Final exam Review Guide Essay Example

Final exam Review Guide Essay Cohort: A non-experimental design in which a defined group of people (a cohort) is followed overtime to study outcomes for subsets of the cohorts; also called a prospective design. P. 234 prospective (cohort) designs (studies that begin with a resumed cause and look forward in time for its effect. 2. Randomized controlled (trial): A full experimental test of an intervention, involving random assignment to treatment groups; sometimes, phase Ill of a full clinical trial. Experiments (or randomized controlled trials [Rests]) Involve manipulation (the researcher manipulates the Independent variable by Introducing a treatment or Interventions control (Including use of a control group that Is not given the Intervention and represents the comparative contractually); and randomization or random assignment (with people allocated to experimental and control groups at random to arm groups that are comparable at the outset). P. 232 3. Factorial: (p . 14) experimental designs in which two or more independent variables are simultaneously manipulated, permitting a separate analysis of the main effects of the independent variables and their interaction. Terms (know definition and applicability) Contractually: chi 9 (p. 202) In a research context, a contractually Is what would have happened to the same people exposed to a causal factor If they simultaneously were not exposed to the causal factor. An effect represents the difference between hat actually did happen w ith the exposure and what would have happened without it. We will write a custom essay sample on Final exam Review Guide specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Final exam Review Guide specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Final exam Review Guide specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This contractually model is an idealized conception that can never be realized, but it is a good model to keep in mind in designing a study to provide cause-and- effect evidence. Confounding: p. 177 The issue of contaminating factors?called confounding (or extraneous) variables. A variable that is extraneous to the research question and that confounds the relationship between the independent and dependent variables; confounding variables need to be controlled either in the research design or through statistical procedures. Causality: chi 9 (p. 01) cause effect Placebo: chi 9 A placebo or extemporaneously presumed to have no therapeutic value; for example, In studies of the effectiveness of drugs, some patients get the experimental drug and others get an innocuous substance. Placebos are used to to participants. (There can, however, be placebo effects?changes in the dependent variable attributable to the placebo condition?because of participants expectations of benefits or harms). Fa ctorial design: chi 9 (p. 214) When two or more independent variables are manipulated simultaneously and allow researchers to test both main effects and interaction effects. Randomized groups: Hawthorne Effect: p. 216 a placebo-type effect caused by peoples expectations. The term is derived from a set of experiments conducted at the Hawthorne plant of the Western Electric Corporation in which various environmental conditions, such as light and working hours, were varied to test their effects on worker productivity. Regardless of what change was introduced, that is, whether the light was made better or worse, productivity increased. Knowledge of being included in the study (not Just knowledge of being in a particular group) appears to have affected peoples behavior, thus obscuring the effect of the treatment. . Masking: (chi 9 p. 233 ) Blinding (or masking) is sometimes used devoid biases stemming from participants or research agents awareness of group status restudy hypotheses. Single-blind studies involvement of one group (e. G. , participants) amendable-blind studies involve masking of two groups (e. G. ,participants, investigators). 2. Blinding: (same as masking) Also called Masking; Sometimes used to avoid biases stemming from participants or research agents awareness of group status or study hypotheses. . Prospective study: prospective (cohort) signs(studies that begin with a presumed cause and look forward in time for its effect) a. Cause Effect: Chi 9 p. 233 1. Switching replication design: p. 268 Replication studies are direct attempts to see if findings obtained in a study can be duplicated in another study. 2. Time series designs: In a time series design, there is no comparison group; information on the dependent variable is collected over a period of time before and after the intervention. Time series designs are often used in single-subject (N-of-l) experiments. 3. Nonequivalent control group pretest-posters: The nonequivalent intro group pretest-posters design involves using a normalized comparison group and the collection of pre-treatment data so that initial group equivalence can be assessed. 4. Quasi-experimental: Quasi-experimental designs (controlled trials without randomization) involve an intervention but lack randomization. Strong quasi- experimental designs include features in support of causal inferences. 5. ) After-only (posters-only) design: An experimental design in which data are collected from subjects only after the intervention has been introduced; also called an after-only design. ) Before-after (pretest-posters) design: An experimental design in which data are collected from subjects both before and after introducing an intervention; also called a before-after design. O Pretest-posters Design: chi 9 p. 233 A posters-only (or after-only)design invol ves collecting data only after an intervention. In a pretest-posters(or before-after) design, data are collected both before and after the intervention, permitting an analysis of change. ) Factorial design: An experimental design in which two or more independent variables are independent variables and their interaction. D) Crossover (repeated measures) sign : An experimental design in which one group of subjects is exposed to more than one condition or treatment, preferably in random order. 6. Manipulation (of Variable) : p. 203 factorial design p. 234 chi 1. Correlations Study: describe how phenomena are interrelated without invoking causal explanations. 2. Inebriate descriptive study: examine the frequency or average value of variables. 3. Cohort Study: prospective (cohort) designs studies that begin with a presumed cause and look forward in time for its effect. 4. Path Analysis: which test causal models developed on the basis of theory 5. Triangulation (in qualitative studies) : The use of multiple methods to collect and interpret data about a phenomenon, so as to converge on an accurate representation of reality. Types of correlation studies: p. 224 Although correlation studies are inherently weaker than experimental studies in elucidating cause-and-effect relationships, different designs offer different degrees of supportive evidence. Designs for correlation studies include: (1) retrospective (case-control) designs (which begin with the outcome and look back in time for antecedent causes of saneness by comparing cases that have a disease r condition with controls who do not) (2) prospective (cohort)designs (studies that begin with a presumed cause and look forward in time for its effect); (3) natural experiments (in which a group is affected by a seemingly random event, such as a disaster); (4) path analytic studies (which test causal models developed on the basis of theory). The aim of descriptive correlation research is to describe relationships among variables rather than to support inferences of causality. Example on page 232 Case control: (see below) Retrospective: p. 224 Also called Case-Control designs; Begin with the outcome ND look back in time for antecedent causes of saneness by comparing cases that Prospective: Also called Cohort designs; Studies that begin with a presumed cause and look forward in time for its effect. Crossover: When people are exposed to more than one experimental condition, administered in a randomized order, and thus serve as their own controls. CHAPTER p. 236-256 Rigor and Validity in Quantitative Research Limitations of research designs (quantitative): p. 216 see CHI 10 PPTP Controlling Intrinsic Source of Confounding Variability p. 237 CHI 10 1. Stratification: chi 9 10th division of a sample off population into smaller units e. G. , males and females), typically to enhance representatives or to explore results for subgroups of people; used in both sampling and in allocation to treatment groups. (238) 2. Randomization: chi 9 10 p. 237 The researcher assigns participants too control or experimental condition on a random basis. E most effective method of controlling individual characteristics. The primary function of randomization is to secure comparable groups?that is, to equalize groups with respect to confounding variables. 3. Crossover design: (p. 215) A crossover design involves exposing the same people to more than one condition. This type of within-subjects design has the advantage of ensuring the highest possib le equivalence among participants exposed to different conditions?the groups being compared are equal with respect to age, weight, health, and so on because they are composed of the same people. . Matching: (p. 238) Matching (also called pair matching) involves using information What is the best approach to help control extraneous variables? P. 2550 The issue of contaminating factors?called confounding (or extraneous) variables o The best control method is randomization to treatment conditions, which effectively intros all confounding variables?especially within the context of a crossover design. Four types of validity that affect the rigor of a quantitative study. Know types. CHI 10 1. Statistical conclusion validity: Statistical conclusion validity concerns the validity of inferences that there is an empirical relationship between variables (most often ,the presumed cause and the effect). 2. Internal validity: p. 255 Internal validity concerns inferences that out-comes were caused by the independent variable, rather than by factors extraneous to the research. Threats to internal validity include: p. 236 chi 10 1. Emperor ambiguity (lack of clarity about whether the pre-summed cause preceded the outcome), 2. Election (preexisting group differences), 3. History (the occurrence of events external to an independent variable that could affect outcomes), 4. Maturation (changes resulting from the passage of time), 5. Mortality (effects attributable to attrition), 6. Testing (effects of a pretest), 7. Instrumentation (changes in the way data are gathered). Internal validity can be enhanced through Judicious design decisions, but can also be addressed analytically (e. G. , through an analysis of selection or attrition biases). When people withdraw from study, an intention-to-treat analysis (analyzing outcomes for all people in their original treatment conditions) is preferred to a per- protocol analysis (analyzing outcomes only for those who received the full treatment as assigned) for maintaining the integrity of randomization. 3. Construct validity: p. 255 concerns inferences from the particular exemplars of a study (e. G. , the specific treatments, outcomes, people, and settings) to the higher-order constructs that they are intended to represent. The first step in fostering construct validity is a careful explication of those constructs. Threats to construct validity can occur if the personalization of a construct fails to incorporate all of the relevant characteristics of the construct or if it includes extraneous content. Examples of such threats include subject reactivity, researcher expectancies, novelty effects, compensatory effects, and treatment diffusion. 4. External validity- concerns whether inferences about observed relationships will hold over variations in persons, setting, time, or measures of the outcomes. External validity, then, is about the generalization of causal inferences, and this is a critical once for research that aims to yield evidence for evidence-based nursing practice. External validity can be enhanced by selecting representative people, settings, and When is a study internally valid? Study validity concerns the extent to which appropriate inferences can be made. Threats to validity are reasons that an inference could be wrong. A key function of quantitative research design is to rule out validity threats by exercising various types of control. Control over confounding participant characteristics is key to managing many validity threats. The best control method is randomization to retirement conditions, which effectively controls all confounding variables?especially within the context of a crossover design. CHAPTER 20: p. 487-514 Qualitative Research Design and Approaches CHI 20: Qualitative research traditions have their roots in: (p. 489) 1. Ethnocentric (roots Anthropology)- focuses on the culture of a group of people and relies on extensive fieldwork that usually includes participant observation and in-depth interviews with key informants. Ethan-graphs strive to acquire an mimic (insiders) perspective of a culture rather than antic (outsiders) perspective. 2. Ethnomusicology (roots Sociology): seeks to discover how people make sense of their everyday activities and interpret their social worlds, so as to behave in socially acceptable ways. Within this tradition, researchers attempt to understand a social groups norms and assumptions that are so deeply ingrained that immerse no longer think about the underlying reasons for their behaviors. 3. Hermeneutics (allied with Phenomenology): focuses on interpreting the meaning of experiences, rather than just describing them. Types of grounded theory studies: (p. 498) Grounded theory aims to discover theoretical precepts grounded in the data. Grounded theory researchers try to account for peoples actions by focusing on the main concern that the behavior is designed to resolve. 1. Substantive theory is grounded in data on a specific substantive area, such as postpartum depression. It can serve as a springboard for- 2. Formal grounded theory, which is at a higher level of conceptualization and is abstract of time, place, and persons. The goal of formal grounded theory is not to discover a new core variable but to develop a theory that goes beyond the substantive grounded theory and extends the general implications of the core variable. . Charismas constructivist grounded theory has emerged as a method to emphasize interpretive aspects in which the grounded theory is constructed from shared experiences and relationships between the researcher and study participants. O Qualitative description: p. 505 qualitative description is perhaps viewed as a distributed residual category'(p. 82) that signals a confederacy of diverse qualitative inquirers. CHI 21 sampling in Qualitative Research: 1. Sampling Plan: The formal plan specifying a sampling method, a sample size, and procedures for recruiting subjects. 2. Data Saturation: The collection of qualitative data to the point where a sense of closure is attained because new data yield redundant information. 3. Transferability: (p. 530) The extent to which qualitative findings can be transferred to other settings or groups; one of several models of generalization. 4. Reflexivity: In qualitative studies, critical self-reflection about ones own biases, preferences, and preconceptions. 5. Descriptive correlation: 6. Triangulation: The use of multiple methods to collect and interpret data about a phenomenon, so as to con-verge on an accurate representation of reality. . Patient- centered intervention: An intervention tailored to meet individual needs or characteristics. Use of Analysis of covariance for statistical control p. 443 Controlling confounding variables. Various approaches can be used to control confounding variables, many of which require measuring those variables. For example, for analysis of covariance, variables that are statistically controlled must be measured. P. 255 When randomization is not possible, other control methods include statistical control to remove the effect of a confounding variable statistically (e. G. , through analysis of covariance). Statistical power refers to the ability to detect true relationships among variables. Adequate statistical power can be achieved in various ways, the most straightforward of which is to use a sufficientl y large sample. When small samples are used, statistical power tends to be low, and the analyses may fail to show that the independent and dependent variables are related?even when they are. Another aspect of a powerful design concerns how the independent variable is defined. Typical sample size in qualitative study: (for various types of studies I. E. Phenomenology, grounded theory) p. 529 1. Ethnographers make numerous impaling decisions, including not only whom to sample, but also what to sample (e. G. , activities, events, documents, artifacts); decision making is often aided by their key informants who serve as guides and interpreters of the culture. 2. Phenomenological typically work with a small sample of people (10 or fewer) who meet the criterion of having lived the experience under study. . Grounded theory researchers typically use theoretical sampling in which sampling decisions are guided in an ongoing fashion by the emerging theory. Samples of about 20 to 30 people are typical in grounded theory studies. Typical sample size in grounded theory (see above) Types of Samples: 1. Convenience; p. 2761529 qualitative Convenience sampling entails using the most conv eniently available people as participants. A faculty member who distributes questionnaires to nursing students in a class is using a convenience sample. The nurse who conducts a study of teenage risk taking at a local high school is also relying on a convenience sample. The problem with convenience sampling is that those who are available might be a typical of the population with regard to critical variables. Weakest form of sampling 1. . Snowball: (p. 276/ 516) also called network sampling or chain sampling- is a variant of convenience sampling. With this approach, early sample members (called seeds) are asked to refer other people whom et the eligibility criteria. This sampling method is often used when the population is people with characteristics who might otherwise be difficult to identify (e. G. , people who are afraid of hospitals). Snowballing begins with a few eligible participants and then continues on the basis of participant referrals. 3. Purposive / Purposeful : (279) or Judgmental sampling uses researchers knowledge about the population to select sample members. Researchers might decide purposely to select people who are Judged to be typical of the population or particularly knowledgeable about the issues under study. 4. Responding to numerous criticisms and to their own evolving conceptualizations, a fifth criterion that is more distinctively within the constructivist paradigm was added: authenticity (Cuba Lincoln,1994). What is credibility in the- framework of quality criteria? P. 599 which refers to confidence in the truth value of the findings, is sometimes said to be the qualitative equivalent of internal validity. to the extent to which researchers fairly and faithfully show a range of different realities and convey the feeling tone of lives as they are lived.

How to Handle College Deferrals, Waitlists Rejections

How to Handle College Deferrals, Waitlists Rejections You worked hard in high school to earn high grades. You put in the time to research and visit colleges. You studied for and did well on important standardized tests. And you carefully completed and submitted all of your college applications. Unfortunately, all of that effort doesn’t guarantee an acceptance letter, especially if you’re applying to some of the country’s most selective colleges. Realize, however, that you can take steps to improve your admission chances even if your application has been deferred, waitlisted, and in some cases, rejected. Youve Been Deferred. What Now? Applying to college through an Early Action or Early Decision option is definitely a good idea if you know what school you want to attend, for your chances of admission are likely to be significantly higher than if you apply through regular admission. Students who apply early receive one of three possible outcomes: an acceptance, a rejection, or a deferral. A deferral indicates that the admissions folks thought your application was competitive for their school, but not strong enough to receive an early acceptance. As a result, the college is deferring your application so that they can compare you with the regular applicant pool. This limbo can be frustrating, but it isn’t time to despair. Plenty of deferred students do, in fact, get admitted with the regular applicant pool, and there are several steps you can take when deferred  to maximize your chances of being admitted. In most cases, it can be to your advantage to write a letter to the college to reaffirm your interest in the school and present any new information that strengthens your application.   How to Deal With College Waitlists Being placed on a waitlist can be even more frustrating than a deferral. Your first step is to learn what it means to be on a waitlist. Youve essentially become a back-up for the college in case it misses its enrollment targets. Its not an enviable position to be in: typically you wont learn that youve gotten off of a waitlist until after May 1st, the day high school seniors make their  final college decisions.   As with college deferrals, there are steps you can take to help you get off a waitlist. The first, of course, is to accept a place on the waitlist. This is certainly something you should do if you are still interested in attending the school that waitlisted you.   Next, unless the college tells you not to, you should write a letter of continued interest. A good letter of continued interest  should be positive and polite, restate your enthusiasm for the college, and, if applicable, present any new information that could strengthen your application. Keep in mind that you are most likely going to need to make your decision about other colleges before you learn whether or not youve gotten off a waitlist. To be safe, you should move forward as if youve been rejected by schools that waitlisted you. Unfortunately, this means that should you get off a waitlist, you may need to forfeit your admissions deposit at another college. Can You Appeal a College Rejection? Whereas a deferral or waitlist places you in admissions limbo, a college rejection letter is typically an unambiguous conclusion to the application process. That said, at some schools in some situations, you can appeal a rejection decision. Be sure to find out whether or not the college allows appeals- some schools have explicit policies stating that an admissions decision is final and appeals are not welcome. There are, however, some situations that warrant an appeal. This can include a clerical error on part of the college or your high school, or a major piece of new information that strengthens your application. If you conclude that you are in a situation where an appeal makes sense, youll want to employ strategies to make your appeal effective. Part of the process, of course, will involve writing an appeal letter to the college that politely outlines the justification for your appeal. Be Realistic About Your Chances In all of the situations above, its important to keep your admissions chances in perspective. You should always have a plan in place should you not be admitted. If deferred, the good news is that you werent rejected. That said, your admissions chances are similar to the rest of the applicant pool, and highly selective schools send out far more rejection letters than acceptance letters.   If youve been waitlisted, you are more likely to stay on the waitlist than to be admitted. You should move forward as if youve been rejected: visit the schools that have accepted you and choose to attend the one that is the best match for your personality, interests, and professional goals. Finally, if youve been rejected, you have nothing to lose by appealing, but it is certainly a Hail Mary effort. Like a student who has been waitlisted, you should move forward as if the rejection is final. If you get good news, great, but dont plan on your appeal being successful.

Information and Systems Security Essay Example | Topics and Well Written Essays - 750 words

Information and Systems Security - Essay Example But with this ease of information access comes the issue of security. With the increase of information flow, there has been an increase in the number of attacks on information by hackers. Attacks such as Denial of Service (DoS) Attacks, Spoofs, Sniffing, etc. have increased with the increase in the availability of hacking tools which are free of cost. Valuable information is lost in the process. For example, if a customer buys a product of a particular organization through their web-site and a hacker presents himself as the organization and receives the money from the customer, valuable information such as the ID of the customer, his credit card numbers, his passwords are all stolen by the hacker. Therefore such information has to be transferred securely over the Internet. Encryption is the most common way of securing valuable information while transmitting over the Internet (Rahman, 2003). Networks are secured in a different manner. They are secured using tools called "Firewalls". W henever transactions or information between a customer and an organization are being carried out, a particular pattern is followed. Firewalls recognize and allow only these transactions or processes to be carried out and block out all the unrecognized patterns. By implementing Firewalls, most of the attacks from the hackers can be kept out. Securing a network just does not happen. There are many issues to be considered when making policies for network security. The three main issues back in the earlier days were Confidentiality, Integrity and Availability. Due to the advances in the technologies, these issues have been mostly resolved. But in the present day Networks, other issues have appeared. These issues will eventually result in the breaching of confidentiality, integrity and availability thereby defeating the cause of coming up with Network Security policies. Security Factors Confidentiality: Confidentiality is ensuring that sensitive information does not fall into the hands of those who are not authorized to have it (Dhillon, 2001). Confidentiality is also known as secrecy or privacy. Integrity: Integrity means that the information is protected against unauthorized changes that are not detectable to authorized users (Kinkus, nd). Authenticity: Authentication means that the parties involved in communication first prove their identity before communication can begin (Tipton & Krause, 2007). Threats Risk to Data Data is the most crucial asset of a company. Remote Data Backups Inc, a leader in data security mentions the following possible reasons for threats to data (RemoteDataBackups.com, 2007): Hard Drive Failures: Hard drives are mechanical magnetic storage devices that are extremely susceptible to failure. Head crashes, circuit board shorts, electrostatic shocks, power surges, etc. can all lead to immediate crash of the hard drives. Viruses: Dangerous viruses can easily wipe out tones of data in matter of seconds. They are designed to affect nearly all parts of an IT system such as Operating Systems, Applications, Networks and Databases. System Changes: Making any inadvertent changes to an IT system may render the system useless. Power Failure: Power surges, sags and failures can damage hard drives

Business Essay Example | Topics and Well Written Essays - 2000 words - 20

Business - Essay Example There are various steps involved in developing and implementing organizational strategies. These steps are important part of strategic planning process. According to the requirements of a company, strategic planning process is developed. Based on that planning process a company is able to build strong and effective strategies. In this planning process an organization analyse its external and internal environment. If the strategy fits with the company’s criteria and expectations then as per the plan, strategy is implemented by the organization. In this case study the importance of strategic planning in developing organizational strategies has been critically evaluated. Many explanations are reasons are provided for showing the importance of strategic planning in forming strategies. There are some negative aspects of strategic planning for which this planning process is avoided by some companies. Strategic planning process mainly relies on figures, analysis, forecasts etc. If those data are not updated then the entire planning process and the strategy becomes wrong. Planning process of strategy consumes huge amount of time. As a result it is not always possible for companies to spend so much time in planning strategies. Sometimes strategic planning process increases confusion in developing strategies (Hooley, Piercy, and Nicoulaud, 2012). But if these factors are handled tactfully then strategic planning contributes a lot in developing effective strategies. Companies get a clear idea about its strengths and weakness by conducting strategic planning process. They can utilize its strengths effectively with the help of good strategic which is only possible through strategic plans. Top managers and Board of Directors of a company make strategic decisions. But before forming a strategy they do different types of analysis programs to evaluate the effectiveness of the strategy.

Dissertation plan, outline, Essay Example | Topics and Well Written Essays - 250 words

Dissertation plan, outline, - Essay Example Romanosky, S, Telang, R, & Acquisti, A 2011, Do data breach disclosure laws reduce identity theft?, Journal Of Policy Analysis & Management, 30, 2, pp. 256-286, Business Source Complete, EBSCOhost, viewed 15 November 2012. The study will cover the history of identity theft in cyber, and forms of these frauds. Some focus will be towards the public awareness about these forms of fraud and how to contain this. There will also be close examination on the effectiveness of the different techniques that have been employed in curbing these challenges. The climax of it all will be on how to educate public on use computing and network settings to avoid such frauds. Therefore most attention will be on educating the public the settings. First, I will do a background research to find out information of identity theft in the field of computing and networking. In this project, I will list down various techniques that can be used to avoid identity theft in this particular field. Secondly, Numerous testing will be carried out, mostly on electrical machines and internet such as computers, phones, iPads to find out major areas where identity theft is conducted. Lastly, I will then formulate techniques of preventing such occurrence and possibilities such as creating passwords and log in options in the machines. The proposed study does not entail ethical considerations since the research majors on finding out methods in computing and networking settings that assist an individual to avoid identity theft rather than promoting ethical manners in the field and society. 14. What study materials will you use? (Please give full details here of validated scales, bespoke questionnaires, interview schedules, focus group schedules etc and attach all materials to the application) 17. Declaration: The information supplied is, to the best of my knowledge and belief,

Pluralist and ruling elite accounts of power

Pluralist and ruling elite accounts of power Pluralist Power Political Compare and contrast the pluralist and ruling elite accounts of political power This essay will discuss the above question and analyse the relevance of similarities and differences to the modern political system. It will look at empirical evidence from a number of pluralist and elite writers and explain the weaknesses in both arguments. The differentiation of the distribution of political power between the pluralist and elitist accounts is relatively simple to determine loosely. The elite approach argues that there is one group which dominates in a political system, although that class is not necessarily determined by the economic system. Pluralist theories state that political power should be regarded as analytically distinct from economic power and, in contrast to elitists, power is not concentrated in the hands of a single group, but widely dispersed among a variety of groups and actors.1 The central position of pluralist power is that all citizens have a chance to become politically active through either individual or group action. Views are represented in policy making not only through representative elections but also through the participatory mechanism of group politics. The process of decision making is merely the outcome between different groups, with government institutions acting as a mediator. No group tends to dominate this process because of the plurality of political resources. The diverse base of group power means that if a group has little money, it may call on public opinion to sustain its views in the decision making process. The electoral mechanism assumes that government doesn’t persistently favour one group as bias alienates the government from the rest. The government acts as a broker, independent from interest, and responds to pressure from different sides. The outcome of the policy making process is an even gamble – all win some bets and lose others, in contrast to the elitist view that the odds are stacked in favour of the house.2 Mosca used the term ruling class to denote the permanent group of organised rulers in society, but his use of the term ‘class’ creates an element of confusion in that his ruling class is very different in its function and characteristics from those of the Marxists. Power exercised by Mosca’s ruling class occurs from the organisational capacity of the ruling minority. This is the basis for their power and the characteristics that distinguishes them from the powerless minority.3 Criticism of classical elite theorists by writers such as Meisel centres on the notion that the ruling elite is claimed to be a class.4 It is an important idea in Pareto’s theory and Mosca founds the power of the elite on their greater organisational capacity. The three functions that Meisel identifies Mosca’s elite must have – consciousness, coherence and conspiracy, mean that such an elite should be able to maintain itself purely by its organisational capacity, its ability to adapt to new forces and its dynamic positive relationship expressed through the rule of law. The elite in a modern sense connotes a looser group of individuals, each exercising power and united by one or more factors such as wealth, social origin or achievement. What remains of classical elite theory is the powerlessness of the masses and the rational unifying capacities of the minority groups. Power pluralists such as Dahl and Polsby argue that a pluralist approach is far more rigorous than the elitist model when determining the distribution of power in political systems. Power is defined as an ability to influence policy outcomes rather than having a reputation for power. Studies of power distribution should be analysed using empirical methods finding those groups responsible for the decision making process Dahl contended that ‘although there are many different approaches and theories of power, so long as we can subject the hypothesis contained within these thesis’ to empirical investigation then it will be possible to arrive at an all embracing definition of power’.5 The pluralist approach stresses a need to look at actual decision making. A study by Dahl in 1965 looked at electoral apportionment, urban development and education to see who tended to dominate. The conclusion showed that it was impossible to identify a single powerful elite. Decision making tended to be a complex bargaining process between a plurality of different sectors. Pluralist theory has not been unchallenged by elite theory. Elite theories emphasise the stability and survival of political rule through the visible exercise of power. The difference of perspective results in research methods which are more approximate in their definition of power distribution. ‘Power involves relationships between individuals and groups, both controllers and controlling. It is a relatively constant factor in social relationships with policies as a variable and structured on national and local levels’.6 Elitists argue that expressed or perceived political preferences can be distinguished from objective interests. But this is because of the influence of the dominant class circulating a political formula, as Mosca put it. In this approach such perceived intent is the product of a power relationship rather than the pluralist approach of being the basis for understanding these relationships. In elite theory, where perceived interests differ from objective interests, evidence of the dominant class shaping the values of those whose power is exercised can be seen. Pluralists ignore the concept of objective values as it suggests that group goals can be determined from information of the social or economic nature of the group. They argue that such goals are vague and contradictory and difficult to determine.7 Marxist theories have tended to show a link between economic and political power. The notion that there is a political authority which can be separate from economic relationships is one which runs through Western politics. Aristotle argued that the polis allowed free men to take decisions, for the good of the citizens and not for the private advantage of the powerful.8 Hegel distinguishes between the public authority of the state as distinct from the relationships that prevail in civil society.9 This view is widely shared in pluralist political science that since power is a type of influence, a power holder may owe his power to his wealth, ability, reputation or any favourable position with regard to any value.10 Elite theory argues that the basis for assessing political power lies in the assessment of the degree in which particular groups can produce policy outcomes which are in their interests. Pluralist approaches reject the idea that an explanation can be based on the argument of the policy outcome with the interests of a certain group or class. Rather they argue the need to establish that a group consciously wants a particular policy outcome and take successful measures to secure it.11 Just as important as the plurality of resources, pluralist approaches stress the ability to transform the potential of those resources into the actual exercise of power. It’s not enough for a leader to be popular; he must have strategies to exercise his influence. In this sense power is not something that individuals and groups do; rather it is something gained through the deployment of political resources in order to achieve objectives.12 Power in pluralist analysis, is not just a property given or denied on the basis of social or economic position. The link between these and political power is weakened by the fact that strong political resources can coexist with weak political influence through the influence of inappropriate strategies. Like elite theory, pluralist theory doesn’t assume that those in formal positions of authority are necessarily those with political power. Those without policy making authority may be highly influential, and vice-versa. Where elitists differ from pluralist approach is that they argue that the influence of outside powers of government is limited to those exercised by specific economic and social classes. Pluralists stress that the types of pressures on government come from a wider array of different types of interest. Whilst they cannot suggest that there is a perfect distribution of power in government decision making, pluralists argue that more groups are involved in decision making than elitists, who claim that a particular class or group has a monopoly of influence.13 A study in 1980 showed the style of policy making in the UK. When drafting legislation based upon engineering reports, the government consulted over 500 groups, 16 of which were deemed to be influential.14 There is now a clear distribution between the two strands of modern elite theory. Mainstream elitism refers mainly to the interaction and function of ruling and strategic elites, and though it differs in emphasis from earlier theories, the normative assumptions are not that different from classical elitist like Pareto. The second strand of elite theory is neo-elitism, and is highly critical of both mainstream elitism and pluralism, which it regards as a revision of democratic theory.15 Its main issue with pluralism is over the community power debate, which had implications for the definition of power. There are many criticisms of pluralism who object to its normative implications. ‘Elitist ideals can logically contrast with facts without being invalidated by empirical research which does not in any obvious way call for its general revision’.16 It is argued that pluralists ignore the ‘face of power’ which contains the scope of decision-making to safe issues. The main weakness of the pluralist approach to power is that it is a description instead of an analysis of power relationships. This has been recognised because, if true, the elitist idea of the importance of non-observable influences and constraints from one group would have important repercussions for the way that western political systems are characterised.17 Elite theory is still opposed to class analysis at several levels, arguing the interests and power of elites are not based on economic factors. Elitism lends itself to a concentration on organisational identification of power. These differences in orientation separate elitism and pluralism, rather than the argument over the distribution of power. Power is not central to elite analysis; it is given in a certain way.18 The main criticism of elitism is that it assumes what it should be proving – the distribution of power. The other major similarity between the two theories is the idea of democratic elitism. This suggests that modification of democratic theory accepts that most citizens do not take part in politics. It argues that a number of elites who are forced to compete for power through public support, as is the case with party politics. The most influential democratic elitists were Schumpeter and Dahl, who argued that elites could exist whilst democracy was in place. They also stress that elites do exist but are in control of different policy areas. Schumpeter stated that the key to democracy was the existence of the mechanism which forces elites to compete for support and that the majority of citizens aren’t capable of taking part in governing.19 Dahl analysed these ideas forming the argument that politics is a ployarchy, essentially meaning rule by a number of elites. This reworking of pluralism into pluralist elitism is the synthesis of the two theories. References 1 A.Cox, Power in Capitalist Societies (Brighton; Wheatsheaf, 1985) P107 2 P.Norris, Do Capitalists Rule (Oxford: Robertson, 1982) P194 3 P.Bachrach, Theory of Democratic Elitism (Boston: Little, Brown and Co, 1967) P64 4 A.Cox, Power in Capitalist Societies (Brighton; Wheatsheaft, 1985) P79 5 R.Dahl, Critique of the Ruling Elite model (New York: Macmillan, 1958) P463 6 A.Birch, Concepts and Theories of Modern Democracy (London: Routledge, 1993) P6 7 A.Cox, Power in Capitalist Societies (Brighton; Wheatsheaft, 1985) P85 8 Aristotle, The Politics (Harmondsworth: Penguin, 1972) P271 9 G.Hegel, Philosophy of Right (Oxford: Oxford University Press, 1968) P78 10 N.Polsby, Community Power and Political Theory (London: Penguin, 1961) P96 11 A.Cox, Power in Capitalist Societies (Brighton; Wheatsheaft, 1985) P116 12 F.Castles, Decisions, Organisation and Society (Middlesex: Penguin, 1971) P83 13 A.Cox, Power in Capitalist Societies (Brighton; Wheatsheaft, 1985) P114 14 J.Richardson, Governing Under Pressure (Oxford: Robertson, 1979) P126 15 A.Cox, Power in Capitalist Societies (Brighton; Wheatsheaft, 1985) P89 16 P.Bachrach, Theory of Democratic Elitism (Boston: Little, Brown and Co, 1967) P122 17 A.Cox, Power in Capitalist Societies (Brighton; Wheatsheaft, 1985) P121 18 R.Dahl, Critique of the Ruling Elite model (New York: Macmillan, 1958) P254 19 P.Bachrach, Theory of Democratic Elitism (Boston: Little, Brown and Co, 1967) P78 Bibliography Aristotle, The Politics (Harmondsworth: Penguin, 1972) Bachrach.P, Theory of Democratic Elitism (Boston: Little, Brown and Co, 1967) Birch.A, Concepts and Theories of Modern Democracy (London: Routledge, 1993) Castles.F, Decisions, Organisation and Society (Middlesex: Penguin, 1971) Cox.A, Power in Capitalist Societies (Brighton; Wheatsheaft, 1985) Dahl.R, Critique of the Ruling Elite model (New York: Macmillan, 1958) Hegel.G, Philosophy of Right (Oxford: Oxford University Press, 1968) Norris.P, Do Capitalists Rule (Oxford: Robertson, 1982) Polsby.N, Community Power and Political Theory (London: Penguin, 1961) Richardson.J, Governing Under Pressure (Oxford: Robertson, 1979)

Personal Narrative: Negative Changes in my Dad :: essays research papers

He makes me feel like I am like none-other, but not in a respectable manner. I remember his eyes, lifeless and dark. His smile had a revengeful look upon it, his canine teeth set in his mouth as if her were a vampire. His heart was cold and full of hate. I remember some of the memories as if they were yesterday. His words would cut me through me faster and deeper then any scalpel could. He smelled of cigarettes and coffee on a daily basis, but tried to always cover the smell with the horrendous Brut cologne. It seems clichà © but all I remember is all the bad, none of the good. I remember the late night fights. All I did was sit in the corner of my plain room. Staring at my plain room that only consisted of a dresser that stood up to my chest, and a twin size squeaky bed. My covers were pink and right above and to the left of the bed, in the corner of the ceiling draped a net filled with my stuffed animals. I would sit and think, trying to drown out the screaming. The words of hate were thrown like daggers from dad to mom. I remember hearing the thundering of mom going down the stairs, but it was not by her own will. I remember hearing the screams of â€Å"I hate you† being yelled at dad, and the yelling of â€Å"You cheated, and you were caught, just admit to it damn it!† I remember when we moved for the second time, the fighting progressively got worse. My mom gave my dad chances to come clean, and to be sorry, but the day where he would say â€Å"I am sorry† never came. My dad left July 4th, 2005 while I was away in New York and it wasn’t until I arrived that my parents told my brother and I that they were going to get a divorce. We were in my dinning room, my chair faced the bookshelf walls, to which I would spend all of dinner time staring at the picture of my grandfather’s picture. We ate meatloaf and mashed potatoes, and corn and green beans. The meatloaf hat tomato paste drooping on top, with sliced onions backed into the paste, the potatoes had sour cream in them to make them smooth. The corn lightly dusted with black pepper setting in a buttery sauce, while the green beans were simple and out of the can.