Man with the Movie Camera and the Male Gaze Essay Example

Man with the Movie Camera and the Male Gaze Paper Man with the Movie Camera: The Male Gaze Between every audience and a film there will always lay a camera; this camera may seem transparent or not visible, but nevertheless there is a camera and a cameraperson filming the scenes. Laura Mulvey, within her essay Visual Pleasure and Narrative Cinema, coins the term â€Å"male gaze,† where the intermediary, the camera, is metaphorically transformed to the eyes of a male, changing how we view cinema, as well as both men and women immortalized on the silver screen. Dziga Vertov, a Soviet director, wrote and directed an avant-garde, silent documentary film called Man with the Movie Camera in 1929. Despite being famous for its anti-narrative cinematical elements, the film includes a number of narrative developments of human movement in the Soviet Union, which portray power struggles between the government, men, and women. Vertov’s Man with the Movie Camera reflects Mulvey’s psychoanalytic male gaze by abstaining from the use of a visible subject or actors, its use of a wide and unusual variety of cinematic camera techniques, and a male perspective. Man with the Movie Camera lacks a clear or constant visible subject or actor, and thus supports Mulvey’s theory of the male gaze in cinema. The film, instead of having recognizable characters or actors, attempts to capture the life of a camera man, very much from the camera’s perspective. Vertov includes shots of the titular camera men within the film, but many of the scenes are montage or unstaged clips of daily life. We will write a custom essay sample on Man with the Movie Camera and the Male Gaze specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Man with the Movie Camera and the Male Gaze specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Man with the Movie Camera and the Male Gaze specifically for you FOR ONLY $16.38 $13.9/page Hire Writer By not utilizing strongly developed characters, the audience does not have a particular perspective to view the film, other than the exclusively male cameramen, but, by including the cameramen, with their cameras, filming within the film, as well having the audience view another audience watching the same movie, Vertov brings attention to the gaze itself; that there is, in this case, a man looking through the camera and creating the scene. Mulvey says that â€Å"There are circumstances in which looking itself is a source of pleasure, just as, in the reverse formation, there is pleasure in being looked at† (200). The male gaze in the example of scenes of cameramen filming with the film itself represents this pleasure of looking and of capturing a moment. Mulvey goes on to say that: â€Å"At first glance, the cinema would seem to be remote from the undercover world of the surreptitious observation of an unknowing and unwilling victim. What is seen of the screen is so manifestly shown. But the mass of mainstream film, and the conventions within which it has consciously evolved, portray a hermetically sealed world which unwinds magically, indifferent to the presence of the audience, producing for them a sense of separation and playing on their voyeuristic fantasy† (201). Man with the Movie Camera seems to counteract the illusion of cinema by drawing attention to the act of filming and the cameramen themselves and a lack characters. Furthermore, because the film is a silent documentary, though an orchestral soundtrack was produced to accompany the film, the characters that are present have no voice or audible connection to the audience, thus without a consistency of characters nor a voice attached to any of the subjects within the film the audience becomes aware that the camera can ultimately be an intermediary between the cameramen and them, and the illusion of narrative cinema is lost. Mulvey states that in film women are typically the objects, rather than the possessors, of gaze because the control of the camera, and thus the gaze, comes from the assumption of heterosexual men as the default target audience for most film genres, in this case, as a result of the male cameramen present in the film (200). Though there are no consistent human characters with Man with the Movie Camera, the camera itself seems become a subject itself. In the opening scene of the movie one of the various cameramen is positioned, by being superimposed, on top of another large, mountainous camera. In later scenes within the film, Vertov seeks to emphasize the power of the visual reach of the camera; it can go anywhere and be anywhere. For example, Vertov creates scenes in which the film superimposes a cameraman inside a glass of, women waking up and getting dressed, and a woman giving birth, and the baby being bathed. In another scene the camera is subject to simple animation in which it even evolves human movement like its cameramen. These scenes portray the gaze of the camera, thus the gaze of the man behind the camera – a literal male gaze, as having the power to film and objectify anything, from this the camera itself becomes the subject amongst a lack of actors. Man with the Movie Camera utilizes an unusually broad range of cinematic technique and staging, which reflect Mulvey’s male gaze of cinema. A majority of the scenes in the film appear to be completely not staged, as the audience is aware that the cameramen being filmed are simply attempting to gain shots of people of the Soviet Union in their everyday life and routine. By creating a seemingly realistic shot, Vertov changes â€Å"the function of film†¦ to reproduce as accurately as possible the so-called natural conditions of human perception. Camera technology†¦ and camera movements†¦, combined with invisible editing†¦ all tend to blur the limits of screen† (204). In one clip, Mikhail Kaufman, one of the cameramen, as well as Vertov’s editor, sets his camera up in a train car to film passengers sitting in a train car. Despite the people in the train car appearing staged, one child waves to the camera shyly, making the scene lose its formal, undisturbed feeling. In a similar way to voyeurism and the male gaze, Mulvey says â€Å"that of the spectator in direct scopophilic contact with the female form displayed for his enjoyment (connoting male fantasy) and that of the spectator fascinated with the image of his like set in an illusion of natural space, and through him gaining control and possession of the woman within the diegesis† (204). In the case of Kaufman filming what we presume as a diegesis of natural space, according to Mulvey the male gaze of the camera, the cameramen, and the audience creates a spectacle of the natural, or unstaged, world, which, as Mulvey puts in Freudian terms, creates a voyeuristic male fantasy. The film itself does contain sexual imagery, concurrent with the male fantasy. Scenes of a camera set up in a room continuously films women waking up and getting dressed, then undressed later, which literally fulfills the fantasy of voyeuristic male fantasy. Similar to the concept of the’ peeping to,’ The Man with the Movie Camera creates an unstaged world which entertains the male gaze. Amongst other cinematic techniques include many scenes involving track shots. Track shots, so named because the camera is usually set along a track in order to control its movement, mirror a gentle progression of movement, not entirely unlike human walking or running. In this sense, the film once again recreates a natural world through comparably human movement. Other techniques, such as extreme close ups, for example of people sitting in the audience viewing the movie, the same film, within the movie in the heater present the audience with another scene in which the viewer is associated with the active subject; the camera and its gaze – or the gaze of the titular characters, and the passive, objectified individuals, as well as the masses. Lastly, Vertov’s Man with the Movie Camera reflects Mulvey’s male gaze through it s portrayal of men and women through objectification. The basis of this argument comes from the assumption that the audience will take the perspective of the cameramen seen filming within the movie, whom are the only consistent characters, thus the audience will take on the gaze of the male. Mulvey says â€Å"the man controls the film fantasy and also emerges as the representative of power in a further sense: as the bearer of the look of the spectator, transferring it behind the screen to neutralize the extra diegetic tendencies†¦ as spectacle† (204). One of the first scenes in which women are visible on screen, is a montage of footage of cameramen working to achieve difficult or risky shots, such as sitting in front of a moving train or filming in a moving vehicle, spliced with scenes of women putting on pantyhose and braziers. This comes as a reflection of the male gaze by objectifying women through the comparison between men working with cameras and taking dangerous shots and women’s legs. In one, the men are usually facing the camera or their faces are at the very least visible to the viewer whilst they are filming, yet for the women their faces are never visible throughout this montage, only their bodies. This works on different levels to support a male gaze; it solidifies the association of the audience with the male by both showing men’s faces, and their gaze, and their relationship with the camera; women are not shown to be even capable of a gaze nor able to be equals with the male gaze by meeting it with their own. According to Mulvey, the male gaze is based upon the theory that â€Å"the paradox of phallocentrism in all its manifestations is that it depends on the image of the castrated woman to give order and meaning to its world. An idea of woman stands as a linchpin to the system: it is her lack [of a phallus] that produces the phallus as a symbolic presence; it is her desire to make good the lack that the phallus signifies† (198). Through this reasoning, The Man with the Movie Camera, no matter how artificial this montage may be interpreted, objectifies women as both a threat of castration and sexual objects, and portrays men as the both the men behind the camera and connected to the actively looking audience. Despite much of the film being nstaged, The Man with the Movie Camera contains a few scenes in which the events are staged or choreographed. The scene mentioned earlier, of the women getting dressed, is one of the few obvious examples of staging within the film, as well as a scene in which chess pieces are being collected in the middle of the chess board. By having scenes that are obviously staged or choreographed, especially amongst a vast majority of film that is natural, or, Vertov emphasizes such objectification. Dziga Vertov’s Man with a Movie Camera comes to the viewer as a reflection Laura Mulvey’s psychological male gaze by having no consistent characters or narrative development, unusual cinematic and plot techniques, and by utilizing an objectifying male gaze. Vertov’s film, much like a majority of film of the silver screen from Hollywood’s day and age, clearly had examples of a male gaze a theory from Mulvey, a much more contemporary writer, despite many of its non-traditional, anti-narrative structure.

The Vicious Circle of Poverty

The Vicious Circle of Poverty Free Online Research Papers For poor countries, there is a point of view that they are destined to remain poor. The rationale behind the above statement is that, for poor countries, taking resources out of the production of consumer goods is very difficult because they are living so close to subsistence levels and the lack of saving can make it difficult for them to accumulate capital and grow. That is called the vicious circle of poverty, which illustrates that the poor counties will remain poor if not poorer, while rich countries will grow even richer following the same circle. This essay will analyze the two types of countries, more specifically, the rich ones- the developed countries- such as the US and the European countries and the poor ones- the developing countries like China, India and most of the African countries. It will also examine how they function differently during the process of accumulating capital and grow. Further, this essay will explore ways as well as evaluating their feasibility for developing countries to break the vicious circle of poverty. Finally, this essay will draw some conclusion based on the overall analysis and give suggestions for the sustainable development of developing countries. Comparison of developed countries and developing countries First and perhaps the most important, is that in order for capital goods to be accumulated to produce greater quantities of consumer goods in the future, consumer goods have to be given up in the present. This can be illustrated using the production possibilities frontiers (PPF) model (see graphic 1). It shows the combinations of output that the economy can possibly produce given the available labor and resources as well as the available production technology with the two axis being the consumption goods and capital goods(). Given the limitation of resources and technology, if the country uses up more good for consumption, then it will leave fewer capital goods for investment (Mankiw, 2007). Figure 1: PPF model of economic allocation Second, apply the same model to the two different types of countries- developed and developing counties, and compare the choices by them. The two major differences between the two types of countries are the resources and technology. More often than not, developed countries are always having both more resources and much better technology than their developing counterparts. As a result, a developed countrys PPF curve will be much larger relative to its population. Graphic 2 illustrates the comparison of two countries, one developed and one developing, which both have similar population. As shown in the graphic, the developing country has a much smaller PPF curve than the developed country, which reflects its fewer resources and lower level of technology. What is worse, in the real cases, developing countries are always having much greater number of people as well as greater population growth rates. Figure 2: comparison of PPF model in a developed country and a developing country Third, consider the relationship between investment and consumption and see how it works differently in developed and developing countries. Assume the replacement level of investment represents the threshold level of investment (Ir as shown in figure 3)- the level of production that would just exactly replace the capital is worn out in the current period. Similarly, assume the subsistence level of consumption (Cs as shown in figure 3) equals that level of the production of consumption goods just sufficient to feed a country’s population without starvation. Figure 3: Comparison of PPF model of economic growth As seen from figure 3, the developed country has the ability to both feed its population at or above the substance level, and at the meantime, replace or expand its stock of capital. For example, the country can choose its production pattern on the PPF curve where shaded. In this area, it can feed its population and expand its production possibilities in the future. While people in the developing country are living so close to subsistence levels and the country is lack of savings. So the choice for it becomes an â€Å"either or† question. It can choose between either feeding its population or expanding its production possibilities. Unfortunately, it cannot do both as in the shaded area, which is obviously beyond its production limit. Finally, figure 4 illustrates how the vicious circle of poverty comes into being. If the developing country, for instance, decides to feed its population at the expenses of replacing worn out capital, the country must produce less than the replacement level of investment. As a result, in the future its production ability will further decrease and its PPF curve will shift back, making the decision even worse. At that moment, feeding its population would require an even lower level of production for capital goods, which will in turn lead to an even more serve shift back in its PPF curve. Consequently, if the country continues to choose to feed its population, the PPF curve will shift back to a point that it will be unable to either replace its capital or feed its population. Figure 4 illustrates these sequences by the movement over time from production possibility frontier P0 to production possibility frontier P1 and P2. Figure 4: PPF model of vicious circle of poverty in a developing country Ways to beak the vicious circle While on a theoretical basis, the above analysis justify that the statement for poor countries, taking resources out of the production of consumer goods is very difficult because they are living so close to subsistence levels and the lack of saving can make it difficult for them to accumulate capital and grow. It seems that the poor counties are destined to remain poor, if not poorer. Supposedly, a poor country cannot get the capital investment to improve industry. Of course, that statement begs the question: how did any country ever get out of poverty? How did the first country get out of poverty? Clearly, there are ways that poor countries can lift themselves out of their â€Å"vicious circle of poverty.† Normally, there are three ways to break the vicious circle, to set the threshold of investment higher than required, to starve some of the population at the present in trade for the sustainable development in the future, and to get foreign aid from developed countries. First of all, one of the solutions is for the developing country to decide to set its production of investment at more than the replacement level (that is higher than Ir shown in figure 3). From the perspective of the future, this choice has two advantages. First, it will expand the countrys PPF curve in the future (rightward to the new Ir level), reducing the poverty problem in the future. In fact, eventually the PPF will shift out enough so that the developing country will eventually be able to both feed its population and expand its production possibilities in the future (Goff, 2003). Second, choosing to allow some of their population to starve will also move the country in the direction of being able to both feed its population and increase its PPF curve. Although it is not the ideal choice for a county, it is the only internal choice that may result in fewest deaths and the most future productive growth. This is true because some people will die through starvation, presumably those who are least productive. In the future, since the population is lower, the subsistence level of consumption will fall. Because it is the least productive who will starve, their deaths will not have a large adverse effect upon the PPF curve. Finally, there is another more palatable solution exists, which is through foreign investment into developing countries. The vicious circle of poverty can be avoided if the country either has more resources or better technology. Foreign aid from developed countries can give developing countries either or both of these, allowing them to avoid the unpalatable choices discussed above and increase their PPF curves outward. Moreover, helping a developing country develop will also develop markets for the goods and services from developed countries, gaining economic benefits for them (World Bank, 2006). Conclusion From the analysis above, the economic growth and development refer to the expansion of economic choices, i.e., rightward or outward shifts in the PPF. For poor countries, there are limited resources and inferior technology, it is difficult for them to accumulate capital and grow. While poor countries cannot afford to divert resources away from the production of consumption goods, they can escape from this situation with additional investment in capital from foreign aid. In absence of foreign investment, poor countries can also set its investment threshold higher than necessary or sacrifice few people in exchange of the sustainability of its economy, though not that favorable. References: Goff, Peter. â€Å"Factors affecting economic growth in developing countries†, Development Economics Web Guide, Issue 1, May 2003 Mankiw, N.G. (2007) â€Å"Principles of Economics†, 4th edition, Harcourt College Publishers World Bank, (2006) â€Å"The Economics of Developing Countries†, CHAPTER 16W. www.mcconnell17.com Research Papers on The Vicious Circle of PovertyDefinition of Export QuotasInfluences of Socio-Economic Status of Married MalesPETSTEL analysis of IndiaNever Been Kicked Out of a Place This NiceBringing Democracy to AfricaPersonal Experience with Teen PregnancyAssess the importance of Nationalism 1815-1850 EuropeIncorporating Risk and Uncertainty Factor in CapitalCapital PunishmentGenetic Engineering

Instructional Design and Program Evaluation Essay

Instructional Design and Program Evaluation - Essay Example A review of the literature in online learning revealed critical strategies for effective teaching practices (Palloff & Pratt, 1999 & 2000; Graham, C., Kursat. C., Byung-Ro, L., et al.   2001; Lewis, L., Farris, E., Snow, K., & Levine, D. 1999; Candiotti & Clarke, 1998; Schrum & Berge, 1998; Ladon, E. H., 2002). According to the literature, an effective instructor should focus on many factors in order to create a successful online learning environment. The following are instructor characteristics that are synthesized from the aforementioned scholars: accept the value of facilitated learning as equal to that of the traditional model; demonstrate a broad base of life experiences in addition to academic credentials; possess characteristics of openness, concern, flexibility, and sincerity; feel comfortable communicating in writing; want to introduce critical thinking into the learning process; possess the appropriate credentials to teach the subject matter; be experienced and well train ed in online learning; demonstrate a very rich, active, respectful and responsive style of communication; provide a safe climate; invite input regarding the goals and agenda of the course; establish a sense of community among the learners; keep students aware of where they stand with respect to the course evaluation process; assess student learning without using tests requiring memorization; be online nearly every day; create places in an online environment where students can ask for help.... Revisions, however, are limited to delivery method and teaching strategies. The below, reviewing empirical and theoretical literature on online learning, contains a set of recommendations designed to enhance the learning experience and facilitate student's understanding. 3 Online Learning A review of the literature in online learning revealed critical strategies for effective teaching practices (Palloff & Pratt, 1999 & 2000; Graham, C., Kursat. C., Byung-Ro, L., et al. 2001; Lewis, L., Farris, E., Snow, K., & Levine, D. 1999; Candiotti & Clarke, 1998; Schrum & Berge, 1998; Ladon, E. H., 2002). According to the literature, an effective instructor should focus on many factors in order to create a successful online learning environment. The following are instructor characteristics that are synthesized from the aforementioned scholars: accept the value of facilitated learning as equal to that of the traditional model; demonstrate a broad base of life experiences in addition to academic credentials; possess characteristics of openness, concern, flexibility, and sincerity; feel comfortable communicating in writing; want to introduce critical thinking into the learning process; possess the appropriate credentials to teach the subject matter; be experienced and well trained i n online learning; demonstrate a very rich, active, respectful and responsive style of communication; provide a safe climate; invite input regarding the goals and agenda of the course; establish a sense of community among the learners; keep students aware of where they stand with respect to the course evaluation process; assess student learning without using tests requiring memorization; be online nearly every day; provide two types

The Role of Religon In Diplomacy Essay Example | Topics and Well Written Essays - 1000 words

The Role of Religon In Diplomacy - Essay Example Religious leaders can understand the causes of conflicts more clearly than politicians. Religions work on the principles of morals whereas politics work on the principle of utility. In other words, politics always try to exploit as much as from a negotiation whereas religions may give more importance to the settling of disputes even if it sacrifice something. So, culturally motivated politics can be settled more effectively with the help of religions or religious leaders since the dialogues between religious leaders may help both the parties to realize the issue more deeply. At the same time it is difficult to solve all international disputes with the help of faith or religious leaders. There are many conflicts in which both the parties happens to be from the same religion. It should be noted that Iran and Iraq have engaged in a fierce battle few years before even though both the countries are dominated by Muslim religion. The influence of religion in Iranian politics was more than t hat in Iraq few years before. Even though Muslim leaders tried to solve Iran-Iraq conflicts amicably, Saddam’s dictatorship prevented them from doing so. Nobody can argue that Hitler like dictators will even hear the words of religious leaders. In short, settling cultural disputes between countries with the help of faith based diplomacy is difficult in some cases as cited in the above examples. Majority of the religions teach the importance of love in solving problems between people and cultures. Religious leaders should teach diplomats and politicians the necessities of solving cultural disputes based on moral and values rather than selfishness. In the current globalized world, religious leaders can play more useful roles in solving cultural problems. For example, Pope... This paper approves that it is difficult to solve all international disputes with the help of faith or religious leaders. There are many conflicts in which both the parties happens to be from the same religion. It should be noted that Iran and Iraq have engaged in a fierce battle few years before even though both the countries are dominated by Muslim religion. The influence of religion in Iranian politics was more than that in Iraq few years before. Even though Muslim leaders tried to solve Iran-Iraq conflicts amicably, Saddam’s dictatorship prevented them from doing so. Nobody can argue that Hitler like dictators will even hear the words of religious leaders. In short, settling cultural disputes between countries with the help of faith based diplomacy is difficult in some cases as cited in the above examples. Majority of the religions teach the importance of love in solving problems between people and cultures. Religious leaders should teach diplomats and politicians the nece ssities of solving cultural disputes based on moral and values rather than selfishness. In the current globalized world, religious leaders can play more useful roles in solving cultural problems. This report makes a conclusion that faith based diplomacy is essential in solving some of the culturally motivated disputers in this world. Albright’s opinions are extremely relevant and logical when we analyze some of the cultural conflicts existing in this world. Faith based diplomacy with the help of morals and values will be more effective than political diplomacy.

Theories of Motivation and Relative Needs Essay Example for Free

Theories of Motivation and Relative Needs Essay When an employee is underperforming, the employee runs the risk of setting in motion a ripple effect that will harm the greater whole of the network that comprises the field in which he or she is performing. In other words, a poorly motivated and poor performing employee can lead to a â€Å"contagion† that will dramatically effect the performance of other employees. In certain environments, this can be catastrophic. If one is to examine the example of a surgical environment, an underperforming employee can not be tolerated. There are a number of ways that such underperformance can be addressed, the worst of which being utilizing an authoritarian, draconian means of reversing poor performance. Such a method is a mistake. Usually, when an employee is slacking or performing below expectations, it is not terribly difficult to reverse the negative trend provided a decent manner in which to coax a better performance is used. Far too often, a supervisory will try and coax a better performance out of an employee by way of dropping an authoritarian hammer on the person. While this may work in the short term, it ultimately backfires as the moral of the employee hits an all time low and eventually returns to a substandard level of performance that is next to impossible to reverse. Even worse, the employee may become single focused on just doing the bare minimum of acceptable standards and getting the   employee to increase an average performance is much more difficult that increasing substandard performance as â€Å"average† is something the employee can usually get away with. (Hence, the reason why the employee will steer himself towards the safety net of ‘average.’) Under Maslow’s HIERARCHY OF NEEDS, one of the spheres of needs is that of self esteem needs. Under this theory, it is suggested for a person to feel a sense of self worth, there needs to be an emphasis in the person’s life on either professional or hobbyist pursuits to where the person places a great deal of said emphasis on things the person is talented. In other words, by taking a great deal of self esteem from duties and tasks one performs well will keep a person motivated to continually perform better. When the person is removed from tasks that the person has exceptional talent, then the person will suffer from a lessoning of self esteem. This eventually will set in motion a decline in performance as the person is not able to measure up to professional standards as the duties and tasks the person is assigned are outside of the scope of the individual’s talent. This is why it is exceptionally important that those assigning duties and tasks to an employee must make sure that the employee’s strengths are being played to. If not, the person will start to suffer from a loss of self esteem and that will be soon followed by a drop in motivation. When it comes to an employee who works in the healthcare field, particularly in surgery related duties, there is an underlying factor that can undermine motivation: burnout. Such a career and field is a very high pressure field and requires a great deal of time commitments in order for the employee to function effectively. Such commitment can erode a person’s enthusiasm which ultimately will lead to reduced or poor performance. The key to reversing such a trend will involve using Maslow’s self esteem and self actualization principles in order to reverse the negative trend and performance. In one case, there was an employee named ‘Liza’ who started to severely slack on her job duties as a surgical nurse. She had always previously performed at exceptional levels, but her recent performances were decidedly lacking. It seemed as if she was on the verge of quitting. In order to help Liza turn her performance around, what needed to be undertaken was a means of boosting her self esteem so she could recapture the fire that she once had when it can to performing her duties and tasks. At the base of this was the need to determine what it was that was leading to the reduced performance. The reason that Liza’s job performance was suffering was because she was not able to balance the long hours at the hospital with the complexities of her family life. This was creating a feeling of being overwhelmed and it cut into her ability to think clearly. To counteract this problem, Liza was assigned a mentor who had faced similar problems in the past. The mentor was able to slowly work Liza through what had been troubling her and provided her with tips and ideas on how to balance her professional and home life. While the results were not overly dramatic, there was progress made. When Liza realized that the tips and oversight her mentor was providing were helping her job performance increase, Liza began to experience a renewed sense of self worth. The reason for this is that her self esteem had increased because she finally realized that it was within her own power to reverse the negativities. (To a degree, this is similar to Maslow’s vision of self actualization) So, it can be said that providing a mentor with the express purpose of helping to build up an employee’s formerly lost self esteem can work wonders in terms of providing motivation for an employee who is seemingly drifting in and out of interest with his/her profession.

The Concept of Corruption in the Western Societies Essay -- gift giving

Introduction This paper will go over public corruption and how it is viewed and the obstacles that develop from it. It will show that in western parts of the world corruption is not accepted but in other parts of the country it is. This paper well go over what I agree with and do not agree with about corruption. It will also show how some gift giving traditions by some officials to be used to take advantage of their countries people. Corruption means different things to different people it could be somebody paying someone to move their police application ahead of people before them. It could mean that a contractor giving a code inspector tickets to a play that had been sold out for weeks. It could be someone giving money to the person in charge of government contracts. Corruption can be many things not just government officials getting money to benefit them self’s. The Webster’s Dictionary defined it as the inducement of wrong by an improper or unlawful means, as the abuse of entrusted power for private gain. (Mariam- Webster online Dictionary (2009). When most people think of corruption they think of bribery, Nepotism, fraud, embezzlement. Bribery most of the time is the police officer taking money for a ticket or to look the other way during a crime. Nepotism is normally a public official allowing his relative or neighbor to do something that he would cite someone else for. Fraud is like someone g etting money from the government for food while working and lying about it. Embezzlement is when someone takes money or any property from a government or business. There can be different types of corruption between political and administrative corruption. The administrative type of corruption has to do with polices such as someone gett... ...corrupt because of the big benefit to change their lives by money or gifts and the thought that they will not be caught. They also believe if they are caught they will not get a very hard penalty for the crime. There are counties that believe in gift giving and receiving monies as a sign of showing respect and honor to them. In our county we see it as gift giving is a miss use of an officials trust that the people empowered them with. It also shows their doing this for their own personal benefit. The public will not accept this from any official in any office with in the city, state or the federal government. It could take years for these government to build trust back with the people they serve. Works Cited Delattre, E. (2011). Character and Cops: Ethics in Policing [VitalSouce bookshelf version]. Retrieved from http://online.vitalsource.com/books/9780844772264

Master of Business Administration – Semester

Linear programming Is a specific case of mathematical programming (mathematical optimization). More formally, linear programming is a technique for the optimization of a linear objective function, subject to linear equality and linear inequality constraints. (b) A toy company manufactures two types of dolls, a basic version doll- A and a deluxe version doll-B. Each doll of type B takes twice as long to produce as one of type A, and the company would have time to make maximum of 1000 per day. The supply of plastic Is sufficient to produce 1000 dolls per day (both A & B combined).The deluxe version requires a fancy dress for which there are only 500 per day available. If the company makes a profit of RSI 3. 0 and RSI 5 per doll, respectively on doll A and B, then how many of each doll should be produced per day in order to maximize the total profit. Formulate this problem. Mans. Let XSL and XX be the number of dolls produced per day of type A and B, respectively. Let the A require t hr s. So that the doll B require at hrs. So the total time to manufacture XSL and XX dolls should not exceed 20th hrs. Therefore, + text s 20th Other constraints are simple.Then the linear programming problem becomes: Maximize p = ex. ; 5 XA Subject to restrictions, XSL + XX 1500 (Plastic constraint) XX 600 (Dress constraint) And non-negatively restrictions 2. What are the advantages of Linear programming techniques? Mans. Advantages-? 1 . The linear programming technique helps to make the best possible use of available productive resources (such as time, labor, machines etc. ) 2. It improves the quality of decisions. The individual who makes use of linear programming methods becomes more objective than subjective. 3.It also helps in providing better tools for adjustment to meet changing conditions. 4. In a production process, bottle necks may occur. For example, in a factory some machines may be in great demand while others ay lie idle for some time. A significant advantage of linear programming is highlighting of such bottle necks. 5. Most business problems involve constraints like raw materials availability, market demand etc. Which must be taken into consideration. Just we can produce so many units of product does not mean that they can be sold. Linear programming can handle such situation also. 3.Write a note on Monte-Carlo simulation. Mans. Simulation is also called experimentation in the management laboratory. While dealing with business problems, simulation is often referred to as ‘Monte Carlo Analysis'. Two American mathematicians, Von Neumann and Ulna, in the late sass found a problem in the field of nuclear physics too complex for analytical solution and too dangerous for actual experimentation. They arrived at an approximate solution by sampling. The method they used had resemblance to the gambler's betting systems on the roulette table, hence the name ‘Monte Carlo' has stuck.Imagine a betting game where the stakes are based on correct pre diction of the number of heads, which occur when five coins are tossed. If it were only a question of one coin; most people know that there is an equal likelihood of a head or a tail occurring, that is the probability of a head is h. However, without the application of probability theory, it would be difficult to predict the chances of getting various numbers of heads, when five coins are tossed. Why don't you take five coins and toss them repeatedly.Note down the outcomes of each toss after every ten tosses, approximate the probabilities of various outcomes. As you know, the values of these probabilities will initially fluctuate, but they would tend to stabilize as the number of tosses are increased. This approach in effect is a method of sampling, but is not very invention. Instead of actually tossing the coins, you can conduct the experiment using random numbers. Random numbers have the property that any number is equally likely to occur, irrespective of the digit that has alread y occurred.