Strategic Marketing - The Drucker Assignment Essay

Strategic Marketing - The Drucker Assignment - Essay Example The three components have been brought together so that a managerial environment can be created (Drucker, 2001). The three components can be considered to be the main theme of the book. Peter Drucker was highly interested in the role played by the people in the organizations. His book â€Å"The Essential Drucker† deals with various management topics. The book comprises a selection of pieces from Drucker’s many books in a period of sixty years (Drucker, 2001). The Most Enlightening Chapter Topic The most enlightening topic for me is 'know your strengths and values'. This chapter topic has been chosen from the second chapter named â€Å"The individual†. This chapter teaches an individual about identification of the person’s strengths as well as values. By recognizing the strengths and the values, the person is capable of knowing where he/she belongs. According to Peter Drucker, people need to be flexible and thus stay mentally alive so that they can expand t hemselves in dimensions where they are capable of making the greatest involvement and where their productivity tends to be higher (Drucker, 2001). The people need to learn how and why they need to alter their occupation. Comprehension of the strengths and the values enables the person to seek out where the person belongs. The person will be capable of finding a place to work where he/she will be able to take the greatest advantage of the strengths, without getting into a conflict with his/her values (Drucker, 2001). Reason behind the Choice of the Chapter Topic The chapter is of greater significance for the people searching for jobs. Drucker mentions the fact that people in the workforce need to manage themselves. The people need to position themselves in a way so that they can make a significant contribution. This concept is related to the notion of motivation (Drucker, 2001). The chapter reveals the fact that for the purpose of managing himself/herself a person must be motivated t o learn and to improve. It mentions that be it internal motivation or external motivation the person needs to be aware of his/her strengths and weaknesses. It has further been mentioned that instead of altering oneself, it is quite significant to train to enhance the way the person performs. Once the person knows himself/herself inherently, it is vital to focus upon the duties that fit his/her strong attributes and he/she must not choose the one that does not compliment him/her (Drucker, 2001). . The chapter has been of significance as it places greater emphasis upon the motivational aspects which are considered to be factors leading to success. Most of the people are of the view that they are well aware of their strengths. However, many a times they are found to be wrong in their judgment and are only aware of what they are good at. It becomes quite difficult for the individual to build performances based upon their weaknesses (Drucker, 2001). Drucker had introduced feedback analys is where a person pens down his/her decisions, whenever he/she makes a key action and what is expected from that decision. Peter Drucker states that the result obtained after a year tends to be quite impressive. The feedback analysis identifies numerous actions that can be taken in order to improve the individual performances. It states that it is vital to concentrate upon the strengths (Drucker, 2001). A

Sense and Sensibility Essay Example for Free

Sense and Sensibility Essay Jane Austen’s novel â€Å"Sense and Sensibility† was originally named â€Å"Elinor and Marianne† before the title was changed during publication in 1811. Thus, the readers associate Elinor with â€Å"sense† and Marianne with â€Å"sensibility†. â€Å"Sense† and â€Å"sensibility† establish the overall characterization of the two main characters. The dichotomy of â€Å"sense† and â€Å"sensibility† is one of the perspectives through which the novel is most commonly analyzed. Although Jane Austen seems to be in favour of â€Å"sense†, through the novel’s plot and characterization of the Dashwood sisters, Jane Austen seems to be suggesting that a balance of both attributes is necessary in order for one to survive in their society. â€Å"Sense and Sensibility† refer to Elinor and Marianne, respectively. From the footnotes of the novel, â€Å"sense† is defined as possessing judgment and intelligence, while â€Å"sensibility† is defined as capacity for refined emotional response to feelings and experiences, involving delicate sensitivity to moral and aesthetic issues. From these descriptions, Elinor can be portrayed as the embodiment of â€Å"sense†, while Marianne is â€Å"sensibility†. At the beginning of the novel, Jane Austen describes these two traits in Elinor and Marianne and how they are in comparison to each other. â€Å"Elinor†¦ possessed a strength of understanding and coolness of judgment†¦ and her feelings were strong: but she knew how to govern them† and â€Å"Marianne’s†¦ quite equal to Elinor†¦ but eager in everything†¦ she was everything but prudent. † These descriptions set up the basic personalities of the Dashwood sisters throughout the novel and are important in showing their growth. Some of the main trials faced in the novel are for â€Å"sense† and â€Å"sensibility† to cooperate and for the sisters to find a meeting point between reason and emotion. In the novel, as Elinor and Marianne mature and develop, the readers start to see the sisters exhibiting each other’s characteristics. For instance, when Elinor finds out that it was Robert that Lucy married and not Edward, she reacted the way the readers would expect Marianne to behave: â€Å"Elinor could sit no longer†¦ burst into tears of joy, which at first she thought would never cease. † By exhibiting â€Å"sensibility†, Elinor demonstrates to Edward her feelings for him and consequently, they are happily married at the end of the novel. Another instance is when Marianne reflects on her behavior: â€Å"My illness has made me think†¦ I saw in my own behavior†¦ nothing but a series of imprudence towards myself and want of kindness to others. † Here Marianne begins to think more rationally and before long, she sees how caring and heroic Colonel Brandon is capable of being (previously, she thought of Colonel Brandon as one who has succumbed to the infirmity of dull middle age) and eventually, Marianne gets her happy ending. From the aforementioned examples, the readers perceive that it is only when the sisters are able to find an intersection point between reason and emotion and their â€Å"sense† and â€Å"sensibility† are in balance, do the Dashwood sisters get their deserved outcomes. Here, the title â€Å"Sense and Sensibility† act as a plot device, as well as a device for character development. Another way in which the title of the novel is significant is it explores some of the main concerns in â€Å"Sense and Sensibility†. One of the main concerns explored is the relationship between Elinor and Marianne. The title â€Å"Sense AND Sensibility† perhaps suggests that â€Å"sense† cannot exist and function without â€Å"sensibility† and vice versa. Seeing that Elinor represents â€Å"sense† and Marianne represents â€Å"sensibility†, this would explain the reversal of roles at the end of the novel. The role reversal discards the somewhat fixed descriptions of the Dashwood sisters at the beginning of the novel. If Elinor and Marianne were to remain true to Jane Austen’s characterization of them, they would not be able to achieve their respective happy endings. Another concern explored through the title is societal expectations of women. In the introduction, it explains that â€Å"sensibility† may be considered as â€Å"a feminine attribute in some respects, but it would be socially inconvenient for women to possess too much of it, for they would not fit in with what was required of them or put up with what they had to endure†. One example, where the â€Å"possession† of too much â€Å"sensibility† has caused a problem is Marianne. When Marianne saw Willoughby at the ball, she was overcome by emotions and acted against the social code and shortly after that she fell ill. This is a result of her having too much of â€Å"sensibility† and too little â€Å"sense†. Perhaps Austen is trying to make a point that in society, a woman needs to have Elinor’s â€Å"sense†, but she also needs to display emotion and possess a bit of passion like Marianne. In short, the well balance of â€Å"sense† and â€Å"sensibility† is necessary. All in all, the overall impression that the readers get from the title, â€Å"Sense and Sensibility†, in relation to the novel’s plot and characters, is that the novel is not about the triumph of sense over sensibility or their division; on the contrary, the readers remember â€Å"sense† and â€Å"sensibility† as a conjunction of terms that serve together as the compound subject of Jane Austen’s novel.

Psychology Essays Human Aggression Violence

Psychology Essays Human Aggression Violence Human Aggression Violence There is not one single Psychological theory that can adequately account for human aggression and violence. To what extent do you agree with this claim? Aggression and violence are common occurrences in everyday society and something we are exposed to every day. Barlow and Hill (1985) suggest that television in Britain shows a scene of violence every 16 minutes, whilst the Home office research study 276 (2004) found 45% of women and 26% of men aged 16-59 have experienced some form of interpersonal violence. There have been many attempts to explain why aggression and violence occur, ranging from biological theories – such as evolutionary (Buss, 1990), ethological (Lorenz, 1966) and psychodynamic (Freud, 1920) approaches, to the social/biosocial explanations offered by the frustration/aggression (Dollard et al, 1939), social learning (Bandura, 1961) and excitement transfer theories (Zillmann, 1979). This essay will focus on the psychodynamic explanation of aggression as an instinct and the social learning theory that suggests aggression is a learnt behaviour. The aim is to critically evaluate these theories and to discuss to what extent they are able to explain aggression and violence. Social learning theory focuses on the individual’s interaction with his or her environment. The suggestion is that all behaviour, in this case aggression and violence, is learnt socially. Bandura (1983) puts forward the idea that aggression and violent behaviour â€Å"entail intricate skills that require extensive learning†, in other words we are unable to act in an aggressive or violent way until we learn (from our environment) how to do it. To look at the role of imitation in aggression Bandura (1961) conducted the famous bobo doll experiment. Children were exposed to adults behaving in either aggressive or non-aggressive manners towards a â€Å"bobo† doll. They were then allowed to play in an identical playroom to that previously observed – children were shown to imitate aggressive behaviour. Many different trials of this experiment were conducted; the most famous of these was allowing the children to watch a videotape. In other trials live models and cartoon videos were used. Although this is seen as important evidence to suggest imitation, the theory cannot fully account for aggression and violence. Cumberbatch (1997) describes how the novelty of the Bobo doll may have had some influence over Bandura’s results. A follow up study showed the children who had previously been exposed to the toy were five times less violent than those who were new to it. It could also be argued that the doll was â€Å"designed† to be abused. This also addresses the analogous nature of social learning theory – can behaviour shown towards a doll be used to predict or explain behaviour towards a living being. Baron (1977) defines aggression as â€Å"Behaviour directed towards the goal of harming or injuring another living being who is motivated to avoid such behaviour†. The acts of violence and aggression observed by Bandura fail to meet this definition. The doll is of course not a living being and there is no way it could try and avoid any acts towards it. The social learning theory also relies heavily on correlation studies. Lefkowitz et al (1978), Maccoby (1992) and McCord et al (1961) have all found that children who have experienced physical discipline from their parents are generally more aggressive than those who have not. However is the parental discipline the only factor that can account for this violent and aggressive behaviour? Social learning theory fails to explain why not everyone who watches a violent film or plays and aggressive video game will imitate what they have seen. One hundred children may watch a violent film but only one may go out and copy the behaviour they have seen. This suggests that there is something more than imitation. The theory also fails to account to for continuous aggressive or violent behaviour. Why does someone continue to behave in a violent or aggressive way without continuous exposure to such material? Although many psychologists believe that social learning theory can provide a very complete account of aggression and violence (Hill, 1989), there is still the fundamental question, if all violence is imitated then how did the first act of violence occur? (Hewitt, 1989) In contrast to the social learning theory, Freud puts forward the suggestion that aggression and violence are innate drives. This means it is something we are born with and is therefore unavoidable. Freud also puts the emphasis on the person involved and not the place where violence occurs. Throughout our lives we face the conflict between the life instinct and the death instinct. The death instinct is seen as the drive that pushes us towards extinction or non-existence, whilst simultaneously the life instinct strives to preserve life. The death instinct is ultimately self-destructive and if satisfied internally will result in destruction of the individual; it must therefore be channelled outside the self. This may be through displacement – taking out anger on a neutral object or through sublimation – channelling anger into a more socially acceptable activity – for example music or art. Another suggestion, made by Freud’s daughter, is that a person may transform themselves into their victim in order to become the agent of aggression (Freud, 1946). This allows the death instinct to be satisfied – transformation into and identification with the victim allows the perpetrator to attack himself. Freud also believed that divulging in some kind of fantasy violence (for example watching a violent film or playing a violent video game) would satisfy the death instinct and therefore actual violence will be reduced. This is known as catharsis. There is actually very little evidence to support catharsis, however Fleshbach (1955) conducted a study in which he aggravated and insulted his participants. Half were then allowed to indulge in fantasy activities. The group’s aggressive feelings were then measured using projective techniques. The group who engaged in fantasy play were deemed less aggressive. Also a study from the Bureau of justice (2006) in America found a negative correlation between the growth in violent video games and the rate of juvenile violent crime. It should, however, be noted that the first study relied heavily of symbolism whilst the second fails to show a cause and effect relationship between the two. The majority of evidence seems to go against the notion of catharsis. Green et al (1975) found that opportunities for dispersing aggression actually increased aggressive behaviour. During a learning task participants were electrocuted in order to increase aggressive tendencies. Half of the participants were allowed to retaliate in someway against their â€Å"experimenters†, Freud would suggest this would reduce aggressiveness. However, when the participants became the experimenter rather than the subject those who had retaliated previously gave more intense shocks than those who had not retaliated. This is actually more supportive of the social learning theory discussed above. As well as little support evidence there are many other areas upon which Freud is criticised. Hewitt (1989) says that whilst instinctive behaviour is often seen in animals, humans are far more advanced creatures and so are much more aware and able to control their actions. The theory also fails to account for the different types of human aggression and violence. There is no typical form in which the behaviour takes – what determines how the death instinct must be satisfied? We must also account for calculated murders or other violent crimes. Surely, if catharsis occurred the planning of the act would be enough to satisfy the death instinct and therefore prevent the event from taking place. Although Freud’s theory of human aggression and violence puts forward an intelligent argument it fails to recognise and account for many things. Like many psychoanalytic theories it relies on the study of immeasurable and often unknown causes, relying heavily on symbolism and projection. There is also a habit of placing aggressive motives onto non-violent actions. It seems difficult to know precisely where the psychoanalytic definition of aggression lies. This also gives a very bleak outlook on life – violence and aggression are unavoidable and therefore non preventable. One could even suggest Freud justifies violence and aggression – it is after all a human instinct. Both theories can both account for certain aspects of human aggression and violence but they cannot fully explain the phenomena. Biological theories such as Freud’s instinct theory fail to recognise the complex environment we live in, whilst the social learning theory neglects the role of biology. Both also fail to account for the differences that we see between humans. There is a feeling that each perspective seems to explain something that cannot be definitely defined. Whilst one school tries to explain it’s own defined version of aggression and violence it neglects another’s own definition. It can therefore be accepted that not one single theory can explain human aggression and violence, agreeing with the given statement. References Bandura, A (1983). Psychological mechanisms of aggression, New York: Academic Press, in Baron, R, A., Richardson, D R (1994) Human aggression, 2nd edition. New York: Plenum press. Bandura, A (1961). â€Å"Transmission of aggression through imitation of aggressive models† Journal of abnormal and social psychology, 63, 575-582. [online]. Available from: http://psychclassics.yorku.ca/Bandura/bobo.htm Accessed: 17/01/2007 Baron, R.A. (1977). Human Aggression. New York: Plenum press. Barlow, G., Hill, A. (1985) Video violence and children, Suffolk: Hodder and Stoughton. Bureau of Justice (2006). In Jan Jagodzinski, (2006). â€Å"Video game cyber subjects, the ethics of violence and addiction: A psychoanalytic approach†, Psychoanalysis, culture and society, 11, pp 282-303. Buss, D,M. (1990), â€Å"Evolutionary social psychology: Prospects and pitfalls† Motivation and emotion 14, 265-286. In Hogg, M, A. and Vaughan, G, M. (2005) 4th edition. Social psychology. UK: Pearson Prentice Hall. Cumberbatch, G (1997). â€Å"Is television harmful?†, in Cochrane, R and Carroll, D (1997) Psychology and social issues, London: Falmer (pp. 171-181) Dollard, J., Doob, L., Miller, N., Mowrer O. and Sears, R. (1939) Frustration and Aggression. New haven, CT:Yale University Press, in Glassman, Hadad (2006), Approaches to psychology. 4th edition.Norfolk: Open University Press. Feshbach, S. (1955) â€Å"The drive reducing function of fantasy behaviour† Journal of abnormal and social psychology, 50, 3-11. In Glassman, Hadad (2006), Approaches to psychology. 4th edition.Norfolk: Open University Press. Freud, A. (1946) The ego and the mechanisms of defense.New York: International Univer. Press, 1946. In â€Å"Transmission of aggression through imitation of aggressive models† Journal of abnormal and social psychology, 63, 575-582. [online]. Available from: http://psychclassics.yorku.ca/Bandura/bobo.htm Accessed: 17/01/2007 Freud, S. (1920) Beyond the pleasure principle, in Glassman, Hadad (2006), Approaches to psychology. 4th edition.Norfolk: Open University Press. Hewitt, D et al (1989), Social psychology: conflict and continuities, Buckingham: Open University Press Hill, G (2001), Psychology for AS A level. 2nd edition. Glasgow: Oxford university press. Home office research study 276 (2004), Domestic violence, sexual assault and stalking: Findings from the British Crime Survey [online]. London: Home office, Research, development and statistics directorate. Lefkowitz, M, M et al. (1978) â€Å"Parental punishment: A longitudal analysis of effects† Archives of general psychiatry, 35, 186-191. In Glassman, Hadad (2006), Approaches to psychology. 4th edition.Norfolk: Open University Press. Lorenz, K. (1966) On aggression. New York: Harcourt, Brace and World, in Hogg, M, A. and Vaughan, G, M. (2005) 4th edition. Social psychology. UK: Pearson Prentice Hall. McCord, W et al (1961) â€Å"Familial correlates of aggression in non delinquent male children†, Journal of abnormal and social psychology. 62, 79-93. In Glassman, Hadad (2006), Approaches to psychology. 4th edition.Norfolk: Open University Press. Mccoby, E,E. (1992) â€Å"The role of parents in the socialisation of children: An historical overview†, Developmental psychology, 28, 1006-1017. In Zillmann, D. (1979). Hostility and aggression. Hillsdale, NJ: Erlbaum, in Hogg, M, A. and Vaughan, G, M. (2005) 4th edition. Social psychology. UK: Pearson Prentice Hall.

CSU Chico Research paper :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chico State University Chico State University is a school for a student that is in search of being successful in his/her life. It is a school that can open up a student and help them find what they would want to be, by providing the useful classes of tomorrow. These classes are top-notch and can keep people motivated to work harder, and to strive for their goal†¦ And motivation is something that just about everyone needs.   Ã‚  Ã‚  Ã‚  Ã‚  Chico State University is a college located in Chico, California. Chico State was founded in 1887. â€Å"General John Bidwell, pioneer, statesman, and founder of Chico, donated eight acres of cherry orchard, and construction began on Chico State Normal School.†(â€Å"CSU History†). With out his donation, CSU would not be in existence. In 1890, the school finally opened with ninety student and five teachers. In 1935, Chico School became Chico State College. And then in 1972, Chico State College was changed to a California State University, hence the name â€Å"Chico State University.† The property of CSU has also expanded to one hundred and nineteen acres. On top of that, CSU has eight hundred acres of farmland, and two hundred and forty acres of rangeland. The school colors are cardinal and white, and CSU proudly holds the mascot of the wildcat—small, cunning, agile, the wildcat represents every student that attends CSU. The sports at C SU consist of: track and field, men and women’s basketball, baseball, softball, men and women’s soccer, volleyball, men and women’s golf, and cross county. The men’s baseball team is more notably known for 2004’s CCAA and West Region Championship victories. And the women†¦Lets just say they are putting up a great effort in all of their sports. But the girls teams are not the only teams trying, the CSU Athletic Community as a whole is trying their hardest. The CSU has two types of on-campus housing that they offer—village and residential. The apartment fees are seven thousand four hundred and ninety three dollars for a resident room. For the thematic living program, it costs four thousand nine hundred and ninety nine dollars. The â€Å"apartments are comfortable, affordable, and convenient--the ideal place to live for first-time Chico State students†(â€Å"Housing†). Something like that, should help a student in the choosing of whether or not they would want to go to the college†¦But that is based if the student’s last requirement was how the housing was.

Did Government Violate Laissez-Faire Essay

After the Civil War, many businessmen endorsed the Laissez-Faire concept of government in order to promote industry. In this concept, government did not interfere with industry. But what came with this concept was unlimited freedom for businessmen and high prices for consumers. While many businessmen supported a Laissez-Faire concept of government between 1865 and 1900, the people did not benefit from it, which led government to violate this concept with their policies, but only to a moderate extent overall. They violated laissez-faire to a moderate extent by issuing Railroad Land Grants before 1870 and eliminating them after, to a great extent by Regulating Interstate Commerce with the Interstate Commerce Act in 1886, and only to a limited extent by attempting to control trust activities with the Sherman Antitrust Act in 1890, producing a moderate government involvement overall. Government began to violate the concept of Laissez-Faire with its Railroad Land Grants. Laissez-Faire promoters believed that â€Å"†¦the government is best which governs least. † While industrialists promoted this concept, it was already being violated when the Federal Government gave thousands of acres of land to Railroad companies in return for building railroads. These subsidies, in the form of loans and land grants, totaled over 130 million acres of public land. (Doc D. ) The federal government issued these grants in hope that the railroad would increase the value of the land and provide better rates for carrying mail and transporting troops. More railroads continued to be built, including four other transcontinental railroads. Of these four, James Hill’s Great Northern Railroad was the only one to be built without federal subsidies. These grants benefited the Railroad financiers greatly, especially Jay Gould who went into the business to make quick profit by selling off the assets and watering stocks. The grants were justified by financiers by saying that the railroads provided for settlement of the west and attracted immigrants, giving the land more credit, which was the government’s main purpose to begin with. However, as more competition entered the industry, the railroad system began to fail, and, in the 1870’s the Federal government recognized this problem and terminated their policy of grants to railroads. This policy prohibited the issuing of subsidies to associations or corporations engaged in public or private enterprises. (Doc F) By issuing this resolution, Congress eliminated itself from the railroad industry, promoting the concept of Laissez-Faire. So while congress was a large part of industry before 1870, violating Laissez-Faire, they eliminated themselves from it, and promoted Laissez-Faire from that point on. This shows that congress violated Laissez to a moderate extent, because they violated it before 1870 but not after. Later, government violated Laissez-Faire in another way, by regulating interstate commerce. Before 1886, many states had Granges, social and educational organizations for farmers and their families who aimed to defend its members against the middlemen, trusts, and railroads. Grangers in many states successfully lobbied their state legislatures to pass laws regulating railroad rates. In the case of Munn v Illinois in 1877, the Supreme Court upheld the right of a state to regulate businesses of a public nature, like railroads. But these laws, called Granger laws, could only regulate local and short-haul rates within their states. In the case of Wabash v. Illinois in 1886, the Supreme Court ruled that states could not regulate interstate commerce: that was left up to the federal government. Because many railroad companied raised their long-haul rates after the granger laws were adopted, the federal government needed to respond to the outcry of farmers and shippers. It recognized that the railroad industry’s benefits had been attained to, in effect, â€Å"†¦ build up the strong at the expense of the weak†¦Ã¢â‚¬  (Doc J. ) The federal government worked to fix this problem by passing the Interstate Commerce Act in 1886. This Act required railroad rates to be â€Å"reasonable and just,† and set up the first federal regulatory agency, the Interstate Commerce Commission (ICC. ) This law affected the railroad industry greatly, and the results were astounding. In effect, it increased railroad earnings, and put an end to rebates and drawbacks. (Doc L. ) This act was huge in government intervention in industry. By issuing this act, the federal government aimed to help the cries of the farmers and shippers, and in effect violated laissez faire by involving itself directly in the railroad industry from state to state, and also nullified previous laws regulating the railroad industry passed in individual states. This shows that the government did violate industry to a great extent when it came to regulating Interstate Commerce. As a select few became very wealthy by forming trusts in their particular industries, the government violated Laissez-Faire by trying to control trust activities. In the 1880s, many middle class citizens feared the power that trusts gave industrialists, and urban elites resented the increasing influence of the new rich men in America. Because so many businessmen were developing trusts and were the only ones benefiting from business, John Sherman, a Senator from Ohio, was inspired to pass the Sherman Antitrust Act in 1890 by reformers who failed to curb trusts on the state level. The Act prohibited any â€Å"contract, combination, in the form of trust or otherwise, or conspiracy in restraint of trade or commerce. Sherman believed the act would provide every man with his â€Å"†¦right to work, labor, and produce†¦Ã¢â‚¬  and to transport his production on equal terms. (Doc N. ) The Act, however, hardly did that. It was purposely written vaguely in order to promote loose interpretation. This was partly because those holding the trusts were bribing state legislatures. Since the state legislatures appointed senators, and senators were all represented equally in each state, monopolists would bribe the state legislatures in order to get the candidate they wanted in the senate, who in turn would affect the passage of anti-trust laws. There were very few federal prosecutions issued under the act between its passing in 1890 and 1901, a total of 17 in 11 years. (Doc Q. ) In one particular case of United States v E. C. Knight Co in 1895, the Supreme Court ruled that the Sherman Antitrust Act could be applied only to commerce, not to manufacturing. (Doc P. ) Because of this case, the US Department of Justice secured few convictions until the law was changed during the Progressive Era. So while the federal government attempted to regulate the industry and prevent trusts, it barely did so. Because of the weak wording of the act, trusts failed to stop developing. The federal government involved itself in the industry because of the complaints and fears of the powers that those who held trusts had, and though it involved itself in the industry by issuing a law and enforcing it slightly, the supreme court rulings and loose interpretation of the law allowed little alterations to the industry, showing that the federal government only violated laissez-faire to a limited extent. As it can be assumed, the businessmen of industrial era promoted laissez-faire only when it benefited their business. They manipulated people in order to gain what they wanted-a monopoly. As economic problems began to surface with the laissez-faire system, government began to intervene. Though they were involved to a great extent in the railroad system initially, they eliminated themselves from it after 1870, only violating the laissez-faire system to a moderate extent overall. When it came to interstate commerce, the government violated laissez-faire to a great extent by issuing the interstate Commerce Act. And with this issue of trust activities, the government only intervened to a limited extent by passing the Sherman Antitrust Act and then failing to execute it. All of these things show that government violated laissez-faire to a moderate extent, and this was because the laissez-faire system did not benefit society as a whole and government needed to fix economic and social problems.

Daughter Chromosome

Daughter Chromosome Definition: A daughter chromosome is a chromosome that results from the separation of sister chromatids during cell division. Daughter chromosomes originate from a single stranded chromosome that replicates during the synthesis phase (S phase) of the cell cycle. The duplicated chromosome becomes a double-stranded chromosome and each strand is called a chromatid. Paired chromatids are held together at a region of the chromosome called the centromere. The paired chromatids or sister chromatids eventually separate and become known as daughter chromosomes. At the end of mitosis, daughter chromosomes are properly distributed between two daughter cells. Daughter Chromosome: Mitosis Prior to the start of mitosis, a dividing cell goes through a period of growth called interphase in which it increases in mass and synthesizes DNA and organelles. Chromosomes are replicated and sister chromatids are formed. Prophase - sister chromatids begin migrating to the center of the cell. Metaphase - sister chromatids align along the metaphase plate. Anaphase - spindle fibers separate sister chromatids by pulling them centromere first toward opposite ends of the cell. Once separated, each chromatid becomes known as a daughter chromosome. Telophase - daughter chromosomes are separated into distinct new nuclei. After cytokinesis, two distinct daughter cells are formed from a single cell. Daughter chromosomes are equally distributed between the two daughter cells. Daughter Chromosome: Meiosis Daughter chromosome development in meiosis is similar to mitosis. In meiosis however, the cell divides twice producing four daughter cells. Sister chromatids do not separate to form daughter chromosomes until the second time through anaphase or in anaphase II. The cells produced in meiosis contain half the number of chromosomes as the original cell. Sex cells are produced in this manner. These cells are haploid and upon fertilization are united to form a diploid cell.