even analysis. The break-even point is the point at which revenue is exactly equal to costs (HOLLAND, 1998). At this point, no profit is made and no losses are incurred. The break-even point can be expressed in terms of unit sales or pound sales. That is, the break-even units indicate the level of sales that are required to cover costs. Sales above that number result in profit and sales below that number result in a loss. The break-even sales indicate the pound of gross sales required to break-even. So, a break-even cannot be calculated only once. It should be calculated on a regular basis to reflect changes in costs and prices and in order to maintain profitability or make adjustments in the product line. 1 Break-even (Sales) = Total Fixed Cost / (1- Total Variable Cost / Sales) For Year 1, BEP (Sales) = 130,000 / (1- 80,000 / 200,000) =  £ 216,666.67 For the Year 2, 3 and 4 also same BEP (Sales) value came due to proportionate change in total fixed cost, total variable cost and sales. This figure is the level of sales that the company must reach in order to break even. Again, if the company is reaching more than this, then it should be making a profit and if it is not, the company will not be selling enough to cover the fixed expenses. Thus, no profits are made from the sale of product until more than  £ 216,666.67 in gross sales is generated. ____________________ Source: 1, HODGETTS KURATKO,1986. As sales increases, variable costs are incurred, meaning that total costs (fixed + variable) also increase. At low levels of output, costs are greater than income. At the point of intersection (total sales and total cost intersection), costs are exactly equal to income, and hence neither profit nor loss made. This point of intersection is called the Break-even point which is found to be  £ 216,666.67. In the first year, the total sale made by the company is  £ 200,000. But BEP (Sales) is found to be  £ 216,666.67. That means, the company is still short of  £ 16,666.67 in order to make neither profit nor loss i.e. BEP. In the second year, the total sale made by the company is  £300,000. Compared to the BEP (Sales) which is  £ 216,666.67; the company is now making profit. And it continues to do that for year 3 and 4 as well. Thus, break-even analysis helps a company to maintain profitability when costs and prices changes. 2.2 Problem 2 The Horizontal and vertical analyses on financial statements of the Geneva Palace Hotel are as follows: Table 5: Income Statement (Horizontal Analysis) Income Statement Geneva Palace Hotel For the Years Ending 31 December 2005, 2006 and 2008 2005 % ( 2005-2006) 2006 % (2006-2007) 2007 Food Sales Revenue  £ 1,700,500 5.26  £ 1,790,000 4.00  £ 1,861,600 Cost of Goods Sold 471,128 6.38 501,200 8.00 541,296 Gross Profit 1,229,372 4.83 1,288,800 2.44 1,320,304 Operating Expenses Salaries and Wages 541,654 12.36 608,600 9.00 663,374 Employee Benefits 63,008 13.64 71,600 11.00 79,476 Laundry Expenses 17,005 5.26 17,900 3.50 18,527 Supplies Expenses 52,089 3.09 53,700 3.50 55,580 Advertising 16,826 6.38 17,900 6.00 18,974 Utilities 36,860 3.09 38,000 1.50 38,570 Maintenance 16,910 12.36 19,000 10.00 20,900 Other Expenses 38,800 3.09 40,000 1.50 40,600 Total Operating Expenses 783,152 10.67 866,700 8.00 936,001 Income Before Fixed Charges 446,220 -5.41 422,100 -8.95 384,303 Fixed Charges Rent 19,400 3.09 20,000 4.00 20,800 Property Taxes 9,400 6.38 10,000 5.00 10,500 Insurance 4,250 17.65 5,000 20.00 6,000 Interest 76,000 5.26 80,000 4.00 83,200 Depreciation 19,200 4.17 20,000 4.00 20,800 Total Fixed Charges 128,250 5.26 135,000 4.67 141,300 Inc

Not All Conspiracies are Imaginary Essay -- Conspiracy Theory Theories

Not All Conspiracies are Imaginary Almost as an article of faith, some individuals believe that conspiracies are either kooky fantasies or unimportant aberrations. To be sure, wacko conspiracy theories do exist. There are people who believe that the United States has been invaded by a secret United Nations army equipped with black helicopters, or that the country is secretly controlled by Jews or gays or feminists or black nationalists or communists or extraterrestrial aliens. But it does not logically follow that all conspiracies are imaginary. Conspiracy is a legitimate concept in law: the collusion of two or more people pursuing illegal means to effect some illegal or immoral end. People go to jail for committing conspiratorial acts. Conspiracies are a matter of public record, and some are of real political significance. The Watergate break-in was a conspiracy, as was the Watergate cover-up, which led to Nixon's downfall. Iran-contra was a conspiracy of immense scope, much of it still uncovered. The savings and loan scandal was described by the Justice Department as "a thousand conspiracies of fraud, theft, and bribery," the greatest financial crime in history. Conspiracy or Coincidence? Often the term "conspiracy" is applied dismissively whenever one suggests that people who occupy positions of political and economic power are consciously dedicated to advancing their elite interests. Even when they openly profess their designs, there are those who deny that intent is involved. In 1994, the officers of the Federal Reserve announced they would pursue monetary policies designed to maintain a high level of unemployment in order to safeguard against "overheating" the economy. Like any creditor class, they preferred a deflationary course. When an acquaintance of mine mentioned this to friends, he was greeted skeptically, "Do you think the Fed bankers are deliberately trying to keep people unemployed?" In fact, not only did he think it, it was announced on the financial pages of the press. Still, his friends assumed he was imagining a conspiracy because he ascribed self-interested collusion to powerful people. At a World Affairs Council meeting in San Francisco, I remarked to a participant that U.S. leaders were pushing hard for the reinstatement of capitalism in the former communist countries. He said, "Do yo... ...; Wade was quickly contradicted from the audience by Jack Ruby, who claimed that Oswald was a member of the leftish Fair Play for Cuba Committee. Del Valle, who was one of several people that New Orleans District Attorney Jim Garrison sought out in connection with the JFK assassination, was killed the same day that Dave Ferrie, another suspect met a suspicious death. When found in Miami, del Valle's body showed evidence of having been tortured, bludgeoned, and shot. 3 The bankers of the Federal Reserve System print paper money, then lend it to the government at an interest. Kennedy signed an executive order issuing over $4 billion in currency notes through the U.S. Treasury, thus bypassing the Fed's bankers and the hundreds of millions of dollars in interest that would normally be paid out to them. These "United States Notes" were quickly withdrawn after JFK's assassination. 4 See Mark Lane, Plausible Denial; Was the CIA Involved in the Assassination of JFK? (New York: Thunder's Mouth Press, 1991). For testimony of another participant see Robert Morrow: First Hand Knowledge: How I Participated in the CIA-Mafia Murder of President Kennedy (New York: S.P.I. Books, 1992).

Mathematics as Paideia in Proclus :: Philosophy Philosophical Essays

Mathematics as Paideia in Proclus ABSTRACT: I examine one aspect of the central role which mathematics plays in Proclus's ontology and epistemology, with particular reference to his Elements of Theology. I focus on his peculiar views about the ontological status of mathematical objects and the special faculties of the soul that are involved in understanding them. If they are merely abstract objects that are "stripped away" from sensible things, then they are unlikely to reorient the mind towards the intelligible realm, as envisioned by Plato in the Republic. Thus, in order to defend the function of mathematics as a prodaideutic to dialectic, Proclus rejects Aristotelian abstractionism in favor of an elaborate account in terms of Nous projecting images of its Forms through the medium of the imagination. In metaphorical terms, he replaces the Aristotelian image of the soul as a blank tablet with that of a tablet that has always been inscribed and is always writing itself, while also being written on by Nous. The mediat ing function of mathematics for understanding the higher realities is grounded in the fact that its central principles of Limit and Unlimited have a universal provenance in Proclus's whole system of reality. Introduction Alexander of Aphrodisias established abstractionism as an Aristotelian dogma about mathematical objects, but for later Neoplatonists this proved difficult to reconcile with the educational function of mathematics in Plato's philosophical curriculum. Thus Proclus, for example, rejected abstractionism as a basis for the ascent to the realm of Forms, and proposed an alternative view based on the typical Neoplatonic hierarchy of Nous, Soul, and Nature. At the highest noetic level, geometrical Forms are unextended and indivisible, so that only at the level of Soul can they become available for study by the geometer when they are embodied in the intelligible matter supplied by the imagination. Proclus also accepted that geometrical forms can be embodied in sensible matter, though they never have the exactitude necessary for science, nor could they ever acquire it through abstraction. Thus the diagrams used by the geometer are products of the imagination, which are really projections by the higher intellect onto a lower level so as to facilitate the study of geometrical objects. Proclus seems to accept that the human intellect can never attain the Platonic goal of studying geometrical Forms in their pure and unextended form as paradigms. Although such a goal can be achieved only by divine Nous, yet it becomes for Proclus the guiding rationale for his whole system.

Coastal and waterway transport contracts in India

The Bill of Lading governs the documented aspect, the insurance is as a support, the merchant shipping act governs the rights and liabilities of the parties and the Carriage of goods act governs the disputes in matter of the marine Contracts and the carriage of goods. Objective of the study . The objective of making this project is to study and research on Coastal and Waterway Transport contracts in India which is very important from the point of law of contracts. 2.The main objective of my study is to deduce and find out the procedure of how the contracts are formed during a shipping agreement and the rights and liabilities of efferent people during a same contract 3. All these concepts are different and various cases have given different Judgments upon different situations. 4. Also I came to know about how these concepts are varied in different nations like United States of America and United Kingdom. Research questions – The research is mainly based on these questions:l . H ow did the coastal and waterway transport contracts evolve in India? . Which acts and statutes have been set up for these types of contracts? 3. Explain the procedure of how does the coastal contracts work and the documents needed for the same. 4. What is the importance of the Bill of Lading in these types of contracts? 31 Page 5. How does insurance play an important role in these contracts? 6. Mention the Comparative study of India with US and I-J in these types of contracts. 7. Please give needful suggestion for the topic and how to improve the position of coastal and waterway transport contract in India. Limitation of the project:l .In addition in all contracts of carriage of goods by sea, there were implied undertakings by the carrier that the carrying vessel was seaworthy and that the ship would commence and carry cut the contractual voyage with reasonable diligence without unjustifiable deviation. The Bill of lading was the basic shipping document, evidencing the contractual r elationship between carrier and shipper and forming the basis of all claims arising from the transportation of goods by sea.It was originally a non-negotiable document but with the growth of commerce the need was felt for transferring the property in the goods before the arrival of the goods at the destination by endorsing the bill of lading to the buyer and the practice came to be established of issuing â€Å"negotiable† bill of lading. The early bills of lading contained only the common law exception. As time passed, however, ship-owners began generally to amend their bills of lading by introducing exemption clauses and thereby limit contractually the strict liability imposed upon them by maritime law.As and when court decision went against the carriers, they introduced more and more protective or pardoning clauses in the bill of lading and depending upon their bargaining position at a time when the volume of world trade exceeded the carrying capacity of shipping, there sou ght to exempt themselves from practically every liability of ocean carriage. This resulted in growing satisfaction among shippers, bankers and underwriters who demanded legislation to remove the abuse produced by unlimited freedom of contract enjoyed by the http://www. Livening. Mom/Opinion/hkC9ZcvCbqlWbB141 Lends/After-years-of-neglect- India-wakes-up-toccatas-inland-WA. HTML, last accessed on 27th July 1 up. M. 5 Page carriers, the results was that several countries enacted legislation on the subject. The Harpers Act was enacted by USA in 1893 followed by the Australian Carriage of goods by Sea Act in 1904, The New Zealand Shipping and Seaman Act in 1908 and the Canadian Water Carriage Act in 1910. The Harder Act aimed at protection of cargo interests, prohibited clauses exonerating the carrier or his agents from liability for faults in the care and custody of the cargo but at the same time.The Act provided that the carrier was not to be held liable for results of newsworthiness i f he had exercised due diligence to make the ship seaworthy and if the damage caused to the cargo resulted from faults and errors in the navigation or management of the vessel. The Harpers Act thus established an important principle in that it settled the problem f the carriers liability by making a distinction between faults in the management and navigation of the vessel and faults in the care and custody of cargo.

The Activity Of Service Learning Education Essay

Service acquisition is an activity in which a voluntary provides his or her clip to function something or person in their community. Besides, in order for it to be considered service larning the voluntary must larn something from their activity whether it is a accomplishment acquired or another signifier of benefit received. ( Moore, Cassie ) Personally, I believe service acquisition should be compulsory in all colleges across the state. Providing community service in college has many positive impacts on a studentaa‚ ¬a„?s hereafter some of which include presenting a strong work ethic, every bit good as doing the pupil more active in their community. Finally, implementing experiential acquisition creates a safer environment around the college for the pupils. The chief ground that most pupils are at college is to derive cognition and advance their hereafter, unluckily there are other pupils whose concluding for go toing college is more of a joyride/partying experience. This is one of the chief grounds why service acquisition should be compulsory for college pupils. The act of embarking out into the community and supplying aid to another individual or organisation will get down to learn pupils about pull offing their clip more efficaciously, and will assist fix them for a occupation. Pull offing clip efficaciously is a major job in college because some pupils procrastinate and this leads towards low classs and skipped categories. However, if experiential acquisition was compulsory in college so pupils would be forced to fix a rigorous agenda around their needed activities, and they would hold to make up one's mind what activities that are more recreational and un-required in their modus operandi. This scheduled system would make more dedic ated pupils and would hence take to increased classs at the college, every bit good as more organized pupils. College pupils do n't recognize how much free clip they have, because most of it is wasted on leisure activities and slumber. College categories are normally non taken on every twenty-four hours of the hebdomad so most pupils do hold clip that they could give towards assisting their community either on or off campus. Besides, acknowledging demands is another accomplishment learned from community engagement as it influences pupils to get down acquiring involved in other activities to be able to separate themselves when seeking for a occupation. Bing able to state that you performed much more community service while in college will hike as pupils opportunities at having a extremely coveted occupation. Harmonizing to the Delaware Valley College of Science and Agriculture ‘s employment plan pupils who volunteer, â€Å" benefit by basking a high degree of station graduatio n success, increased calling satisfaction and consistence, higher wages, and increased success in being accepted to and prosecuting alumnus and professional plans of survey. † The survey subsequently goes onto say that employers can be ensured that they are engaging dedicated, reliable, and skilled workers. ( Ellis, Jr. , Michael ) All of these properties are acquired from the pupil being active in a service larning atmosphere. Along with bring forthing a really strong work moral principle in college pupils, service acquisition besides will do a pupil more involved in their community. By supplying a service the pupil is forced to go active in their community and go a portion of activities which they may hold ne'er been involved with antecedently. Bing involved in a pupils community allows pupils to assist the country around them, but besides personally profit by larning information. This is explained in a survey demoing that wise mans non merely merely learn information but they besides learn from the people that are being taught. ( Banks ) Being active is of import for some pupils because they begin to believe that when they do n't hold category that they can remain at place watching telecasting all twenty-four hours. However, small do pupils cognize that most larning in college is done outside of the schoolroom and that is where service acquisition can come into the image. If colleges enforced service lar ning an copiousness more of information could be acquired by the pupil instead than merely larning what is required to go through a trial. This could include trades/skills that an activity could learn them which would profit them in the hereafter. For illustration, an active pupil versus inactive pupil would distinguish in the mode of the non active pupil cognizing book information while the active pupil may cognize custodies on how to execute a undertaking. This is really helpful for graduating college pupils because the work force is looking for people who know what they ‘re making and are good at it instead than cognize about it. Besides, most colleges are taking this into consideration because they believe that pupils should offer their service in times of convulsion. They believe that college pupils are more willing to offer their clip during a crisis, and that this should be changed towards compulsory experiential acquisition on a regular footing. ( Strout, Erin ) Another benefit of compulsory service larning in college would be a safer environment around the college campus for pupils. By coercing pupils to go involved in activities around their community they learn about their milieus and possible unsafe scenes that may approach their lodging country. All service larning undertakings are different and if a pupil feels uncomfortable they begin to recognize how different their life may be than person else ‘s. This normally causes a pupil to maturate to another degree and do them esteem the environment around them more than they did antecedently. This could run from driving more reserved to restricting litter. For illustration if picking up litter is a undertaking chosen by a pupil they may be influenced to litter less due to the acknowledgment of the work required to clean up the rubbish. In bend, this will make more healthful milieus at college campuses. In decision, I strongly believe that experiential acquisition should be required for all college pupils. There are multiple positive benefits towards doing pupils voluntary in their community, including a safer and more mature environment at the campus. Besides, a pupil will be forced to take part in the community more often every bit good as create a strong work moral principle which will assist pupils happen a womb-to-tomb calling. The benefits of coercing a pupil to take part in service larning greatly outweigh those in resistance, and hence I strongly believe that every college pupil must take part in service acquisition.