Saturday, August 31, 2019

How useful is the Jewish museum to the historian studying the living and working conditions of Jews in Manchester in the early 20th Century?

The Jews in Manchester came from Eastern Europe, but the synagogue the museum is set in, was for Spanish and Portuguese Jews in Manchester. The Jews moved to Manchester as Industrialisation was taking place, and they thought that they would have a better life in England. Also at the beginning of the twentieth century, Jews were moving west out of Eastern Europe to avoid poverty and persecution from Nazis. At first, when some of the Jews first came to Manchester, there were just twenty families around the cathedral, and they had got to Manchester buy peddling stuff that they had made and buying and selling cheap second hand stuff. The number of Jews grew slowly and by 1840 there were only three hundred Jews living in Manchester, and they had separated into two communities: the poor Jews, and the rich Jews. After 1840, yet more Jews moved from Eastern Europe to Manchester to escape the increase in poverty and persecution. By 1860 there were one and a half thousand Jews, and by 1914 there were thirty five thousand living in Manchester. I expected the museum to be a really good source of information, and really quite big and informative. The synagogue the museum is set in was founded in 1874 and it remained open for a hundred years. The museum was used by Spanish and Portuguese Jews; but by 1980 the museum was falling down! So, Jews in and around that area were asked to donate some things and they turned it into a museum. The museum opened in 1984. In the museum, there were two floors; the ground floor was set up like a synagogue with the torahs behind the altar, and the upstairs part, where the women and children would sit for the Jewish services was turned into a museum. The talk was given downstairs. The talk, I found very informative. The guide told us all about the different areas the Jews lived in, and where you could expect the poor Jews to live and how they would live and where you would expect the rich Jews to live, and how. He also told us about the working conditions for the poorer Jews. When the Jews moved over here, at first they probably had to sleep on the floor of a one up one down slum, at 12. 5pence per week until they found work. These slums were generally in the area of Red Bank. Then once the Jews had found work, they might be able to afford to move into the area of Cheetham Hill, where they could expect to pay 32 – 85pence a week (remembering that on a good salary they only earned i3. 00 a week, and they had to pay for food and water on top of rent, and 10% of their weekly earnings would ideally go to charity). If the Jews could not find work when they came over here, there were three things they could do: beg on the streets, apply for poor law, or you could starve. Many Jews could not find work as easily, as the skills they had acquired in Eastern Europe were not relevant for the skills they needed to work in the industrialised Manchester. These skills involved harvesting crops, and rearing farm animals etc, and could not really be put to use in the city of Manchester. When we went upstairs we found displays all around the top of the building, one side concerning the working conditions and one side concerning living conditions. In one of the displays, it showed one of the most typical jobs that Jews were employed to do, and that was Schmere. A schmere would work in a factory sewing bits of material together to make a waterproof fabric. It was a horrible job, and the glue would not come out of your clothes and the gases that came off it were in the long term poisonous, and made people ill. However, if one Jew was doing the work, then he dropped dead because of all the fumes, then another Jew would be ready and waiting to take his place straight away because they were so eager to work. Another very typical job (which the information was in a display) was the school teacher. The school for Jews in the area of the synagogue was called the King David School. In these schools the Jews were taught English as a main language, and some of the Jewish culture was lost through the generation. Some of the other jobs listed on displays at the museum were: tailoring; the manufacture of footwear; cabinet making; buying and selling of second hand goods; shopkeepers; market stall holders and credit drapers. There was only the two displays, photos and the guide to tell us about the working conditions in the twentieth century; but as you can see through all of this information, it was absolutely full of facts. There wasn't really an awful lot about the actual living conditions of the Jews in Manchester in the museum. There was one display, which showed a typical meal time in a working class Jews house. The table was set for two and the stools were different and very used and old. It was very small and crowded and extremely old fashioned, however, the Jews in this model household prided themselves on paying attention to their religious need, and all the religious articles were there, for a typical meal time. There were different wine glasses on the table and the cutlery did not match. There was a stone floor and this made the already tiny room look even more tiny, and colder in a way. There were two types of houses that the Jews would live in. The poorer Jews would live in a house, which were badly built, in a bad area, which had no bathroom/toilet, and no kitchen, and basically was just a one up-one down house. Sometimes, two or three families would start of their lives in England living in one of these houses. From the source sheet, from a census returned from the slum area of Red Bank, there are three families (11 people) all living in one of these houses, and two of these were young children under the age of three. However, in the area of Cheetham on the other side of Manchester where the richer Jews lived, houses were quite big, with a garden at the front and back of the house and near Broughton Park. In these houses it was not unusual to have a general servant living with the family, and the occupations are generally of higher status, and the numbers in the family are lower, with only three people living in the house at one time, and some of the houses not even being occupied. Before I went to the museum I wrote down some questions that I wanted to find out, that I thought were quite relevant to the topic. I wrote down nine questions, and from the talk and all the displays only two of my questions were not answered: did Jews get treated differently than other workers from a different religion at work? Where the Jews treated any differently in society if they lived in a different part of Manchester that was mainly occupied by other religions like Christians? In the museum, there were some things there that were not relevant to my topic to research, for example, the impact of the war on the Jews; there was a display all about the impact of the war on the Jews. I think there should have been more sources on the Jews social life. For instance, what did they do when they were not at school, work, or in the synagogue? There were some pictures of children's dance classes and brownie meetings, but there was not really anything on what the adults did in their spare time, and I thought that it would be interesting and helpful to know. The museum was created with articles that local Jews brought in, to contribute. So, if there are more working class Jews living around the museum, as the museum is set in the slum area, what if most of the articles brought in are related to the working class part rather than the middle class Jews that lived on the other side of Manchester? Also, the museum does not qualify for a lottery fund, so it was built by the Jewish people themselves, and the money they make goes towards lighting and heating bills, so they can't have bought many of the items in their, so some of the information might not be totally reliable. I think the information about the working class Jews is more reliable than the information about the middle class Jews in Cheetham. I think this because most of the information in the museum has come from the working class area where the museum is set, and the museum does tend to focus on the poorer Jews working and living lives. I think the guide tended to dwell on the working class Jews that lived in the same area of the museum, and I don't think he knew as much about the richer Jews. I think this because most of the people who came in to offer him information would have come from that area, as they live there and they would want to be a part of the museum. A historian has lots of sources available that could help them learn about the living and working conditions of the Jews. I think probably the most reliable way is to go and see some of the Jews that were living in and around Manchester at that time, particularly the more middle class Jews. They could ask them questions about what it was like for them to come to England and live here (as there is not much, if any information about this in the museum). Another use would be the internet. When the Jews came over from Eastern Europe to Manchester, there was nothing to help them set themselves up. So when some of the Jews had themselves sorted, they set up a charity to help other Jews that were in the position that they were when they arrived. So there would probably be some information about this charity on the internet, and this would help a historian find out about where the Jews had come from and what state they were in when they came to Manchester, physically and financially. Also, there could be some information from some old landlords, as the Jews rented houses when they came, they must have rented them off some one and that person might have records of who lived in that house and when. Also there would be records in places where the Jews from the twentieth century worked, and doctors or apothecary's records. I think the best way a historian can find out about the living and working conditions in the twentieth century, is to possibly find a diary that someone kept from that period, of their life. That way, the historian can be almost certain that this happened and it would tell a lot about that particular person, although, it would only tell you about that one person from that one family in that one area so it might not tell the historian a lot about the other people and people who lived in other areas. I think the Jewish Museum is very useful to the historian, especially the guide and the talk that he gave. Some of the displays and information is not relevant, but would still be interesting to a historian, looking at that period. Although, I do think that the museum could be of better use to the historians. For example, they could get some people in who lived in the different areas to give talks about what their life was like at that time, and how their parents and grand parents came to live in this country, and they could bring in articles that is useful to the historian. That way the historian can get any information he or she needs to know from that person about what life was like working and living in the twentieth century in Manchester for the Jews.

Friday, August 30, 2019

Extraversion and Neurotism

TAKE-HOME ESSAY #2 Psy 2300, Fall 2012 †¢The second take-home essay will be worth 20 points. You may use your textbook, D2L resources, and class notes. You may NOT collaborate with fellow students! †¢Essays must be double-spaced, with 1-inch margins and a reasonable font size (e. g. , 12 point). †¢PLEASE CAREFULLY PROOFREAD YOUR ANSWERS FOR CLARITY & TYPOS; excessive proofreading errors will result in a deduction of points, as will a failure to follow the formatting requirements above! †¢The essay should be 1-3 pages long and organized into coherent paragraphs. Please organize your essay according to the subdivisions provided (a, b, c, etc. ). You do not need to use a formal essay format (introduction, body, conclusion). †¢Please use your own words whenever possible. If you feel you must quote from class notes or the textbook, cite the source properly. †¢You may answer any ONE of the three questions provided. If you answer more than one, only the first o ne will be graded. †¢Essays are DUE in the Dropbox by 9:59 p. m. on Friday, November 9th. 1. Compare and contrast the Big Five with EITHER Eysenck’s model OR Tellegen’s model (i. . , identify similarities and differences). If you choose Tellegen, focus on the three higher-order traits; just refer to the primary scales as examples if applicable. Think about how the models were derived as well as the meaning of the traits themselves. Then discuss which of the three trait models covered in class you prefer and whether you think any important aspects of personality are left out of the three models. Make sure you JUSTIFY your choice of favorite model by presenting at least two distinct reasons. 2.Consider what it means to be high in the traits of Extraversion and Neuroticism (separately). Then make connections between each trait and current concern theory. Specifically, address how being high in these traits might influence: †¢Which types of goals people pursue â € ¢How their goal pursuits affect them (emotionally and cognitively) †¢How they progress through the incentive-disengagement cycle when a goal is blocked What I’m looking for here is a thoughtful discussion of how being high in E and being high in N might affect people’s motivational processes, using concepts from Klinger’s current concern theory.It may help to refer to the low ends of these traits to provide a contrast with the high ends (e. g. , â€Å"unlike introverts, when extraverts pursue a goal†¦ †). 3. If you’d like to be a little creative, tell a â€Å"story† about a person with a particular configuration of traits. Specifically, choose AT LEAST THREE of the Big Five OR Tellegen’s primary traits (if you choose Tellegen, make sure to pick one trait from each higher-order factor). The person can be purely hypothetical or based on someone you know; I even had students discuss the fictional characters Dwight (from â⠂¬Å"The Office†) and Borat!Describe how that person typically behaves based on how they score on the three traits you select. For example, â€Å"Ralph† might be high C, low N, and medium O. What might Ralph’s behavior patterns be like? His interpersonal relationships? His goal pursuits? Would his trait configuration lead to any particular problems in his life? What I’m looking for is a clear understanding of the traits you choose and the ability to APPLY those traits to a realistic scenario in which the traits can interact with each other. Have fun! [NOTE:I have a sample full-credit essay posted on D2L to help with this option! ]

Thursday, August 29, 2019

Research paper, management responsibility of a small, start-up Essay

Research paper, management responsibility of a small, start-up software company - Essay Example The cut throat environment of global business demands a committed management that is focused towards collective goals and creative thinking. The management needs to accept the challenge of creating a cohesive and encouraging atmosphere so that the workers could get effective learning environment. They are also responsible for advocating and nurturing a high standard of ethics and quality work while fostering a good relationship amongst them which includes the administrators, management and entire customer base. The major objective of quality management is to promote quality assurance at various levels of business processes through measures that drastically reduce the percentage of error within the production and maintain a minimum standard. Juran asserts ‘all quality improvement occurs on a project-by-project basis and in no other way’ (Juran, 2000). This is the foundation of quality assurance techniques and application which the organizations follow in order to meet the challenges of the time. Hence, the changing dynamics of the global business has necessitated formation and incorporation of management strategies that go beyond the realm of individual company’s concern and plan for distinctive competencies to give the company market leadership. The focused approach must facilitate and identify the critical factors of change and meet the challenges with creative inputs through collective vision and shared goals. IBM believes that policy rationale for quality management promotes ‘productivity and quality across the entire service lifecycle from requirements, design, development, quality assurance, security, and compliance to deployment and operations’ (IBM). Hence, SQM must ensure that careful consideration of various inter-related modules, which are intrinsic to its successful implementation, are incorporated within the processes to

Wednesday, August 28, 2019

Week #7 Learning Activty #1 Essay Example | Topics and Well Written Essays - 250 words

Week #7 Learning Activty #1 - Essay Example nt, does it automatically mean that customers will like it if Kingfishers copies the competitor, or is the company better off leveraging its strengths? These are only some of the questions that can delve further into the inner emotions of customers that affect their decision-making process, so that Kingfishers can be more competitive. Psychographic segmentation will help examine underlying factors that motivate people to go to Kingfishers or to the competition. Aside from psychographic segmentation analysis, assessing benefit segmentation variables can also be helpful. The exact benefits of choosing Kingfishers over other competitors can improve SWOT analysis that will contribute to potential changes in the marketing mix. These changes can strengthen Kingfisher’s competitive advantages. When Padgett talked about communication and high-performance work system for employees, I thought about the intersection between marketing communications and how the employees are trained for it. The company has several marketing channels, where people buy and/or learn more about products, so it is important that employees are skilled in addressing communications needs that must be catered for every channel. For instance, since Fighter Warehouse caters to MMA fighters, public relations communications is essential in affecting the â€Å"publics† who affect fighters’ purchasing decisions, including their audiences, managers, and fight promoters (Dahlen et al. 390). It will be helpful to analyze these publics and how they are currently contributing to the company’s brand image and how they can further be integrated into the brand narrative, so that Fighter Warehouse can have a stronger brand narrative to its â€Å"publics,† especially its customers. At the s ame time, employees must be analyzed if they have the knowledge, skills, and attitudes (KSAs) to serve these publics in different channels. Knowing their KSAs’ deficiencies and strengths will improve Fighter Warehouse’s

Tuesday, August 27, 2019

Derivative and Integral Essay Example | Topics and Well Written Essays - 1500 words

Derivative and Integral - Essay Example Let a is a number in the domain of f and Lim/h->0 [f(a+h)-f(a)]/h exists, then f is said to be differentiable at a. This limit is called the derivative of f at a and is denoted by f’(a).For all x at which f(x) is differentiable ,f’(x) is a function called the derived function of f(x) .The domain of f’(x) is the subset of f(x).f’(x) is sometimes called as the derivative or the differential coefficient of f(x) at x.The process of obtaining the derivative of f is called Differentiation.f’(x) is sometimes denoted by dy/dx or Dy   or Df(x) or d/dx f(x).2. EXAMPLEIf f(x) is a continuous function of x and if x varies, f(x) also varies correspondingly. But the variation in the function may not be uniform sometimes slowly and sometimes rapidly. Geometrically, this problem is equivalent of that of finding a tangent line to the graph of the function.The function F(x) is called the anti derivative of the function f(x) on the interval (a,b) if at all points of this interval F’(x)=f(x)Definition:Indefinite Integral: If the function F(x) is an anti derivative of f(x), then F(x) +c is called the indefinite integral of the function f(x).It is denoted by ∠«f(x)dx. Since c is an arbitrary constant the integral is reasonably referred to as indefinite integral.Thus by definition ,∠«f(x)dx= F(x)+ C if F’(x)=f(x).f(x) is called the integrand and c is called the constant of integration. x is the variable of integration. The process of obtaining the integral is called as Integration.Definite Integral:... Let >0 |f(x) - (13)| < Substitute f(x) = 5x+3 |5x+3 - (13)| < |5x-10|2 (5x+3)=13 PART 2 1. DERIVATIVE Let a is a number in the domain of f and Lim/h->0 [f(a+h)-f(a)]/h exists, then f is said to be differentiable at a. This limit is called the derivative of f at a and is denoted by f'(a).For all x at which f(x) is differentiable ,f'(x) is a function called the derived function of f(x) .The domain of f'(x) is the subset of f(x). f'(x) is sometimes called as the derivative or the differential coefficient of f(x) at x.The process of obtaining the derivative of f is called Differentiation. f'(x) is sometimes denoted by dy/dx or Dy or Df(x) or d/dx f(x). 2. EXAMPLE If f(x) is a continuous function of x and if x varies, f(x) also varies correspondingly. But the variation in the function may not be uniform sometimes slowly and sometimes rapidly. Geometrically, this problem is equivalent of that of finding a tangent line to the graph of the function. For Example, velocity is derived from the position function and acceleration is derived from the velocity function. Each of velocity at a point, acceleration at a point etc., is an instantaneous rate of change ,but not the average rate of change, which relates to a finite interval of space or time .This is obtained by applying the limit concept to the problem of determining the instantaneous rate of change of a function. This is done by finding the

Monday, August 26, 2019

Environmental scan Essay Example | Topics and Well Written Essays - 1000 words

Environmental scan - Essay Example However, the management should be aware of some of the shortcomings of semantic technique: it is limited in its data content, it can not be used for navigating the website and it is complicated for beginners. Currently, many people make use of search engines to retrieve and search for data on the internet. There are over fifty search engines that are available to the user worldwide. Some of the search engines are regional while others are universal. For example, Google, Yahoo Search and MSN are some of the global search engines. These search engines came to the market at the start of the last decade of the twentieth century. Following are some of the search engines that are currently in use: It is an immense search engine (Takakuwa, 2004: 23). It is claimed to be one of the biggest search engines that is currently available to web browsers. Levene (2006: 123) is of the view that Google uses the PageRank system to display the information that the user is searching for. This type of page ranking is named after one of the pioneers, Larry Page. This technology gives the user the pages that closely resemble what he is looking for (Takakuwa, 2004: 100). The page with the highest similarity is ranked at the top. This search engine is effective as far as giving the user a multitude of hits that closely resemble what he is searching for. It can be used to search for books, blogs, images, patents amongst others (Takakuwa, 2004: 100). It also links the user to other sites that are relevant. Though not as big as Google, it has an excess of twenty billion â€Å"web objects† (Thurow, 2007: 23). It gives the user shortcuts to the relevant site that he is looking for (Thurow, 2007: 23). The results are ranked using the Automatic AND technique. Apart from the two above, there are many other services such as Exalead, MSN and a host of others. The current search engines have some efficacies based on their size of database, search

Sunday, August 25, 2019

Qualitative Methods Assignment Example | Topics and Well Written Essays - 250 words

Qualitative Methods - Assignment Example In this method of qualitative research, the theory developed should be flexible enough to be able to cover a broad variety of varying instances more understandable, in such a way that it makes sense of the whole picture, and not just an aspect of it (Charmaz, 2007). This specific method may have a great impact on the mini-project. One of the capacities of the grounded theory method is that it can analyze and understand current social situations, such as spirituality in nursing, and then predict the changes in the said situations (Schreiber & Stern, 2001). Indeed, the basic steps of grounded theory shaped the steps utilized in the thematic analysis of the mini-project. For example, after the interview, although the questions were not really improved or refined, the coded transcriptions were compared with the results of others, in order to allow the relevant themes to emerge. After the said themes materialized, they were again re-evaluated through their comparison to other literature. By doing so, the mini-project was able to achieve an aim of grounded theory, which involves extracting the common meanings of experiences from individuals undergoing common experiences (Jannetti, 2005). More importantly, at the end of the mini-project, it was also a ble to provide a meaningful course for action (in promoting spirituality in workplace), which is something Birks and Mills (2011) stated that is achieved by grounded theory. Jannetti, A. J. (2005, February 24). Case and Grounded Theory As Qualitative Research Methods. Retrieved from Red Orbit:

Marketing Essay Example | Topics and Well Written Essays - 250 words - 63

Marketing - Essay Example AICPA is an organization that deals with the harmonization of the accounting industry through the promotion of competence, integrity, and professionalism. I will also be interested in linking the activities of trade association with a job board that is concerned with promotion of professionalism among US job seekers. My main interest will be Career Builder, which is a job board that links employers with job seekers. The choice for career is based on the policy of professional development that the job boar promotes. Unlike other job boards, career builder believes in the development of people throughout their career. The board’s policies also illustrate value for development of skills through education and on job training. In addition, the issues of standardization remain a major cause of unemployment in the country. To contain the problem, I will need to work with an association that promotes standardization of employees through quality or standard education. Setting of standards in the work force will enhance professionalism and integrity among our Marketing Essay Example | Topics and Well Written Essays - 250 words - 55 Marketing - Essay Example Indian Motorcycle banked on its legendary image â€Å"hitting the road in 1901, Indian was not only the first American motorcycle, it was the worlds best-selling bike and, having introduced the first V-twin motorcycle to the world in 1907, the most technologically advanced† (Indian Motorcycle 1). Its strategies include showcasing vintage and classic motorcycles, complete with motorcycle accessories. Its global sites include stores in North America, Mexico, Carribean, Central and South America, Europe, Asia and the Pacific, among others. For Harley-Davidson USA, the appeals that they use include appealing to the emotions through the use of visual images that cater to diverse customers and using options such as customization, even test riding and renting a bike, with other appeals that provide facts and opportunities to meet and share this interest to other bikers through events and community endeavors. Indian Motorcycle uses comparative details, historical timeline of achievements, rider stories, and motorcycle events where participants get to know more about experiences and the journey of other motorcycle riders. Likewise, their various motorcycles are showcased in vivid and colorful details that assist potential customers in deciding to purchase or to attend in the companies diverse motorcycle

Saturday, August 24, 2019

Obtaining Civil Rights. How have African-Americans worked to end Essay

Obtaining Civil Rights. How have African-Americans worked to end segregation, discrimination, and isolation to attain equality and civil rights - Essay Example Establishment of slavery in America: The early 17th century marks the start of slavery in the US. During the era of 17th century humungous numbers of slaves were brought into US from different areas of Africa. The life expectancy rate during that time period in the Brazilian regions was quite low so these slaves were brought to US where the level of life expectancy was better. Many historians claim that nearly 6 million highly competent slaves were brought from abroad especially from Africa to America in the 18th century (Griffin, 2009, 605). During the 18th century, most of the black slaves worked on the tobacco and rice plants, located near the southern coast. Many colonists claim that after the American Revolution, the black slaves in America were overpowered by the British in order to abolish slavery in the nation because they expected that this would end up in resulting in adverse effects. However, as the war ended, the new American constitution counted every slave in the country as three-fifths of a person with the intention of taxation and ensuring the right to seize ‘any person who is acquired for labor or other services’. Role of cotton gin: The number of slaves in America began to reduce in the late 18th century due to shortage of lands required for growth of tobacco. Due to this terrible exhaustion of tobacco plants, an economic crisis hit the South. During this period, textile industries were rapidly growing in the Britain and the demand for cotton reached its zenith. The textile industries in the Britain demanded the American cotton for speedy growth of these industries. Unfortunately, growth of American cotton was restricted in America due to difficulty of elimination of seeds from raw fibers of cotton by hand. This problem was sorted out in 1700s by a young school teacher, Eli Whitney, who invented a machine known as cotton gin for easy removal of seeds (Griffin, 2009, 598). This device brought a revolution not only in America, but in South Asia too as a rapid transition from production of tobacco to production of cotton was witnessed. A great number of businessmen benefitted by investing on cotton plants and this investment aided them in earning high levels of wealth. Almost all northern states put an end to slavery between the years 1700s to 1800s and the US Congress excluded the African slave trade from the benefit of the law, but these actions never really affected the growth of slaves in America. The population of slaves in the United States of America grew so rapidly that it had tripled over the next 45 years. By the year 1860, the population of slaves rose to 5,97,000 individuals, with most of the slaves dwelling in the cotton-producing southern states. Brutal behavior of slaveholders and the slave revolts: One-third of the southern population comprised of slaves in the Antebellum South. A good number of these slaves subsisted on either huge farms or plantations with most of the masters owning only less than 50 slaves. A strict method of restrictive codes regulated the lives of these slaves as the slave owners wanted the slaves to be entirely dependent upon their masters. The slaves we re strictly interdicted by their masters from educating themselves. The behavior as well as the movement of the slaves were also governed by the slave owners and were restricted. Slave owners took sexual privileges with slave