First Internet Reliable Bank Discussion Questions Essay

1. Even though the complete survey is not included in the case, summarize how the closed-ended and open-ended questions provided valuable customer insight for FIR. The valuable customer insight for FIR is – Convenience: Online banking is very convenient since it is web based, customers can access it anytime. Based on the surveys the respondents FIR is simple and easy to when viewing and paying bills. – Inconvenience: There is also downsides to FIR. One of them being mail deposits, another is no access to a local ATM. The big concern is the lack of security with the customers receiving phishing-type emails from hackers which can lead to identity theft. This is also a concern to small businesses who do not have a big enough protection policy when it comes to identity theft/hackers. 2. What customer segments are targeted by FIR? On what issues should FIR focus in order to build relationships with its varied customer segments? The customer segments that are targeted by FIR are Customers who are innovation-minded, busy and technologically advanced After 9/11, some key characteristics of online bank customers were the experience of using the internet, the rise of GenX, gender and socioeconomic status. The issues FIR should focus on to build relation ships with customer segments are – Security – Customer Service: One of the respondents loved how FIR’s CSR solved the customer’s problem in a short time. Which of course leads to customer satisfaction. – Customer Loyalty: The more customers use online banking, the more they will rely on it. (i.e. I have a specific Credit Union account thats based in Sacramento due to my parents setting me up an account, I live in SD so there aren’t many branches where I can deposit a physical check. The closest one is Ontario which is a drive. Yeah I should look into signing up for another bank, but it’s not many times where I need to go to the bank. The convenience of online banking for me is that I can make instant transfer payments from my savings to checking if i need an emergency with my funds especially with my dreaded car payments.) 3. Can you recommend specific activities and practices that they might engage in order to improve customers such as Respondents 3 and 137? Similar to all your answers, FIR should invest money on engineers who can help with encrypting their website. With some credit card companies you would need a login ID and password, then to select an image at the time of your registration, then they would ask the pin number or a question you answered (color of car, favorite animal, fav team etc). In a nutshell its like a combination lock. FIR should also contact all major email providers (gmail, yahoo, aol, hotmail etc) to collaborate developing phishing filters. Another activity FIR should focus on is customer feedback. FIR could contact their customers by phone or have directly contact with them.

Jung’s Unconscious Mind Essay

In his description and explanation of the fourth dimension of the unconscious mind, Carl Jung uses an example involving one of his patients to justify his addition of the collective unconscious as the fourth part of Freud’s unconscious mind. His patient had successfully completed the psychoanalytic process of transference but was still not cured. This was the end of the process of psychoanalytic transference developed and practiced by Sigmund Freud. This led Jung to believe that the unconscious consisted of more than the components of repression, as was believed by Freud. If what she had been repressing had been discovered and was now being embraced in her conscious mind, her condition should have improved according to Freud’s theory. Her condition had not improved thus, Jung felt that there must be more. Jung began to look to her dreams, which he believed to be essentially photos of the unconscious mind at work. He found patterns that appeared ideal to and should have allowed psychoanalytic transference to function sufficiently. Despite her achievement of transference, the woman was still not well. He continued to observe her dreams. She had likened him, the doctor, to an amalgamation of her father and a lover who embodied the admirable traits of her father just as the process would call for. This should have led to her cure but it did not. Due to the fact she had not yet improved, he continued to observe her dreams until one day, he realized that she had likened him not just to the amalgamation of father and lover but, to a more divine figure. Though she was not a religious person, he figured that she had a â€Å"longing for a god†¦ welling up from our deepest darkest instinctual nature (Jung, 492). Her problem was not one of repressed feelings but a longing for something higher to guide and protect her. Possibly in the time that her father was alive, he was able to serve that purpose. With him gone, the urge regained influence. The urge was not one of conscious mind. It was an attempt to replace the Christian faith she had abandoned with something real. She likened the doctor to a god and because she knew her relationship with the doctor to be intimate, it helped her to feel closer to god. Freud’s definition of the unconscious mind included only things that had once been present in the conscious mind. The patient had never encountered the symbolic, ancient deities that were represented by the father figure of her dreams. There was a demand for more content in the definition of the unconscious mind. This psychological phenomenon has affected my attitude toward religion as well. I, like the patient in this case, abandoned my Christian upbringing for a more agnostic and eclectic practice. It is no doubt that there is such an instinctual nature to attempt to define and relate to the divine. It may be observed in the fact that people of all cultures, in all parts of the world have some type of religious belief and practice. There are many different types. The proof lies in their existence alone. Though they may vary in many ways, they are all a result of this passion which wells up from the deepest, darkest part of our beings. Of course, religion today has become part of our experience. During our childhood, we are introduced to religion by our parents. The proof of the unconscious mind’s longing is in the founders of these religions. These people had a passion that drove them to do more than they were required. The feelings of hunger, thirst and cold required them to hunt and seek shelter. These actions were result based purely of an experiential nature. Some of these people were good at what they had to do and were able to live more or less comfortably. Their minds had the leisure to allow the unconscious mind to play during their dreams. Given the chance, the unconscious mind played with the images of the divine. It drew from the collective unconscious of archetypal imagery. It gave them hints that there was more to what could be seen. It offered images of things good and offered means of achieving them. These men, these dreamers, acted out their dreams. They paid homage to what their intuitions, their unconscious minds, had shown them. They performed rituals imitating creatures not of this world. They went into trances and allowed themselves to be controlled completely by the unconscious mind. They performed the first rituals. They allowed their unconscious desires to dictate their actions. For these men, religion was intuitive. Now, we get the religious experience with its images and concepts, fed to us in a spoon with our mashed carrots. For us, we are conditioned into religion. I have always been more of a nonconformist. When I became old enough to question why, to critically examine more abstract concepts, to use my experiences of reality as a gage against what I was being told, I stepped out of conformity. At that point, I was antichristian. Free of the dogmas and the shelters they provided, my unconscious mind sought some sort of nourishment to quench the thirst for the fulfillment of spiritual energies. Off of the path, I soon found myself lost. So what did I do? I did what came natural. I delved into other religions. I began to study Buddhist teachings. I studied the Shinto practiced in Japan. I learned about the caste system of Indian culture. Why all this? I suppose that I needed to. I had taken out a part of my life and needed to fill it back in. I had taken away the food for my spiritual appetite. I broke my relationship to the divine. I was discontent with no place to release my spiritual energies. However, this was not a conscious decision. Outside of the Christian tradition within which I was brought up, I felt the genuine need for fulfillment of divine nature. For something bigger than myself and bigger than mankind as a whole. No one told me I had to find a proper outlet for spiritual energies. I was driven by an unknown force, a curiosity that masked a deeper desire to relate to the divine. I wandered. I stumbled. I tripped, fell, got back up and tripped again. Masked as curiosity, the passion of my unconscious mind has driven me to explore different methods. I have thumbed through religious books from all over the world. I attend religious ceremonies and festivals of different origin. My unconscious mind has created this curiosity in order to fulfill its own desire to be a part of and to be connected to something greater. I have abandoned my antichristian post now. I now exist outside of Christianity and am able to gaze upon it as an objective observer. I agree with many Christian principles. I agree with them though, on my own terms, in my own understanding. I stepped away from the religion to which I had been conditioned. I explored others as was deemed necessary by my curiosities and I have found some things that I believe to be true, some things that make me feel closer to the divine. The unconscious includes the ego, the superego, and the id. Unwanted memories are pushed into the unconscious mind to be put aside. They can cause many ailments when not properly discarded. These ailments may be alleviated by methods such as psychoanalytical transference. However, even after complete transference has been completed, there is still activity taking place in the unconscious mind. It is not limited to repression. Also dwelling in the subconscious mind is a collective consciousness composed of archetypal images and instincts. This is responsible for the imagery of our dreams, the universal perceptions of beauty and the desire to be somehow linked to the divine. I have seen it in my life and I have evidence of it in the fact that religion is present and dominates nearly every society around the globe.

Feminism in Much Ado About Nothing Essay Example | Topics and Well Written Essays - 3750 words

Feminism in Much Ado About Nothing - Essay Example From the feminist perspective, the relationship between the two main characters reflects greatly on the overall feelings of the sexes in general. In the play Much Ado About Nothing, Beatrice and Benedick's opinions regarding love and relationships, and the presentation of the concept of love and relationships in the play, both demonstrate how Elizabethan times mistreated the female role, emphasizing the concept of radical-cultural feminism, and also how the male code of honor can bring a man do collapse and devastation. The Radical-Cultural feminists believe that women should encompass their femininity because it is better than masculinity. Mary Daly advocates finding the "wild female within". This type of radical feminist sees sex and penetration as male dominated. They see a link between sex, female subordination, porn, rape and abuse. These must be eliminated, according to Cultural-Radical feminists. Yet another opposing view is that reproduction is the source of power for women. They believe that men are jealous of women, and that they try to control reproduction through means of technology. In order to set the stage for the initial criticisms of marriage, Shakespeare first introduces his audience to the set of conventional lovers, Claudio and Hero. These two characters undergo a relatively predictable and acceptable type of courtship. However, another important aspect is presented in this relationship, that reflects on the concept of feminism. The progression of Claudio and Hero's relationship demonstrates to the audience how women were very much dominated by men. For instance, Claudio states, "can the world buy such a jewel," when referring to Hero. This metaphor is important because it reflects Claudio, the male's, perceptions of the female, Hero, as an object, and not as an actual living, breathing individual. Even Hero's father refers to her as an object to be owned. For example, Hero's father, Leonato, states: 'If the Prince do solicit you in that kind, you know your answer." This demonstrates the fact that Hero has no control over her own life; even if she does n ot like the Prince, she must agree to a marriage. Hero, however, is the typical dutiful Elizabethan daughter; during this time, and considering her status, she was a mere pawn in this patriarchal society. According to Eleanor Bron: Elizabethan women were expected to bring a dowry to the marriage. A dowry was an amount of money, goods, and property that the bride would bring to the marriage. It was also referred to as her marriage portion. After marriage Elizabethan women were expected to run the households and provide children. Large families were the norm as the mortality rate for children and babies was so high. Many Elizabethan woman made arrangement for the care of their children in case they themselves died during childbirth. Thus, she must do and say as her father says, and then later, as her husband says. She is therefore not allowed to think for herself; she is simply told what to do and expected to do what she is told. This presentation of Hero's character and situation

Managing involvement and participation Essay Example | Topics and Well Written Essays - 3000 words

Managing involvement and participation - Essay Example In the 1990s, worker motivation, productivity and the like became priority issues.3 In fact, raising productivity is a key government objective in the United Kingdom.4 Do employee involvement and participation initiatives contribute to increased employee motivation, productivity and retention? There are differences between these two subjects, 5 but they are not entirely distinct from each other .Employee involvement is â€Å"a range of processes designed to engage the support, understanding and optimum contribution of all employees in an organization and their commitment to its objectives.† Employee participation, on the other hand, is â€Å"a process of employee involvement designed to provide employees with the opportunity to influence and where appropriate, take part in decision making on matters which affect them.† Both of these definitions are those of the Institute of Personnel Development.6 In terms of engaged work, therefore, participation is more extensive than involvement. This paper looks into employee participation and involvement individually, discussing the concepts in relation to motivation, productivity and retention, and finally integrates them in a conclusion. Motivation, productivity and retention, however, will not necessarily be presented as a cluster every time a relationship is made with employee participation and employee involvement. In like manner, from the other end, organisational performance as a construct may point to the dimension of productivity, hence suggesting motivation and possibly even retention when related to employee participation and employee involvement. Participation may refer to ‘influence in decision-making exerted through a process of interaction between workers and managers.’7 But variations are possible in the degree or depth of participation, the range or scope of decisions subject to participation, the form that participation structures might take, the

Why do so many people return to college later in life Essay

Why do so many people return to college later in life - Essay Example The return to school is spurred by a variety of reasons; these include, increasing job security, and new skills to become more competitive in their respective business or career fields; without doubt, earning new academic qualifications opens up a whole new world of opportunities. This essay is aimed at examining, and discussing various reasons that motivate people to go back to school, even after many have already started their career. One of the driving factors behind the school returning wave is the economic meltdown that has resulted in increasing rates of unemployment; it has made it increasingly difficult for those who do not have degrees to get jobs. The unemployment gap is particularly explicit between those with degrees and those without, this situation make the idea of going to college become an increasingly attractive alternative. As a result, many of the high school graduates in the job market realize that the job market is not accommodating for them; thus, they opt to go back to school to get post high school qualifications. ... Employers, at times offer incentives to employees in their staff who that have furthered their education, besides; there are positions that can only be filled by people with special skills or academic qualifications such as masters and other higher educational diplomas (Shih). Indeed, in some organizations no matter how effective one is, absence of a college degree could prevent them from getting a promotion, either way, in most organizations; professionals with advanced degrees are often paid higher salaries than their colleagues. The bureau of labor statistics in the weekly earnings summary reported that a high school diploma holder earns around 621 dollars per week while a bachelor’s degree holder can earn around $1145 each week which is almost doubled the former (Schweitzer). Individuals with masters and doctoral degrees make even more with the averages ranging around $75,000 or more, the gap between the potential of high school diploma holder and a doctorial holder exceed s a million dollars in a lifetime. On the other hand, not all those who return to school, do it for the sake of acquiring promotions of formal employment; indeed there are many entrepreneurs and self-employed individuals who go back; , not of the credentials but for the skills acquired therein. When one starts a new business, they may feel the need to improve their skills in the field so that they are able to manage it better or to save on hiring specialists; furthermore, others get back to school so that they can meet new people in their fields. This is because going back to school avails the opportunity to make new connections and network, both which are vital aspects in

Karaoke machine circuit based in transistors+ graphic equalizer Essay

Karaoke machine circuit based in transistors+ graphic equalizer - Essay Example The circuit will include following essential elements 1. Two inputs, 1 for microphone and a second for Line input, which could be mixed and boosted with a common emitter amplifier stage. 2. A six-band graphic equalizers stage. 3. A common emitter voltage boost amplifier stage. 4. A common collector power amplifier. 5. Circuit works from mains power supply. Circuit Operation Detailed circuit operation is given as under:- Power Supply The power supply is connected to pre amplifier and power amplifier blocks. The Transformer T1 is a simple step-down transformer which takes 240 V Ac current and gives out 9.5 V Ac at current rating of 1.3 amps approximately. The circuit requires steady DC current therefore output of transformer is applied to rectifiers. Transformer works on the principle of mutual induction of two coils. When current in the primary coil is changed, the flux linked to the secondary coil also changes. Consequently, an EMF is induced in the secondary coil. The transformer T1 consists of a rectangular core of soft iron in the form of sheets insulated from one another. Two separate coils of insulated wires, a primary coil and a secondary coil are wound on the core. These coils are well insulated from one another and from the core. The coil on the input side is called Primary coil and the coil on the output side is called Secondary coil. According to Faradays law EMF induced in a coil depends upon the rate of change of magnetic flux in the coil. If resistance of the coil is small then the induced EMF will be equal to voltage applied. A transformer in which Number of turns in primary coil are greater than Number of turns in secondary coil (Np>Ns) is called a step down transformer which is T1 in this case. In this way the Step down transformer T1 converts high alternate voltage of 240V to low alternate voltage of 9.5 V with current rating of 1.3 amps approximately. This voltage is next passed on to a rectifier to obtain a steady DC voltage. Rectifier D1 con sists of four diodes which are meant to convert Ac into DC. During each half of current cycle the diodes block reverse current and allow forward current. Rectifier D1 is a full wave rectifier which works during both positive and negative cycle of AC. Rectification is the conversion of alternating current (AC) to direct current (DC). This involves a device that only allows one-way flow of electrons and it is built around a four-diode bridge configuration therefore called a full-wave bridge or rectifier .Regardless of the polarity of the input, the current flows in the same direction through the load. That is, the negative half-cycle of source is a positive half-cycle at the load. The current flow is through two diodes in series for both polarities. Rectifier bridge works half time during positive sinosidal wave and half time during negative sinosidal wave. The result is a steady DC current measuring 9.5 V. This current is applied to Capacitor C18 with value 2500 uf, which charges the in put to around 13.5-14V peak voltage. This voltage is passed to a standard 12 V regulator IC1 that gives steady DC output of 12 V to run the complete circuit. In the power supply, heat is dissipated during transformer and voltage regulation stages. The capability of a capacitor to store electricity is known as capacitance of that capacitor. It is denoted by C. The measuring unit of capacitance is Farad, but Farad is very large unit. Its smaller units are Kilo Micro Farad (KMFD), Micro

Earned Value Management in Multi-Projects and Programmes Essay

Earned Value Management in Multi-Projects and Programmes - Essay Example The paper will analyse earned value management by discussing three major objectives. The first will be describing the most important factors that should be considered when monitoring and controlling programs and multi-projects. The other will be to explain the advantages of implementing Earned value management for these programs and multi-projects. Finally yet importantly will be to establish the significance of earned value management data accuracy. There are five major factors that are considered by an earned value management technique. The first is organisation: It involves creating a work breakdown structure (WBS). The WBS is supposed to detail down all activities, to describe the task to be carried out, and the relationship it has to the products that can be delivered (Humphreys & Visitacion, 2009). In organisation, there is also the OBS, which refers to the organization breakdown structure. It is responsible for identifying the person in charge of the work effort described by the WBS. Both the WBS and the OBS define a control account. It means that at this level is where the key management control point is found. Planning, budgeting, and scheduling makes up the second group that an earned value management considers. An integrated schedule is what creates the contractors map to meet their objectives in a program of multi-project they are responsible for (Humphreys & Visitacion, 2009). The schedule has to be loaded with resources so that it can determine an effective budget as scheduled. The total budget created for every task, control account, or the whole project is known as the budget at complete (BAC). Management reserve (MR) is a backup of the total project amount that is incorporated to take care of the uncertainties that may occur, such as risks. Work should only begin when a formal work authorization has been offered. The disciplined approach clearly defines

Global Integrated marketing communications Essay

Global Integrated marketing communications - Essay Example the IMC is indeed important but not to the same levels as the MC is since the MC looks at all the different angles of marketing the brand, which could be the product and/or service or a combination of both, in certain instances. The integrated marketing campaign cannot be successful if the different deliverables are not put in a direct fashion towards the target audience; no matter it is the primary one or the secondary target market. The marketing plan however remains the key in such a situation and it cannot be counted off, no matter how difficult the undertakings or executions of the IMC turn out to be. IMC and MC must go hand in hand towards a successful execution of the product and/or service’s message geared towards the relevant target audience. Message consistency is indeed a significant aspect of the integrated marketing campaign since the old campaigns might just get mixed with the newer campaigns that are brought forward by the relevant brand, which could either be a product or a service and in some cases, a hybrid also works to some effect. The message must remain geared towards a selected target audience as this ensures that there are no shortcomings on the part of the people for which the message is put out, in the first place. With that, we must understand that a well balanced IMC campaign looks to plug the shortcomings which usually arise in the wake of changing messages and when certain strategies and tactics are amended for one reason or the other. The reasons could be aplenty but the most important thing here to understand is the fact that the message must remain synchronized and there are no double meanings or embedded messages beneath the new campaign brought forward by the product and/or service. Message consistency within an effective and efficient IMC campaign suggests that the brand team has done its homework well and that there are no hindrances in the wake of it achieving short term benefits and long term, strategic profits. An IMC

Electronic Media Critical Analysis Paper TV Show Family Guy Essay

Electronic Media Critical Analysis Paper TV Show Family Guy - Essay Example The family guy is an animated television series about a seemingly normal middle class American family with its tribulation problems and spans of happiness. In this show the Griffin family is the main characters. The Griffin Family is not a normal family by any measure. It has some incredible members who do the most unexpected of things. The six members of the family are Peter Griffins, Lois Griffin, Chris Griffin, Meg Griffin, Brian Griffin, and Stewie Griffin who are characters in the show. The show is mainly based on humor and within the humor the creator play around with many themes such as violence, stereotypes and issues such as transgender. The head of this household is Peter who is depicted as the dumbest of all having an IQ lower than that of a retarded, a typical couch potato who is overweight and loves to watch TV. Paradoxically he is also the fastest in the series. The other character Lois Griffin who is the wife of peter, she plays a role that seems to keep the disjointed family together as a unit. She comes from a rich background and always associated with the rich but decided to marry Peter because she wanted some adventure and uniqueness. She found the rich folks too snobbish and thus she chooses someone different, and that was Peter who was a towel boy at the time. The couple has three children and Chris is one of them. He is just as fat as his father and even just as dumb. In the series he is constantly being attached by an Evil Monkey from his closet, the evil monkey usually comes out of the closet and points at him only. Meg the daughter is usually the ignored child and her family members ignore her as if she never existed and they only focus on her when they are teasing and making fun of her.

Price Guarantee Essay Example for Free

Price Guarantee Essay Introduction Price guarantees have become a popular promotional tool for attracting new customers or selling new products to existing customers. Many business organizations are now adopting the price guarantee concept in their pricing policies. Most notable among them is Walmart. General implications of price guarantees Price guarantees can take two forms. One is price matching in which lower prices are immediately matched. The other is price beating in which lower prices are undercut by a certain percentage of the difference. Both forms of price guarantees however have immense implications as far as market expansion and market retention are concerned. Obviously the assurance that they are getting the lowest possible prices will have a major impact on how the customers do business with the organization offering price guarantees. The effect of price guarantees is especially pronounced nowadays because of the extensive use of the internet that customers make in arriving at their purchase decisions. Because of the widespread availability of information on the internet, consumers can easily compare prices and find out which company is offering the lowest prices. However it takes time-consuming research on the part of the consumer especially if the product in question has intense competition. All businesses these days having products and services to sell are advertising their existence online, so the consumer looking for a particular product widely available in varying prices will have to go through all those dozens of websites in order to make a worthwhile price comparison and arrive at the lowest possible price available to him or her. However if there is a company out like Walmart which guarantees that the price it is offering is lowest available now and that even if market prices should go down in the future, the consumer will get refunds, then consumers will just fall in love with that offer because of all the time and energy saved. As a result of the assurance on the part of Walmart that the product is selling at the lowest possible price now or even in the future, consumers will rush to spend all their money on Walmart offerings. According to the above, offering price matching or price beating seems to have an extremely positive impact on the mindset of the consumers. However not all consumers are looking for the lowest possible price and this is especially true if the product in question is a status symbol, that is, the product is an issue of image with the consumer. In that case, quality rather than price will be the prime consideration. Consumers putting quality before price will be asking themselves why a certain company is offering such low prices. The suspicion that these consumers would be harbouring is that the quality of the product is in question. Quality defects make products difficult to sell, however an assurance of the lowest possible price will tend to make most consumers blind to minor defects that are not readily apparent. Some consumers will suspect that a particular company is adopting the policy of price guarantee in order to allay suspicions of product quality. Benefits of price guarantees Price guarantees can create customer goodwill as the customers are sure that they are getting the best deal possible. Price guarantees are especially applicable in the retail industry as price is the only differentiating factor in this case. The nature of the service involved in the retail industry is such that quality hardly varies from one company to another. Therefore the only way for retail companies to make themselves stand out from the crowd is to differentiate themselves through price. This is the reason that price guarantees have become so popular in the retail industry and the customers are not complaining. They have no reason to because, as mentioned before, they no longer have to surf for hours and hours or walk miles and miles of aisles for the best deal. They will just buy whatever they need from Walmart because whatever they are buying, Walmart’s prices are the best possible they can get. There is no possibility of post-purchase regrets. This is the best of all possible worlds. As will be elaborated upon later on, price matching or price beating make it pointless for sellers to lower their prices as any benefits to be gained from the lower prices will be cancelled by the competing seller who is offering price guarantees. Thus price guarantees are a means of price signaling. It is this price signaling which assures the customers that they are getting the best possible deals. Price guarantees have become so prevalent these days that customers expect companies to offer price guarantees. As a result, offering price guarantees has become the very act of survival for companies particularly in the retail industry. While this may be greatly beneficial for the consumers, the situation is somewhat different for the suppliers. If there is one retailer for example who buys a television set for â‚ ¤150 and offers it to the market for â‚ ¤250 with price guarantee, then another retailer who happens not to have the buying power of the other retailer and buys the same set for â‚ ¤170 will have to set the price also at â‚ ¤250. The second retailer might want to undercut the first by setting a lower price, â‚ ¤240 for example, but the second retailer would have little to gain from this as price guarantee offered by the first retailer means that the first retailer would only either match the lower price or beat the lower price. This price cutting can go on all the way down to the purchase price of the second retailer beyond which it cannot go. This is a discounting game which the first retailer will always win because of the price guarantee it offers. In this way price guarantees ensure that there is no price cutting going on in the market and that customers always get the best possible deal. Legal implications of price guarantee Price collusion has become a greater threat than ever now that the internet is facilitating connectivity at an unprecedented level not only between buyers and sellers but also between sellers. So it has become easier than ever for the sellers to reach some sort of an agreement online and raise their prices simultaneously. Occurrences have been noted whereby sellers have been known to discuss their prices online and raise their prices the next day. Such price collusion is obviously anti-competitive and so illegal. Price matching can also raise issues of price collusion in a roundabout way. What might happen is that sellers might already be selling their products at a heightened price level and one seller might offer a price guarantee in one product category while another seller might offer a price guarantee in another product category. Thus sellers might be colluding to create their own niches in specific product categories. This impairs the market forces of supply and demand as the price setting mechanism and should become the focus of regulatory agencies to identify and regulate. Ethical implication of price guarantee According to the invisible hand theory, consumers demand for a lower price while suppliers ask for a higher price and accordingly adjustments take place and in the process an agreement is reached between consumers and suppliers whereby both the buyers and the sellers are buying and selling respectively at the same price. This is the underlying structure of the free market economy. However the element of price guarantees can strike at this very foundation of the free market economy. What happens is that price matching, for example, discourages the other sellers from lowering their prices as the seller offering the price guarantee will only lower its own prices accordingly. Thus the phenomenon of price guarantees can perpetuate high prices at the expense of product quality and manufacturing efficiency. Manufacturing efficiency results from the learning curve. As companies gain experience in manufacturing their products, there is a learning curve which makes their manufacturing operations more efficient. As a result, products become cheaper to produce. According to the laws of supply and demand, this would allow suppliers to lower their prices and sell more. Not so however when there is one seller in the market practicing price matching. That seller has a pact with the buyer that the buyer will never find a lower price elsewhere and that if the buyer does find a lower price, the seller will immediately either match the new lower price or beat it. As a result of this pact, all the buyers in the market will be rushing to that seller offering price guarantees rather than to the other sellers who are offering lower prices. Inasmuch as offering price guarantees implicitly chips away at the very foundations of demand and supply as the price-setting mechanisms, the act is clearly unethical. The use of price guarantees can be put to other unethical means as well. There have been several news items where shops offering price guarantees have been known to lure customers to their geographical sites where these same customers are then set upon by sale executives in order to make them purchase expensive items. Conclusion Whether or not buyers suspect price guarantees encouraging tacit price collusions, buyers prefer sellers who are offering price guarantees. This is especially so with the advent of the internet where price information is available at the click of a mouse. Inasmuch as price guarantees turn heads in the buyer community, price guarantees hold great benefits for the seller. By using price guarantees sellers no longer have to resort to online discounters to offer lower prices and can reach the customer directly. In spite of the anti-competitive issues that arise as a result of the implementation of price guarantees, these guarantees, ethically and legally practiced, can strengthen the flow of trade and commerce. BIBILIOGRAPHY Pindyck, Robert S., and Daniel L Rubinfeld. Microeconomics. South western college pub. 2007. Varian, Hal R. Microeconomic Theory. McGraw Hill/Irwin. 2005. Mankiw, N Gregory. Principles of Microeconomics. McGraw Hill/Irwin. 2005. Colander, David C. Microeconomics. McGraw Hill/Irwin. 2005. Nagle, Thomas T., and John Hogan. The Strategy Tactics of Pricing: A Guide to Growing More Profitably . South western college pub. 2007. Baker, Ronald J. Pricing on Purpose: Creating Capturing Value. McGraw Hill/Irwin. 2005. McConnell, Campbell R., and Stanley L Brue. Economics. South western college pub. 2007.

Development of Photography in the Media

Development of Photography in the Media Kim Hwang In the incunabula or ‘swaddling stage’ of a medium, certain kinds of conventions are set that later get refined or challenged. Look at photography and/ or the cinema and discuss how these media emerged and then found stable forms. In the beginning, photography was a tough process. Getting a suitable picture required long exposures to the camera and processing time. The use of different materials shortened down the time frame substantially and made it more convenient for people to take pictures. It soon became a process many people wanted to use to capture moments of time. Soon, photographers found that they could manipulate the pictures and form illusions. A picture by an unknown photographer called â€Å"The Ghost of Milton† featured a solid human being with a transparent person standing beside him giving the illusion of the man being a ghost. Since usually pictures captured the real (making viewers felt as though they had been at the location of the picture and had seen what occurred with their own eyes) it made it seem as though ghosts are real. Cinema progressed in a similar way. It started out by simply capturing everyday events such as a baby eating a meal with its parents. It progressed to creati ng illusions by starting and stopping the recordings and adding effects. In the movie Voyage to the Moon the wizards took a trip to the moon and ran into unfriendly aliens. The wizards would hit the aliens with their wands and once hit, they would disappear into a puff of smoke. Even though that would never be able to happen in real life, the movie made viewers think it was actually possible because they were so fully invested in the movie. In these movies the camera was stuck in one location having the actors move instead of the camera. Later on the camera started moving so the viewers can see more of the scenery and feel more incorporated in the atmosphere. It also started zooming in and focusing on certain objects or people as a subtle foreshadowing. In Andre Bazin’s What is Cinema?, he talks about how the director would focus on the actor and his expression, then to food, and then on the actor moving towards the food and let the viewer figure out the storyline. There was also the example of the Kuleshov effect. There would be pictures of a blank faced actor and when paired with a coffin, the viewers would get the implication that the actor was sad. When paired with food, the viewers thought the actor was hungry, and when paired with a picture of a woman, the viewers thought the actor was portraying lust. With these techniques, the movie Triumph des Willens showed the death of a baby without using gore. There was a scene of the baby in the tram, a man with a knife, and a woman wailing with broken glasses and blood on her face. It explained to the viewer the horribly unfair death of an innocent baby without fully writing everything out for them. What does photography take from painting, and what does cinema take from photography? How do older and newer media relate, and in what ways does each new medium relate to and differ from its predecessors? Paintings, photography, and cinema are all connected to one another. Photography learned from its predecessor, paintings. Paintings always had a clear central focus. Since it was such a laborious process to paint a full painting, artists would pick an important object to focus their attention on. For example, Leonardo DeVinci’s painting The Last Supper focuses on Jesus as the center of the painting. All angles of the building in the background and the positioning of the other 12 disciples point as Jesus being the most important person. Photography also taught cinema that the audience has an imagination. Not everything needs to be perfect and realistic for the viewers to ‘see’ what the director wants them to ‘see’. In the book Film: A Very Short Introduction by Michael Wood he talks about a movie depicting a fake cardboard rock structure with a photographed sea. But, viewers still understand that the ship is out in the water and they are seeing it thro ugh a cave and still feel a part of the scenery. Photography also taught cinema the movement of still pictures. Multiple shots of a horse running showed that at one point all four hooves are off the ground, something cinema could never show. But alone, the photographs could never show a horse actually moving. But, flipping through the photos quickly easily shows the smooth gait. Cinema easily used the still shots of photos to emphasize points in the movie and to build up tension. For example, in Gone with the Wind, while Scarlett is running away, she hits an area with fire spreading through a train that was transporting explosives. The horse is frightened by the fire and does not want to move causing the viewers to be nervous, unsure if they will escape before everything blows up. The camera continuously cuts to the box of explosives and one could clearly see the fire moving dangerously closer. As the tension builds, Scarlett finally gets away and the watchers can finally â€Å"bre athe† again. We get similar feelings from just three simple pictures of still pictures of a lion statue in the movie â€Å"Battleship Potemkin†. Sergie Eisenstein used the three shots of the lion in between the footage of the opera house being leveled. The three pictures showed the lion in different positions making it look as if one lion was standing up, representing the people rising out of anger evoking â€Å"emotional and intellectual response†. The use of emotion to get a point across strongly is also taught by photography. Punctum in photos is something that, as Roland Bathes says in Camera Lucida, â€Å"pricks†¦and bruises† the viewers by having something in the photo that does not seem right and therefore it sticks with the viewer. In cinema, they use something similar such as the baby and the violence in â€Å"Battleship Potemkin† that would make the violence seem more intense, making the act of killing the baby stick with viewers. What is the photography effect? Can we discuss a similar â€Å"cinematic effect,† and if so, how would you describe it? Early on, photography was only used to capture the regular. But soon, the photographer Felix Nadar wanted to make something artistic out of the simple photos. But he had an issue, how was he going to make art when â€Å"photography was automatic and you press a button and capture the already existing perfection†? He easily solved this problem by using his signature style of switching up the positioning of the people he was photographing also changing the lighting. Shadows and angles quickly showed up and added a new dimension to each of the pictures. The photograph of Sarah Bernhardt shows clearly what can be done with the correct lighting and positioning. The light hits her from the left side adding in several shadows at the slightest curve. It adds sharper angles on her face emphasizing her already attractive features. As a result, the picture seems slightly more realistic. It feels as if she is sitting in the room, sitting right in front of you as the light comes in from th e side. With humans as the object of the photo, we, as viewers, feel more connected to the picture. Cinema does similar things creating â€Å"a gaze, a world, and an object, thereby producing an illusion† as said in Visual Pleasure by Laura Mulvey. For example, the videos of factory workers leaving the building and made the viewer feel as though they were standing in the middle of the road with swarms of people going around them. It then moves to more interesting and complicated techniques such as the positioning of the camera and the light during black and white movies. In the movie, Double Indemnity the camera moves to different locations in the room, which makes viewers feel as if they are in the room with the couple. Also, since the movie is black and white, the producers needed to make sure the lighting was perfect enough for the film to capture facial expressions. The facial expressions in film were a large part the movie-audience connection. In Gone with the Wind viewe rs watch as Scarlett schemes how to get more attention from her male companion by her facial expressions while trying on the bonnet. Viewers knew exactly what was going on in her mind without words or sound. Photography and cinema used the same techniques to include the audience by making the unreal seem real.

Women in Colonial Times :: American America History

Women in Colonial Times Women have always played a major role in history. Despite the hardships, pain and trials most of the women experienced, they still succeeded in enduring some of the differences between their opposite sex. Throughout history, women have always been fighting for their freedom, thus this fight still goes on in this present time. Women had a great role in shaping America as what it is right now. They, not only the fact that took care of the welfare of their family, but also were responsible to the increase in the population of early settlers causing expansion, diverse ethnicity and distinct cultures among the early colonies. In colonial times, men have always dominated the world not only in power but also in number. Multitudes of bachelors flooded the southern colonies and the longing for a wife dismantled a number of men out of their colony. Frequent deaths made by deadly diseases contributed to the decline on the number of women in the southern colony. The well-known Bacon's Rebellion was one of the effects of the frustration felt by majority of the men's population. In the late 1700's, settlers began to adopt their environment and created immunity among certain diseases. Women's population incline tremendously giving forth the rapid population growth. The need for land and shelter expanded the territories of the early colonies. Unlike the southern colonies, the New England had a large women population. The women also experienced more freedom than those in the southern colonies or among the African -American slaves. These women constantly worked inside the house, caring for children and performing household chores. Marriages were done at an early age and reproduction was common. The death of a spouse led to remarriage. Children in colonial family were numerous. The amount of women and birthrate in a colony contributed to the growth of the population. Women also greatly affected the religious condition of the society in New England. Most of the members of the Puritan congregation were women. Also, superstitions and made up stories by young women troubled the minds of early settlers in New England especially in Salem, Massachusetts. The Salem Witch Trial "reflected the widening social stratification of New England, as well as the anxieties of many religious traditionalists that the Puritan heritage was being eclipsed by Yankee commercialism." A number of innocent women were accused of performing witchcraft and were sentenced to death.

Free Essays - Holden and Modern Teenagers :: Catcher Rye Essays

The Catcher in the Rye - Holden and Modern Teenagers The characteristics of Holden from the book The Catcher in the Rye by J.D. Salinger, will be compared to the "modern teenager". The characteristics of both sets of teenagers are basically similar, but in some parts, they are different. I chose myself as the modern teenager to be compared to Holden. There will be four major subjects to be talked about in the essay. The main subjects that are going to be discussed in this essay are academics, family, experiences and slang. I thought these four categories are interesting and easy to explain. In school, we are very similar in many ways. Both of us do not do well academically. We both have problems with grades in our classes. Holden failed four out of five of his classes while I failed none. But instead I received four "C's" from four out of eight of my classes. Although Holden has problems with grades, ironically he does well in his English. Holden stated, "I'm quite illiterate, but I read a lot." (p.18) Reading books improves your grammar and vocabulary. This was be the reason why Holden does well in his English class. I do not read much and therefore I have problems in my grammar. The family background of Holden and I are fairly similar, both of us come from opulent families. Holden and I are both very lucky to be studying in eminent institutions. Unfortunately, Holden does not take this advantage. Holden's mind is elsewhere in a reverie, day dreaming how to save the virtuous children from the evil. While studying away from his family makes Holden's relationship with his family worst. I study in a private school with my sister and we go home every day and meet our parents when we get home. Since Holden does not spend quality time with his parents long enough, he rarely talked about them in the book. Holden even wrote about his brother in a negative way, "Now he's out in Hollywood, D.B., being a prostitute."(p.2) Using the word prostitute means a lot, maybe he did not know him as much as he needed to. Unlike me, I will never insult my sister a prostitute because that is like insulting yourself.

Case Study Practicum In Educational Leadership Education Essay

Leadership is an indispensable ingredient for guaranting that every kid gets the educaA ­tion they need to win. Indeed, instruction leading has been called the â€Å" span † that can convey together the many different reform attempts in ways that practically nil else can. Teachers are on the front lines of acquisition. But principals at the school degree, and superintenA ­dents at the territory degree, are unambiguously positioned to supply a clime of high outlooks, a clear vision for better instruction and acquisition, and the agencies for everyone in the system – grownups and kids – to recognize that vision. As one principal late put it, â€Å" It is non merely about being an decision maker, it ‘s about being instructional leaders. † Experience to day of the month has taught us: that in order to acquire the leaders we want and need in every school, it ‘s non plenty to better their preparation, every bit pressing as that is. Different topographic points and territories besides need to make: Standards that spell out clear outlooks about what leaders need to cognize and make to better direction and acquisition and that form the footing for keeping them acA ­countable for consequences ; and Conditionss and inducements that support the ability of leaders to run into those criterions. These include the handiness of informations to inform leaders ‘ determinations ; the authorization to direct needful resources to the schools and pupils with the greatest demands ; and poliA ­cies that affect the enlisting, hiring, arrangement and rating of school leaders. Each of these nucleus elements for better instruction leading is critical. But what is every bit imporA ­tant is that territories need to work much more closely together in making more supA ­portive leading criterions, preparation and conditions. To make, in other words, what we ‘ve come to name a cohesive leading system. We need leading to hammer all of the assorted elements of today ‘s school reform attempts into a well-functioning system that makes sense for those working difficult to accomplish consequences for kids. A well-functioning system means non merely improved preparation – but â €Å" a more consistent web of support for strong, learning-focused leading in schools and school territories. Partial solutions – like new functions without the authorization to transport them out, or more focal point on larning without seasonably informations on consequences – are likely to take to failure. â€Å" The world is that if we continue to set good leaders into a bad system, we will besides hold to go on to wager on a system that has failed to function far excessively many kids. † We ‘re still at the beginning of this national journey to better school leading that can do a mensurable difference in raising pupil accomplishment across full school territories and provinces. However, the corporate work over the past eight old ages has given us a batch to construct on, and we must go on this work with even greater urgency. As Aristotle reminds us, â€Å" All who have meditated on the art of regulating worlds have been convinced that the destiny of imperiums depends on the instruction of young person. † Effective principals encourage others to fall in in the decision-making procedure in their schools. â€Å" Influence in schools is non a fixed amount or a zero-sum game. † Research workers have examined leading accomplishments from a assortment of positions. Early analyses of leading, from the 1900s to the 1950s, differentiated between leader and follower features. Finding that no individual trait or combination of traits to the full explained leaders ‘ abilities, research workers so began to analyze the influence of the state of affairs on leaders ‘ accomplishments and behaviours. Subsequent leading surveies attempted to separate effectual from non-effective leaders. These surveies attempted to find which leading behaviours were exemplified by effectual leaders. To understand what contributed to doing leaders effectual, research workers used the eventuality theoretical account in analyzing the connexion between personal traits, situational variables, and leader effectivity. Leadership surveies of the 1970s and 1980s one time once more focused on the single features of leaders which influence their effectivity and the success of their organ isations. The probes led to the decision that leaders and leading are important but complex constituents of organisations. Teacher leading has been seen in traditional functions such as section caputs, textbook acceptance commission presidents, and brotherhood representatives. In add-on to being restricted to these three countries, â€Å" traditional leading chances for instructors are highly limited and by and large serve an efficiency map instead than a leading map † . However current educational reforms prompt a reconsideration of teacher leading. Reforms such as site based direction and restructuring attempts include broader functions for teacher engagement and leading. Current teacher leading functions are affecting instructors as wise mans, squad leaders, course of study developers, and staff development suppliers and intend to â€Å" better the quality of public instruction while leting instructors greater leading in the development of those betterments † . These functions involve instructors in decision-making procedures and facilitate instructors going leaders of alteration. Nickse ( 1977 ) studied instructors as alteration agents and advocated instructors in leading functions in alteration attempts for four grounds: instructors have a vested involvement, â€Å" they care about what they do and how they do it and experience a sense of duty for their attempts † ; instructors have a sense of history, they are â€Å" cognizant of the norms of their co-workers † ; instructors know the community, â€Å" have information refering the values and attitudes of the community † and instructors can implement alteration, they â€Å" are where the action is. . .in the place to originate planned alteration on the footing of demand † . Yet despite these grounds and efforts to advance instructors as leaders of alteration and to widen teacher leading functions, instructors do non see themselves as leaders. However, the informations on leaders of educational alteration and the emerging information on instructor leading indicate that the features of these persons mirror those of leaders who have changed other organisations. Leaderships of educational alteration have vision, further a shared vision, and value human resources. They are proactive and take hazards. In add-on, they strongly believe that the intent of schools is to run into the academic demands of pupils and are effectual communicators and hearers. Leaderships of educational alteration have vision ; foster a shared vision, and value human resources. They are proactive and take hazards. School leaders are originative visionaries willing to take hazards in chase of precious values and able to cleaving to a vision with a doggedness that is contagious to about everyone † . The importance of principals holding a vision besides appears in the literature refering instructional. Principals have a vision — a image of what they want their schools to be and their pupils to accomplish. â€Å" Leadership requires a vision. Without a vision to dispute followings with, there ‘s no possibility of a chief being a leader † . The vision provides counsel and way for the school staff, pupils, and disposal. â€Å" Supplying vision and way for the school † as a constituent of instructional leading. Principals keep their â€Å" vision in the head † . â€Å" Associated with a vision has to be a program, a manner of making the end † . The footings â€Å" mission † and â€Å" goal-oriented † are frequently used in literature to depict this feature of principals. The school decision makers ‘ values and beliefs form her or his vision. Vision influences the school clime which includes instructors ‘ instructional behaviours every bit good as pupil results. While decision makers ‘ visions tend to concentrate on district- or school- broad instructional issues, instructors ‘ visions tend to turn to instructor functions and pupil results. Murphy, Everston, and Radnofsky ( 1991 ) discussed instructors ‘ sentiments on restructuring and found that while instructors agreed with the literature refering restructuring, they emphasized the pupil and instructional issues. These instructors ‘ visions included alterations in the schoolroom, such as interdisciplinary course of study, varied pupil grouping forms, and direction that included basic literacy every bit good as â€Å" critical thought, creativeness, curiousness, and independency of idea † ( Murphy, Everston, & A ; Radnofsky, 1991, p. 144 ) . Teachers ‘ vision besides included school alterations that would ensue in more participatory and decision- devising functions for instructors. School decision makers that have developed a shared vision with their mod ule have besides created common land that serves to ease or oblige action to the realisation of this common vision. The relationship between the instructors ‘ and decision makers ‘ vision is of import. Administrators ‘ vision tends to embrace the whole system. Teachers ‘ vision appears to concentrate chiefly on the person or personal actions for school alteration. However, closer scrutiny of the two — instructors ‘ and decision makers ‘ visions — may uncover that both groups of pedagogues are looking at the same vision but go toing to different facets. School decision makers that have developed a shared vision with their module have besides created common land that serves to ease or oblige action to the realisation of this common vision. Frequently underlying a shared vision are instructors ‘ and decision makers ‘ shared values and beliefs, specifically believing that schools are for pupils ‘ acquisition.School ContextA High School with more than 1500 pupils coming largely from low income population countries. You can happen instr uctors unwilling to join forces and work in squads, pupils underachieving and unsupported. The aim is to hold all the school members worked together to do the school a high- achieving acquisition environment where the civilization of the pupils is valued and supported. Through teamwork, staff development, and a uninterrupted focal point on pupil acquisition, the staff and principal will implement new instructional techniques, tight the course of study, and better accomplishments. Teachers will seek new attacks in their schoolrooms. They will see each other ‘s categories monthly to detect, discourse, and give feedback in an informal signifier of equal coaching.Implementing changes/MethodologyMany instructors remain unconvinced by the rule of inclusion. Collaborative action research can pull more instructors into the exciting challenge of prosecuting all their students in larning. Teachers should hold ownership of the research and work collaboratively and there should be a focal point on the effects of their pattern on students ‘ acquisition and engagement. The alteration procedure through which schools and bunchs are supported and work to better their acquisition and instruction is the sequence of events and actions taken by instructors, working as a squad, to better acquisition and instruction in the school. The Principles are cardinal to this ; they provide the focal point and are a mention point for speaking about acquisition and instruction and clarifying ends and school-based enterprises. The alteration procedure is designed to ease locally based determinations about acquisition and instruction. The action program is an in agreement place generated at the school degree about actions related to pedagogy that the school will set about to convey about alteration. These determinations are determined by the peculiar and single conditions and ends of each school, determinations that merely the school can do. The action program includes monitoring processes that aid instructors refine their instruction attacks and measure whether the alt erations lead to improved pupil results. For bunchs set abouting this plan, the school action program sits within a broader bunch program. The relationship between the bunch and school planning and organisation will be different for each bunch, depending on local conditions. Supporting actions: These are actions that are indispensable for the planning and execution of alteration enterprises to be successful. For illustration, experience has shown that organisational agreements such as time-tabling and room allotment must be attended to. Strategic coverage within and beyond the immediate school/cluster community can significantly heighten support for the plan and the committedness of the squad. Infrastructure support: Implementing the alteration procedure assumes and depends upon a set of meshing constructions to back up schools and bunchs. These include: aˆ? support from DE & A ; T and critical friends who work with the school, supplemented by bunch and regional web agreements including workshops aˆ? entree to local expertness, including the Cluster Coordinator aˆ? tools such as interviews and questionnaires for rating aˆ? professional development through preparation workshops for PoLT ( Principles of Learning and Teaching ) and Cluster Coordinators, the PoLT modular and on-line Professional Learning resources, and other professional development support provided by the PoLT and/or Cluster Coordinator. Within the School Accountability and Improvement Framework, schools are encouraged to reflect on their current organisational sustainability, along with their current operations and patterns, to place and develop the cardinal schemes required to accomplish the coveted pupil results. At the bosom of the new model is a set of inquiries that will help schools to concentrate rating and planning procedures on improved results for all pupils: 1. What results are we seeking to accomplish for our pupils? 2. Where are we now? 3. What do we hold to make to accomplish the results we want? 4. How will we pull off our resources to accomplish these results? 5. How will we cognize whether we are accomplishing these results? The planning stage is critical to the success of the undertaking in the school. Developing an action program requires considerable idea and attending, and will likely take a full term in the school twelvemonth to finish. The chief stairss in developing the action program are:aˆ? scrutinizing acquisition and instruction patterns in the schoolA scope of information is collected from pupil studies, teacher interviews, analyses of the school course of study and resources, PoLT squad procedures and relevant policies and enterprises in the school. This information will concentrate treatment on appropriate waies to take.aˆ? reviewing and prioritisingThe cardinal issues are analysed and enterprises and ends are identified.aˆ? developing and composing the action programThe PoLT action program should stipulate a scope of actions to be taken by the PoLT Coordinator and instructors at assorted times during the execution procedure to reply these inquiries and better acquisition and in struction. PoLT action planning will be an built-in portion of the School Strategic Planning procedure.Memoranda – LetterssBeloved Parents and Friends:As the new Principal of High School, it has been my sincere pleasance and award to go a member of this great school community. High School enjoys a rich history of academic and cultural excellence that is the consequence of a collegial partnership between the school staff and parents who provide a diverseness of experiences for the pupils. During my first hebdomads in the territory, I have so found this close working relationship and concentrate upon what is best for kids to be. I am genuinely honored to be appointed to this place and am looking forward to working with the dedicated staff to supply the best possible educational plan for our pupils. Before coming here, my professional calling was wholly within the XYZ School for many old ages. I held the places of instructor, chief, staff trainer of engineering, and cardinal office decision maker. I am really aroused to be a portion of the High School household and to closely work with everyone to do our school even better. My greatest enterprise is to supply the leading that will ease a school environment to supply differentiated direction to run into the demands of each pupil to the best of our ability. The educational plan must be academically ambitious, prosecute each pupil by associating the course of study to old cognition and experience, and besides be exciting to advance farther geographic expedition of new thoughts. Parents, instructors, support staff, and disposal all have an of import function to promote our kids to go active scholars. It is my sincere desire to supply expanded chances for our pupils to get the accomplishments to go productive citizens in a immensely altering society. Through a stopping point and collegial partnership with everyone associated with High School, I am confident we can do our school an even a better topographic point for our pupils to larn and turn. Respectfully, PrincipalBeloved Teachers/Students/Parents,Let me be the first to state Welcome back to school! † And, if this is your first twelvemonth at High School, Welcome to our school! † I am honored to be the Principal for High School! As many of you already know, my name is ABC decision maker. Bing selected as the new High School Community Schools is exciting. I must state I choose to come here because of the fantastic staff and pupils that make up this school territory. For our pupils † was besides a finding factor. I want you to experience welcome to halt by school whether it ‘s to volunteer, hold tiffin with your kid, or merely state hello. I believe it is of import for your kids to and I will work hard to do certain that happens. You will often happen me at tiffin with the pupils or in schoolrooms throughout the school. I hold myself accountable for being a seeable presence in the schoolrooms, hallways, and extra-curricular events. My hope is that you and your ki d will happen me as accessible and easy to talk to and that you wo n't waver to reach me if you of all time have inquiries, concerns, or you merely want to portion good intelligence about our school or your kid. I would wish to shut by one time once more stating you how much I am looking forward to working with the parents, pupils, and staff at High School. Thank you for the chance to work with your kids. I am genuinely esteemed. Sincerely, High School Principal

Outline Research Into Institutional Aggression Essay

Institutional aggression is aggressive behaviour displayed within an institutional situation such as a school or prison. Most research into institutional aggression has been conducted in prisons. One explanation of institutionalised aggression is the importation model- dispositional factors. This model suggests that prisoners bring (import) their own social histories and traits with them to the prison environment and these influence their subsequent behavious (Irwin and Cressey, 1962). Most of the aggressive behaviour studied in the prison situation is not specific to that situation- the same behaviour was carried out in wider society by the same individuals. Such people bring with them into a prison a â€Å"ready-made† way of behaving which they just use in their new institutional setting (Cheeseman, 2003). Irwin and Cressey realised the importance of different prisoner subcultures and identified three. Firstly; the criminal or thief subculture, the prisoner follow the norms and values that are present in the professional thief or criminal â€Å"careers†, such as not betraying one another and being trustworthy. Secondly; the convict subculture, the subject has been raised in the prison system. They seek positions of power and influence and are therefore most likely to turn to aggression or another maladaptive form of coping. and the conventional or straight subculture tend to be one-time offenders and were not part of a criminal or thief subculture before entering prison. They reject the other two subcultures and identify more with the prison staff. This group is least likely to be aggressive. The three subcultures are better at explaining offenders who do not reoffend then some other explanations of institutional aggression. It suggests we have some degree of free will and expla ins that some offenders will not re-offend.

Ted Bundy Research Paper

â€Å"Ask a psychopath what love is and he’ll go on and on, but he has never felt it himself†¦If you catch him lying, he’ll just shift gears and go on as though nothing had happened† (Goleman). Ted Bundy was one of the most famous psychopaths in the history of the country (Nordheimer). People say he was the perfect killer- handsome, intelligent, witty, and charming (Boynton 25). Bundy was the complete opposite of what people thought a serial killer looked like, so his victims did not fear him (â€Å"Ted Bundy†).Robert Keppel, an expert on serial killers, stated, â€Å"He taught us that a serial killer can appear to be absolutely normal, the guy next door (â€Å"Serial Killers and Mass Murderers†). At one point he was working for a suicide hotline; a friend once said, â€Å"Ted Bundy took lives, he also saved lives† (Thompson). Bundy not only thrived on the attention he received from the police and the media (Editors), but loved the thri ll of stalking his victims (U*X*L). Not one person Ted Bundy knew would have guessed he was able to do such horrid things.Theodore Robert Cowell was born in the Elizabeth Lund Home for Unwed Mothers in Burlington, Vermont on November 24, 1946. His mother, Louise Cowell, was pregnant with Theodore when she was only twenty-one years old. Louise grew up in a very strict Methodist backround. Because she was not married, having Theodore was an embarrassment to her parents, Sam and Eleanor Cowell. Sam Cowell was known for being ill-tempered and racist. He verbally and physically abused his wife. Because of this, Eleanor suffered from frequent bouts of depression and was always living in fear.Louise had greatly struggled to even tell her parents about her pregnancy on account of what they might do. After birth, Louise traveled back home to Philadelphia so her parents could decide whether they wanted to keep Theodore or put him up for adoption. When the Cowell family was debating, they left Theodore with strangers in Vermont. Two months later, Louise returned to Vermont and brought the baby back to Philadelphia. As soon as the two arrived back home, the Cowell’s told the town that they had adopted Theodore and that Louise was his older sister to save themselves from the gossip of their neighbors.Even when Ted was young, there were incidents that showed how he was different than other children. â€Å"When his Aunt Julie was fifteen years old, she awoke on more than on morning to find her nephew stealthily lifting her blanket and slipping butcher knives into the bed beside her. He just stood there and grinned. † These occurrences were happening when Ted was just three years old (Serial Killers 10). In 1950, Louise and Theodore moved to Tacoma, Washington where they lived with welcoming relatives. To save herself from a bad reputation, Louise changed her last name to Nelson and told the town that she was a widow.She soon found a job as a secretary and start ed to attend a local Methodist church (Serial Killers 10). Louise met John Culpepper Bundy, a hospital cook. The two married on May 19, 1951 and Ted changed his name for the third time at only five years old (11). Once four more children were added to the Bundy household, Theodore became even more isolated, keeping mostly to himself (â€Å"Ted Bundy Biography†). As Theodore grew older and started to attend school, his mother received concerned notes from his teachers telling her that she needed to control his violent temper. When provoked, Ted would get very angry and his teachers were worried.All throughout high school, Ted knew he was different than all the others. He could not feel or understand natural human emotions like normal teenagers so in order for him to appear normal, he was forced to mimic them. Bundy was not able to be caring or compassionate and failed to develop a conscience. He felt that he was living in a world of objects- things to be used or discarded (Ser ial Killers 15). Ted’s high school years were when he began his life of crime. He started stealing expensive clothes and ski equipment and he was sneaking out and peeking through women’s windows to watch them undress.He disabled a woman’s car to make her less mobile and more vulnerable, which satisfied his sexual fantasies. The people who knew Ted would never guess for a second that he was living the life of this sex-obsessed criminal. He received good grades, he regularly attended church, and he was active in Boy Scouts (11). Ted Bundy appeared as an average teenager. He graduated from high school in 1965 and won a scholarship to the University of Puget Sound in Tacoma, but later transferred to the University of Washington, where he met the girl of his dreams.Stephanie Brooks had everything, but he loved her for all the wrong reasons: her looks, her money, and her status. Ted tried to do everything he could to make sure she was pleased with him. He followed her to Stanford University in 1967, but she broke up with him soon after. He left Stanford and returned to the University of Washington with a broken heart. His grades suffered tremendously so he had no choice but to drop out (Serial Killers 15). Throughout the year 1968, Ted became obsessed with winning Stephanie back.He changed his whole outer appearance and was more determined than ever to impress her. Transforming himself into a totally different man, he was becoming someone who Brooks would want. Bundy chose politics as his chosen road towards status; he was active in the Washington State Republican party (Serial Killers 15). Toward the end of 1968, he was unemployed after the Republican candidate he was working for lost an election. The following year Ted attended Temple University for a few months (16). Theodore was becoming the ideal citizen (Serial Killers 15).He wrote a rape prevention pamphlet for women (Boynton 25), won a commendation from the Seattle Police Department for running down a purse snatcher, saved a drowning toddler from a lake (Serial Killers 15), and was an assistant director of the Seattle Crime Prevention Advisory Committee (Boynton 25). Ted reenrolled in the University of Washington in 1971 (Serial Killers 15). To earn a little pocket change, Bundy volunteered at Seattle’s Crisis Clinic where he met Ann Rule. Sharing secrets and sorrows, Bundy and Rule became very close- Ann almost acted as Bundy’s replacement mother.Rule says, â€Å"Bundy was considered one of the most skilled counselors, adroit at persuading desperate voices that the night would pass and dawn would come† (Thompson). Ted finally graduated from the University of Washington in 1972 (Serial Killers 16) with a degree in psychology (Boynton 25). After graduation, he applied to law schools, but was rejected on account of his low entrance test scores. A year later, in 1973, he applied to the law school of the University of Utah and was accepted, but did not enroll until the fall of 1974.During the summer of 1973, Bundy felt confident enough to reunite with Stephanie Brooks again, now being twenty six years old. While on a business trip to California, he took Brooks out to an expensive dinner and won her over. She loved the man Bundy had become and the two got engaged soon after (Serial Killers 16). Brooks thought they were going to get married, but Bundy abruptly cut off all ways of contact with her. This was his revenge for what she did to him years ago (â€Å"Ted Bundy Biography†), and Bundy later said, â€Å"I just wanted to prove to myself that I could have married her† (Serial Killers 16).However, this revenge brought Bundy little comfort and began a series of attacks on innocent women (â€Å"Ted Bundy Biography†). All his victims were slender, white, and wore their hair parted down the middle and all disappeared in the late afternoon or evening (Boynton 25). Bundy’s prey oddly resembled Stephanie Brooks. Bundy’s first of many attacks was on January 4, 1974 in Seattle near the University of Washington campus. Joni Lentz, eighteen years old, was viciously attacked while sleeping in the house she shared with her roommates (Boynton 25). That morning Lentz did not show up for breakfast like she normally did.Her roommates did not think anything out of the ordinary; they assumed she slept in late. But by noon, they were starting to worry. Knocking on the door, the roommates heard no response, so they pushed the door upon. To their disbelief, Joni was laying on her bed with her hair and face covered with dried blood. They noticed a metal rod was missing from her bed, and when they lifted the covers, the soon found out what had happened with the rod. The object was harshly shoved in her vagina. Lentz spent several months after the attack in a coma and fortunately, Joni survived and did not recall the incident at all (Serial Killers 16).Twenty-seven days later on a Thursday nig ht, twenty-one year old Lynda Ann Healy was abducted from her bedroom in the Seattle’s University District. Healy was a law student at the University of Washington and part-time weather reporter (Boynton 25). Her work as a weather reporter required her to wake up at 5:30 a. m. each morning and each night she went to bed early. Oddly, she did not show up to work and did not attend her classes later that day. Friday night Healy’s parents called the police hoping they were worrying for no reason- that their daughter was safe.Detectives Wayne Dorman and Ted Fonis arrived on the scene and discovered Lynda no where to be found. Dried blood covered the pillow and soaked through the sheets, onto the mattress. The pillowcase was missing and never has been recovered. As the detectives were searching through her room for clues, they opened the closet and found Healy’s nightgown stuffed in the back with a neckline covered in dried blood (Serial Killers 16). Six weeks after Healy disappeared, Donna Manson, a nineteen year old student at Evergreen State College, left her dormitory to attend a jazz concert. Manson never arrived.Susan Rancourt, a freshman at Central Washington State College disappeared a month after Manson. Rancourt was on her way to a campus movie and was never seen alive again (Serial Killers 17). After students became aware of what happened to Rancourt, they came forward and told of incidents similar to Rancourt’s. They told of encounters with a tall, handsome man with an arm in a sling. The mysterious man asked for their help to bring his books or packages to his car. Kathy Parks disappeared from Oregon State University and Brenda Ball was last seen in the parking lot of a tavern in Burier, Washington.She was seen talking to a handsome, brown-haired man who had one arm in a sling. Georgeann Hawkins disappeared from her sorority house just north of the University of Washington (Boynton 28). She was last seen leaving the Beta fra ternity house. Witnesses reported seeing a tall, good looking man on crutches near where Hawkins was last seen (29). Ball, Parks, and Hawkins disappeared in a matter of two months. Police had no leads on who this psychopath could be- Bundy covered his tracks perfectly. Janice Ott and Denise Naslund were kidnapped on July 14, 1974 at Lake Sammamish State Park in Issaquah, Washington (Boynton 25).Janice Ott, twenty three, was a probation-office worker. On July 14th, Ott was laying on her blanket at around noon trying to catch a tan. Witnesses say they saw her and a man named Ted, who had his arm in sling, chat for a little bit. After chatting, Ott left with the mysterious man- this was the last time anyone has seen her alive. Denise Naslund was a tad younger at only eighteen years old. She worked as a secretary while studying to become a computer programmer. At 4:30 in the afternoon on the 14th, Naslund had just woken up from a nap. She went to the bathroom and never returned (Serial Killers 19).The abductions from Lake Sammamish were under the control of the King County Major Crimes Unit, where Detective Robert Keppe worked. He was the first to connect the two abductions of Ott and Naslund to the attacks on Lentz and Healy. During this time, Bundy was working at the Washington State Department of Emergency Services in Olympia. His fellow coworkers told him he creepily resembled the â€Å"Ted† in the police sketches and Bundy just smiled and shrugged it off. His own girlfriend, Beth Archer, and four other people called the police and suggested him as a suspect. Beth debated on calling in for days.No matter how much she wanted to deny her love being a killer, there were coincidences that could not be ignored. Bundy was always interested in the newspaper’s descriptions of the suspect and the car the police described was oddly similar to Ted’s. Her lover was safe for now though on account of there being no concrete evidence of murder; the victi m’s bodies had not been found (Serial Killers 20). The policemen’s prayers had been answered on September 7, 1974. Elzie Hammons, a hunter, set up four miles from Lake Sammamish. While walking on a rugged, dirt path, he saw a skeleton. Nearby he discovered a human skull.The search was led by Detective Bob Keppel of the King County police. By the end of the search, the men found a total of one skull, a lower jaw, a rib cage, a spinal column, five thigh bones, assorted smaller bones, and eight locks of hair. The remains were positively identified as Janice Ott and Denise Naslund. The third victim is said to be Georgann Hawkins, but that is not for certain (Serial Killers 20). After discovering these findings, the killings seemed to have stopped. However, this was not the case. Bundy began attending the University of Utah in 1974 and with him also came his destruction.Soon enough, the disappearances started to happen again. On October 2, 1974, Nancy Wilcox vanished from h er neighborhood south of Salt Lake City. The sixteen year old was last seen in a light color Volkswagon bug (Serial Killers 21). Just sixteen days later, Melissa Smith, a seventeen year old, disappeared from a local pizza parlor. Seventeen year old Laura Aime vanished after a Halloween party thirteen days after Smith was kidnapped. About a month after Melissa was taken police found her body in a canyon in the Wasatch Range, east of Salt Lake City.A month after this finding, police located Aime’s body by a trail in the same mountains as Smith. Both of the victims’ skulls were crushed by being hit viciously in the head. Strangled and raped, Smith and Aime’s bodies were found nude and beaten (Serial Killers 21). On November 8, 1974 Bundy attempted to kidnap Carol DaRonch. While shopping at the mall, DaRonch was approached by a policeman asking her to go to the parking lot with him (Nordheimer). The officer called himself Officer Roseland and told Carol that someone had broken into her car (Serial Killers 9).Once they walked out to the parking lot, Officer Roseland showed DaRonch his identification and asked her to go to the police station with him. She got in his Volkswagon and as soon as they sped off, the â€Å"officer† put handcuffs on her wrists. Carol kicked him in the crotch and managed to open the car door. As soon as she jumped out, she stopped an oncoming car for help (Nordheimer). Thankfully, nothing serious had happened to her- she was extremely lucky to be alive. That same night, Bundy drove to Viewmont high school in Bountiful, Utah looking for a new victim to satisfy his appetite since he let his first escape.On that evening, Viewmont was having a school play. The teacher that was in charge was asked by Bundy to go out to the parking lot and help him identify a car. Thankfully, the teacher declined the handsome man’s offer. However, seventeen year old Debra Kent was not so fortunate. Debra left the play early to pi ck up her younger brother (Serial Killers 21). Soon after she left, resident from an apartment complex across the street heard two ear piercing screams. Kent’s body would never be found (22). After the attempted kidnapping of DaRonch and the successful abduction of Kent, Bundy stopped killing for about four months.He then resumed in Colorado where he murdered four more women (26). March 1, 1975 was a comforting day for the families of Brenda Ball, Susan Rancourt, Kathy Parks, and Lynda Healy. Ten miles east of Issaquah, a couple of students that were hiking found a skull near Taylor Mountain. Detective Keppel led a search team of two hundred officers and volunteers. The men and women recovered all of these remains in a matter of eight days (Serial Killers 20). Throughout the year of 1975 Ted Bundy had two dozen police agencies from the states of Washington, Oregon, Utah, and Colorado on alert.These agencies had no idea that they were all after the same man (22). At two a. m. on August 16, 1975, Sergeant Robert Hayward was on his way home from his shift. When he reached his neighborhood he cruised past a suspicious gray Volkswagon. Hayward put on his brights so he could take a look at the license plate. As soon as he turned his brights on, the driver of the Volkswagon turned off his lights and sped away feverishly. After a pursuit, the Volkswagon pulled in to a beaten down gas station. The driver’s license read Theodore Robert Bundy. Ted said he was lost and that he had just seen a movie at the local theatre.Just to be cautious, Hayward called for some back up. When detective Daryle Ondrak arrived he asked Bundy if he could look in his car. Oddly, Ted had removed the passenger seat and sitting next to where the seat should be, was a crowbar. The detectives found this strange so they investigated the trunk. There they found an ice pick, ski mask, a mask made out of panty house, pieces of rope, and a pair of handcuffs. Ondrak arrested Bundy right aw ay but he was soon freed (Serial Killers 22). Later on that week, Ondrak attended the usual meeting with the detectives in the area.As the meeting was coming to a close, Ondrak mentioned Bundy and what had happened a few nights ago. Homicide Detective Jerry Thompson of the Salt lake County Sheriff’s Office pieced all the information together. Thompson had been investigating the murder of Melissa Smith for over a year. He remembered the attempted kidnapping of Carol DaRonch and how she was handcuffed in a Volkswagon. So many pieces were falling together in his mind and he knew that Bundy was the killer. Thompson worked tremendously hard to link Bundy to the DaRonch case (Serial Killers 22).To make sure this happened, on October 2, 1975, Thompson assembled a police lineup. He brought in Carol DaRonch, the Viewmont drama teacher, and a Viewmont student who also talked to the mysterious stranger on the night of the play. All three women picked Bundy out of the lineup. Bundy was c harged with the kidnapping and attempted murder of Carol DaRonch. His bail was set at one hundred thousand dollars and he was being held at the Salt Lake County Jail. After just seven weeks, Bundy’s bail was reduced to fifteen thousand dollars. Johnnie and Louise Bundy scrambled up enough money and on November 26th, Bundy returned to Seattle.Bundy’s trial on the assault of Carol DaRonch was held on February 23, 1976 in the Salt Lake City Courthouse. The trial dragged on for several days, with DaRonch’s testimony being the crucial factor. Four days later Theodore was found guilty of aggravated kidnapping and was ordered to undergo psychiatric examination before his sentencing (Serial Killers 24). A few months later on June 30th, Ted Bundy was sentenced to one to fifteen years in the Utah State Prison. He boasted that he was a popular inmate and that the conviction, which he called just a minor setback, would be overturned in the near future (Serial Killers 24).In January of 1977, Bundy was transferred to Colorado for the trial of the Caryn Cambell murder. For two months, he was held in the small Pitkin County Jail located in Aspen. There, Ted took pleasure in unlimited telephone privileges and made friends with ease. Throughout the trial, he did not get along with his team of lawyers so he fired them and coordinated his own defense. Bundy knew what he was doing- prisoners who are their own lawyer are permitted freedom of movement. He was allowed access to law books and such which are held in the library (25). Bundy took matters into his own hands; On June 7, 1977 Ted escaped.Because Ted was in the courtroom, his handcuffs and leg irons were removed. The deputy in charge of him was guarding the courtroom door, so all Bundy had to do was slip out the back of the attached library. From that point, he jumped out the window, which was on second story, twenty five feet below. He left a four-inch imprint in the ground beneath him. A woman outside the courthouse saw Bundy jump, ran inside the courthouse, and asked an officer if people normally jumped out of windows here. The officer ran outside, but the fugitive was long gone. The police knew that Bundy was a psychopath and that they had to catch him soon (Boynton 27).Police advised Aspen residents to lock their doors, put their cars in the garage, and hide their children. Bundy’s own mother, Louise Bundy, appeared on a news broadcast in Tacoma, Washington begging for Ted to turn himself in (Serial Killers 27). Ted never did turn himself in because he was captured eight days after he fled from jail (Boynton 27). When he returned to jail, he was forced to handcuffs and leg irons each time he left his cell (Serial Killers 27) and was moved to the Garfield County Jail because the police wanted him to be in a jail that had more security (25).The murder trial moved from Aspen to Colorado Springs on December 23, 1977. In Colorado Springs the death penalty is handed out more freely than in Aspen. Prosecutors and police knew that the Caryn Cambell murder was weak. Bundy, however, thought that the verdict was not going to lean his way and did not want to end up prison for the rest of his life. His second escape occurred on December 30th. Bundy starved himself so he would be skinny enough to squeeze out through a hole in the ceiling of his cell. He crept through a crawl space and climbed down into the closet of his jailer’s apartment.After waiting patiently, he walked on the front door of the jail and no suspected anything. No one realized he had escaped until fifteen hours later. Bundy traveled to Ann Harbor, Michigan, and then Chicago. His last stop was Florida (Boynton 27). After Bundy’s second escape, in January 1978, he rented an apartment close to Florida State University. Ted grew a beard and went by the name â€Å"Chris Hagen†, but for the most part he was the same Ted Bundy, just a little altered. While in Florida, he killed t hree women.On January 14th, he attacked Margaret Bowman, Lisa Levy, Karen Chandler, and Kathy Kleiner who were members of the Chi Omega Sorority at Florida State University. Chandler and Kleiner were the lucky ones- they survived. Bowman and Levy were, however, strangled to death by Bundy (Boynton 26). These killings proved that Ted no longer showed the finesse like he used to in he past. He slaughtered as fast and as furious as possible (Serial Killers 34). The day after the Chi Omega killings, Bundy was visiting the Oaks, which is a lodge for snow boarders.Boarders who were also staying there were discussing what had happened the day before and a man named Chris Hagen informed them that the murderer was smart for beating the victims with a log because that does not show DNA. He told his new buddies that he could easily get away with murder because he knew how to find the way around the law. Bundy no longer could appear normal- his impulses were taking over (35). Bundy’s fin al victim was twelve year old Kimberly Leach. Leach left her purse when she went from her homeroom to her gym class. As she was walking back to retrieve it, rain began to pour. She never had the chance to grab her purse.Two months later the police found her body with her clothes folded in a neat stack right beside her (Serial Killers 35). The trial for the Chi Omega attacks was the most complicated and bizarre trial in legal history. At one point during the trial, Bundy was doing three roles at once: defendant, defense attorney, and witness for the defense (Serial Killers 37). During the proceedings Ted even had a fan group of girls who called themselves â€Å"Ted’s Groupies†. The Bundy lovers packed the courthouse to support their favorite serial killer. Throughout the trial, he would occasionally turn and flash them that million dollar smile (39).Another reason why this trial was one of the strangest in history was because while Bundy’s girlfriend, Carole Ann Boone, was getting questioned by him Ted asked her to marry him (42). One day in court, he brought in an envelop that included his confessions to the Chi Omega and Kimberly Leach killings. There was an agreement that said he would have to face life in prison, but not the death penalty. Instead of just accepting the deal nonchalantly, Bundy made a big corruption in the courthouse. He attacked his own lawyer, Mike Minerva, by telling the judge that he was inept and defeatist.While this was happening, the prosecutors silently told the defense table that the bargain deal was off. â€Å"The prosecutors didn’t want to take a chance that Bundy’s confessions would be invalidated on appeal over the issue of his appointed attorney’s competence† (Serial Killers 39). After only six hours of deliberation, Bundy was convicted on two counts of first degree murder of the Chi Omega Killings. He was sentenced to death by electrocution. He received an additional death sente nce for Leach’s murder (42). In the beginning of his imprisonment, Carol Ann visited him often and actually became pregnant with his daughter.Bundy’s daughter was born in October 1982 and met her father multiple times. Four years later, Carol and their daughter left the state to take care of a sick relative. Carol never returned to see Bundy again (Serial Killers 43). While in jail he switched to Hinduism. He started to become very afraid of dying and he was doing everything he could to prolong his life. Bundy told the details of his victim’s death. The victim’s families were given the choice to say a good word about Bundy in exchange for the truth on what happened to their daughters.Not one single person agreed to say or do anything that would help Bundy live any longer (Serial Killers 44). One of his confessions he stated was that on the day he kidnapped Janice Ott and Denise Naslund from Lake Sammamish, he kept both women alive for a while, meaning one had to watch the one die (Serial Killers 43). He also confessed to eleven murders in Washington, eight in Utah, three in Colorado, three in Florida, two in Oregon, two in Idaho, and one in California. Off the record he indicated of two killings in Atlantic City, New Jersey, but this confession was not official (46).Ted Bundy was executed on January 4, 1989 in the Florida State Prison (Editors 89) at 7:16 a. m. When Bundy died, Carol DaRonch was thirty three years old. After the execution DaRonch stated, â€Å"If they’d have asked me, I probably would have pulled that switch myself† (Serial Killers 46). The death of Ted Bundy was comforting news to the families of the victims. Ted Bundy was one of the most interesting serial killers the legal system has ever seen. He charmed and manipulated not only his victims, but also police offers, investigators, and anyone involved legally. Bundy enjoyed the thrill of taunting the police and baiting the media.He was obsessed with the attention he received (Editors 91). Throughout his criminal life, the way he abducted and killed changed tremendously. In the beginning he was very organized and killed with finesse, but his last few murders were brutal and sloppy. In an interview with Bundy the day before he died, Ted stated that the reason he killed the way he did was because of the porn he watched when he was younger. Ted Bundy is a psychopath and destructed the lives of so many families. He once said, â€Å"What’s one less person on the face of the earth any way? † (Serial Killers 43).Ted Bundy was a malicious man who never felt sorry for what he did to those poor women. â€Å"The only death he ever wept for was his own† (10). Works Cited Boyton, Gary. â€Å"Ted Bundy: The Serial Killer Next Door. † Crimes and Trials of the Century. Volume Two. Westport: Greenwood Press, 2007. Print. The Editors of Salem Press. â€Å"Ted Bundy. † American Villains. Volume one. Pasadena: Sal em Press, Inc. , 2008. Print. Goleman, Daniel. â€Å"Brain Defect Tied to Utter Amorality of the Psychopath. † New York Times, 7 July 1987: C1. ProQuest. Web. 25 Aug. 2011. Nordheimer, Jon. â€Å"All-American Boy on Trial. † New York Times. 10 Dec. 1978: SM24.ProQuest. Web. 24 Aug. 2011. â€Å"Serial Killers and Mass Murderers (1980s). † American Decades 2003: n. p. Student Resource Center Gold. Web. 31 Aug. 2011. Serial Killers. Richmond: Time-Life Books, 1992. Print. â€Å"Serial Killers. † U*X*L Encyclopedia of U. S. History 2009: n. p. Student Resource Center Gold. Web. 31 Aug. 2011. â€Å"Ted Bundy. † Crimemuseum. org. National Museum of Crime and Punishment, 2008. Web. 4 Sep. 2011. â€Å"Ted Bundy Biography. † Thebiographychannel. co. uk. Bio. , n. d. Web. 5 Sep. 2011. Thompson, Thomas. â€Å"The Women Disappeared. † DISCovering Authors 2003: n. p. Student Resource Center Gold. Web. 31 Aug. 2011.