Who Was William Shakespeare Essays - Conspiracy Theories

Who Was William Shakespeare Who was William Shakespeare This research paper takes a look at the controversy surrounding the validity of Shakespearean authorship. I must tell you that before performing this research, I had no idea that this topic was such a debate in the world of literature. My goal in writing this paper is to hopefully bring some insight and knowledge to those who read it. Who was the man we call William Shakespeare? William Shakespeare was a man who wrote more than 36 world-famous dramas portraying the range and depth of human nature. Surprisingly, we know very little about the man who created these dramas, a man often referred to as the greatest literary genius in history. Shakespeare did not in his own day inspire the mysterious adoration that afterward came to surround his works. Shakespeare was born in Stratford-upon-Avon in April of 1564, the son of a glover. When he was 18 years old he married Anne Hathaway and they had 3 children by the time he was 21. There are a number of references to Shakespeare as an actor and author by those who would have known him. However, there is not a single word of the plays or the poems that is definitely in Shakespeares handwriting. There are only six remaining legal documents containing his signature, which I might ad contain different spellings of his name. Since the mid 19th century, a large group of disbelievers have argued that someone other than the Stratford man created the poems and plays presented as the works of William Shakespeare. Since 1856 there have been 17 different proposed substitutes for Shakespeare including the Earl of Oxford, Sir Francis Bacon, Christopher Marlowe, the Earl of Derby, the Earl of Rutland, Sir Walter Raleigh and even Queen Elizabeth I herself. Assuming that Shakespeare of Stratford did not write the plays, Charlton Ogburn, author and scholar, believes that a well educated man by the name of Edward de Vere, Earl of Oxford fits the description as the author. The author who wrote Richard III, and Hamlet had a vocabulary in excess of 20,000 words, and also had a first hand knowledge of the customs of the Danish Court and of French and Italian cities. He used more than 100 musical terms as well as the names of 200 plants. There is no documentation that William Shakespeare had access to this type of information. Shakespeare may never have left the southeast of England. Oxford on the other hand, had traveled to Paris, Venice and other foreign countries described in the plays. It has been implied that William Shakespeare from rural Stratford was humble, much too limited, too uneducated and far too common to have had the capability to write most of the plays containing such advanced vocabulary and worldly knowledge. Shakespeares first six published plays appear with no author names. Mr. Ogburns explanation of the use of Shakespeares name is that the Earls noble rank and closeness to the throne did not allow him to be known as the author. His works would have been subject to more harsh censorship than if written by a common man. So, Edward de Vere found a willing stand in; William Shakespeare, who pretended to be the author. Ogburn points out that the name William Shakespeare was not alluded to in print until 1598. The only recorded mention of him in his lifetime by anyone in the world of letters was by a man called Ben Jonson. The most difficult obstacle to clear in considering Ogburns candidate, is the insistence that the author of the plays must have been a nobleman simply because of the plays treatment of kings and nobles and high life in general. Nearly all of Shakespeares theatrical contemporaries were middle class men. Other authors, even far lesser ones than Shakespeare, a man who is thought of as the greatest creative genius of all times, can convincingly capture lives, scenes and experiences other than the ones they were born to. Many authors have stated that what writers write about is themselves. But what Shakespeare tells us of himself in his plays and sonnets, of his background, interest and character is completely different from Shakespeare as he appears on the record. There are questions surrounding Shakespeares last will and testament. Shakespeare left a very detailed will down to listing pieces of furniture. Some ask why there is no mention of leaving his plays to anyone. From my observation it was common for an acting company to

Microeconomics essays

Microeconomics essays Women have continually asserted that they pay more than men for the same services. It is interesting to explore an article on the subject and answer questions concerning the microeconomics of the situation. Women claim salons charge them more than their male counterparts. The market that hairdressing salons operate in is the pure capitalism market. This market is "a system with private ownership of resources and the use of prices to coordinate economic activity in free, competitive (ccollege.hccs.cc.tx.us/instru/govecon/Gosselin/tools/tsld013.htm)." Under this system, the operators can charge women more than men, citing the fact that it takes longer to cut and style a woman's hair than a man's. They state there is more labor involved, therefore they charge a higher There are a number of cost conditions which may force salons to charge higher prices for women's haircuts relative to men's haircuts. Women many times have longer hair, which requires additional time to cut and style. Women are conditioned to believe it is important to have their hair done in a salon, and are willing to spend the time to have their hair cut and styled appropriately. However, men generally have shorter hair, and just want to have their hair cut as quickly as possible to achieve an appropriate style. Also, women are more willing to pay higher prices, while men will go to another salon if they feel the price is too high. Salons are many times in competition with barbers for men's business, resulting in lower prices for men as a means to earn their business. Time for woman's cut - 45 min. Difference in time and labor -15 min. Results- Higher costs for woman's cut due to time and labor. There are differences in the cost of providing goods and servic ...

Top 12 High Paying Part-Time Jobs With Good Work-Life Balance

Top 12 High Paying Part-Time Jobs With Good Work-Life Balance Need some extra income? Or just need a job, period, and prefer to work part time? Keep in mind that not all part-time jobs are created equal. Some people find themselves earning next to nothing, while others find themselves in pretty lucrative high paying part-time jobs. Find one that pays well and gives you the flexibility and compensation you need. Make sure to match a job to your particular skill set and expertise- not to mention your interests! Here are 12 of the high paying part time jobs  out there, across a range of skills and fields.1. Child CareFrom casual babysitting for cash on the side to tutoring (independently or through a service) and working in a classroom or after-school program, there are always jobs taking care of children. You could even consider a job as a camp counselor.2. Senior CareDitto for senior citizens. If you enjoy working with the elderly, you could work in a senior center, a care facility, retirement home, or even doing in-home medical care. You coul d also work in transportation assistance.3. Health CareThere are always job openings out there in the health profession. Work in doctors’ offices, hospitals, patients’ homes. Be a nurse, technician, equipment salesperson, pharmaceutical sales rep†¦ the list goes on and on. The possibilities are endless.4. Computer Support/Web DesignPeople always need tech support or design help. These jobs are particularly good for part-time work. If you’re really good with computers and/or design, you can make quite a bit of money in this field, even on the side.5. Consultant/FreelancerDepending on your particular expertise and the field you’d want to work in, this is always a good part-time option. It’s particularly easy to get this kind of work if you’re a lawyer, medical professional, writer, or teacher. But the case can be made in nearly any field. You can customize this work around your particular strengths and schedule.6. Online TeachingWith more and more classes being taught online, this is a great opportunity to get a part-time job and teach- from home. You could arrange this through a college or university, if qualified, or start your own continuing education class in your city or town.7. Pet CareIf you love pets, consider dog walking, pet sitting, even pet grooming. Or look for part-time admin work at your local vet office. It never hurts to sweeten your pitch by getting a bit of training in animal behavior or pet first aid as well. Bonus: if you do so, you can probably raise your rates!8. House SittingWork from home from someone else’s house! Stay in different places around your area (or the world) and make a bit of money whenever someone needs to leave town for a short (or long) trip.9. CateringIf you can work evenings and/or weekends, catering serving can be a great gig. It’s often taxing, very physical work, but you usually get a good hourly rate and the gigs are plentiful.10. Personal AssistingBe some one’s personal assistant, either locally or virtually. Check sites like Care.com for potential jobs. Run errands, tidy offices, etc.11. FitnessIf you have qualifications in yoga or personal training, you can make great money doing private sessions on the side. You’ll need first aid and CPR certification, but if you can build a solid client base, you’ll be looking at some great steady income.12. Call CentersEspecially if you’re willing to work overnight shifts, evenings, and weekends, when most call center employees would rather not schedule their shifts, you can get hired to offer customer support, account management, or telemarketing. Usually only requires a high school diploma.Bottom line: pick something you’d be good at, that complements your skills and experience, and that fits with your schedule needs, and you can’t go wrong.

HRM CASE STUDY Example | Topics and Well Written Essays - 1750 words

HRM - Case Study Example Wal-Mart stores, Target corporations and toys for us were the retailer out lets through which most of the revenue the company had in 2000. The company has gone through many ups and down for many reasons. The growth by acquisition strategy adopted by CEO Jill Barad had failed showing an 82.4 million loss in 1999. following the heavy loss Jill Barad was replaced by Robert Eckert, who decided against a cost cutting strategy to amplify the profit. He better focused on work force management, giving its managers sophisticated training which included the global leadership program and seminars on leadership. How did the strategy of training managers to become leaders ultimately turn out to be The workforce strategy was aiming at developing effective teams. Trying to foster teamwork and brake down the silo mentality with in the organization was a Herculean Task for the prevailing corporate set up of Mattel. What were the challenges they came across during the process The purpose of this paper is to go beyond the information given by Mridu Verma (2007) and to analyze and critically evaluate the strategy in the light of today's human resource management capabilities and limitations in the corporate circumstances. In order to understand the intensity of the developments and the fruitfulness of the out come close look at the company background is essential. Mattel's was founded by Elliot and Ruth handler in the year 1945. Gaining from the absence of quality and verity in the toy's market the company had recorded a $100,000 sale in the first year even with the least experience they had. The company made use of the popularity of television westerns when they have introduced toy replicas of the classic western guns and holsters in 1957. Later on they introduced Barbie Doll with its clothes and accessories, the company kept on conquering the market with its sale on the increase hitting the $100 million mark in 1965. By the end of the decade they were the world's number one toy makers. It was the time when the company established and developed itself with diverse operations into a world wide enterprise with a host of acquisitions. Some of those major acquisitions are Dee & Cee Toy in 1962, Standard plastic Products Hong Kong Industrial and Precision Moulds in 1966, Rosebud Dolls in 1967, monogram models and A&A Die casting in 1968, Ratti Vallenscasca, Mebetoys, Ebiex, H&Hpalstic Company and Met frame in 1969. However, in spite of the acquisitions by the year 1985 Mattel fell behind the Hasbro as the world's largest toy Maker. The 70s have seen many financial irregularities and finally a new management under former vice president Arthur S. Spear had take control of the organization in 1975, by when many of the business acquisitions the company had were running on loss. "John W. Amerman, who became the CEO in 1987 moved to quickly to cut Mattel's overhead by closing 40% of the company's manufacturing capacity, including plants in California, Taiwan and the Philippians. He laid of workers at Mattel's corporate headquarters in California saving at least 30 million annually. He turned the company around by focusing on brand names with staying power such as Barbie and hot wheels and by making selective investment in the making of new toys. Despite a

Assignment Research Paper Example | Topics and Well Written Essays - 500 words - 2

Assignment - Research Paper Example Why is this true or not true of Kirkpatricks level three? Please state your answer and rationale in five or less sentences? The concept of evaluating as soon as possible is not valid for level three of Kirkpatrick’s (2006) evaluation (Kirkpatrick, 2009, p.90). Usually the third level of evaluation has to be carried out three to six months after training (Kirkpatrick, 2009, p.90). This is so because only then can it be found out whether the trainees were using what they had learned in their work atmosphere (Kirkpatrick, 2009, p.82). This is the time period involved in translating learning to action. The timing of this evaluation is also very important because, the when exactly a behavior change happens is to be judged precisely and based on that only the third level of evaluation can be conducted (Kirkpatrick, 2009, p.90). 3- What are three criteria for determining resource allocation (money, time, human resources spent) on level four evaluations. In other words, how does an evaluator or organization know the limits for spending money on level four evaluation. Imagine an organization that has 100,000 employees and a common HRD program such as coaching. Please limit your answer to five or less sentences? The three criteria for determining resource allocation on level four evaluation are, 1) how much money went into the training programme, 2) the potentiality of the results expected and 3) the â€Å"number of times that the level four programme has to be carried out (Kirkpatrick, 2009, p.103). But the basic criteria is to allocate as much money that can be reasonably set aside because â€Å"the greater the potential benefits, the more time and money can be spent† (Kirkpatrick, 2009, 92). Also, the number of staff and the time of staff to be utilized for level four evaluation depends on reasonably how many numbers of staff can be spared and also how many are required (Kirkpatrick, 2009, 103). In an organization that has

BP SWOT Essay Example for Free

BP SWOT Essay Strength Strong improvement in safety BP focuses on new research and product innovation, leading in new researcher and also improving in safety and procession in the work places. According to â€Å"Safer drilling† (n.d.), BP use Blowout preventer (BOP) technology to support safety in offshore rigs in Brazil. Using high technology likes digital radiography can evaluate and determine underground structure in the North Sea. BP also improves the new tools called Permasense corrosion probes to supervise wall’s thickness in refining process (â€Å"Robust research†, 2013). This equipment is an effective method to control and protect the probability in wall crake. Weakness Ecological impacts of oil spillage damage reputation BP experienced a reputation risk in terms of both public reaction and biological response. About 5 million BP raw oil spilled in 2010, causing a disaster on ecosystem. Dragovic (2013) stated that oil spill would constraint species of wildlife because residues of harmful substances could not be cleanup completely. It also disrupts the chain of wildlife. BP was deluged with blame and disappointment from the pubic. It would take BP quite some time to rebuild its brand-image. (Walt, 2010) Opportunity Growing demand on renewable energy The world has increasingly growing demand for renewable energy. The global renewable consumption will increase to 6.3% (2030) of energy demand from 1.8% (2010). BP is prepared to place emphasis on development of renewable energy (Morales, 2012). Consumers have a tendency to choose to use renewable energy. According to â€Å"consumer demand is growing† (2011), there are 48% of subjects who are willing to use renewable energy and 49% are prepared to pay additional cost for that. Threat Lack of oil and gas reservoirs Oil and gas businesses are high competition because companies gain high benefits. From long period in operation, the crude oil and natural gas around the world is declining that mean the fossil fuel in the future will run out. According to â€Å"OPEC share of world crude oil reserves 2012† claim that now OPEC has only 1,200 billion barrels in reserves global fossil energy In 2010 individual and organization used approximately 87 million barrels per day. The biggest fuel consumer is Asia and Oceanic region. They used around 27 million barrels per day and gradually every year from 2006-2010. Recently, people utilize oil and gas rather than producing. (â€Å"International Energy Statistics, n.d.) References Consumer demand for renewable energy is growing. (n.d.). Retrieved from http://www.windmade.org/for-companies/global-wind-study/consumer-demand-for-renewable-energy-is-growing.aspx Dragovic, D. (2013, March 19). Environmental impact of the BP oil spill. Retrieved from http://livinggreenmag.com/2013/03/19/energy-ecology/environmental-impact-of-the-bp-oil-spill/ International Energy Statistics. (n.d.). Retrieved from http://www.eia.gov/cfapps/ipdbproject/iedindex3.cfm?tid=5pid=54aid=2 OPEC share of world crude oil reserves 2012. (n.d.). Retrieved from http://www.opec.org/opec_web/en/data_graphs/330.htm Marketline. (2013, August 23). Company profile: BP Plc. Retrieved from Business Source Complete database. Morales, A. (2012, January 18). Renewable-energy growth to outpace oil, gas through 2030, BP Says. Retrieved from http://www.bloomberg.com/news/2012-01-18/renewables-to-grow-more-than-8-a-year-through-2030-bp-says.html Safer drilling (n.d.). Retrieved from http://www.bp.com/en/global /corporate/sustainability/safety/preventing-and-responding-to-accidents-and-oil-spills/safer-drilling.html The Gulf of Mexico oil spill: consequences for the oil and gas industry. (2011, February 15). Retrieved from http://uk.practicallaw.com/3-504-7901?service=crossborder#a684683 Wearden, G. (2010, April 27). BP profits jump after oil price rise. Retrieved from http://www.theguardian.com/business/2010/apr/27/bp-profits-jump-oil-prices-ris Walt, V. (2010, July 19). Can BP ever rebuild its reputation? Retrieved

What an Interview Really Is :: Interviews Employment Workforce Essays

What an Interview Really Is One man, asked if he does much interviewing, thinks of the time he chose his secretary and of the day he had to counsel one of the management trainees- and answers ‘practically none’. Another man with a similar job thinks of the many informal discussions he has with his superior and with customers, with colleagues and subordinates- and answers that he is interviewing all the time. The difference lies not in their work but in their interpretation of the word interview. The interviewer must use the same skills, whether he is concerned with formal pre-arranged meetings typified by the selection interview, or with unprepared discussions with staff or visitors. Basically all these situations involve two people meeting to solve some problem. If they are to achieve anything one, and often both of them, must exercise various skills. For instance, they need to think clearly about what they are trying to do- whether they are concerned with selection or with an apparent injustice or with a failure to carry out some task. Then, if they are to exchange useful information, they must be able to inspire each other at least with some confidence and preferably with liking. Essential in formal interviewing, this skill is no less important in informal discussions. One party at least, preferably both, must be able to listen. The quality of relationships established in this way does much to establish the effectiveness of communication in an organization. Is traditions of relationships, its levels of morale and industrial peace are, establish or profoundly influenced by the many hundreds of brief meetings and discussions that are taking place within it all the time. Some interviews are so important that they have serious and long-term consequences for a company and for the personal fortunes of the individual concerned. The skills needed in all these types of communication are required everyone who has responsibility over others. They make for healthy constructive human groups and contribute immensely to the development of the individual. Types of Interviews Although we tend to think of selection interviewing as a conversation between two people there are several variations on this theme. Ã ¼ Individual, or one-to-one, interviews These are by far the most common, and offer the best opportunity for rapport to be developed between the interviewer and the candidate. They do, however have a number of problems. For instance, if the interviewer lacked objectivity, then since he is the sole judge this weakness will go unchecked.

Short Story and Selfishness William Jung

Who can promise that they have never been selfish throughout their life? Who can say out loud that they never did something that had a bad influence on others, only because of personal benefit? The answer is in the short story â€Å"The Lottery†, which was written by Shirley Jackson in 1948.The story takes place in a small town where everyone has to join the lottery, and the winner will be sacrificed for heavy crops for the town. During the lottery, everyone including Tessie Hutchinson, who wins the lottery, expresses their selfishness both consciously and unconsciously.Shirley Jackson is making a point about selfishness. To be specific, she notes that selfishness is born within mankind and lives deep inside, behind their mask of duplicity. In the story, Tessie Hutchinson symbolizes selfishness, she is a happy kind married woman before the lottery, but by the time she finds out that she actually ‘wins’ the lottery, which means she has to sacrifices for the town, i t’s when her selfishness starts to appears.When Hutchinson family is choose to have the second draw, Tessie strongly argues that â€Å"You didn’t give him time enough to take any paper he wanted, I saw you, it wasn’t fair! † (P. 6) even though she also pinches his husband Bill to draw the paper.She only worries about her family were chosen. Moreover, she only cares about herself, during the second draw, she strongly agrees about her daughters to join the lottery, which will make more chances for her to survive. Her selfishness is unavoidable even though she is a mother of a family, because selfishness is deep inside her.Beside Tessie Hutchinson who is an adult, some innocent, pure little children also contain absolute selfishness, just like Tessie’s children Bill, Jr. and Nancy. They join the second lottery with Hutchinson family although they are too young, but when they find out that they are not the one who ‘wins’ the lottery, they both â€Å"beamed and Laughed, turning around to the crowd and holding their slips of paper above their heads. † (P. 8) They delight about they didn’t get selected to sacrifice. They are happy because the one who will die are not them, but their mother.Children are not able to endure their impressions, which make them express their true emotions, in this case selfishness throughout their innocent faces unconsciously, because they are simply happy, they didn’t learn anything from others, it was just their instinct reactions that appear because of the selfishness, which born within themselves.Everyone in the village also has the exact same feelings as Bill, Jr. and Nancy, but they don’t express their feeling by reactions to others because they have more mature masks which are their faces of conscience.Before the lottery starts, everyone acts like they are nice innocent person. They talk to each other like friends, just like they really care about each other . However, when Tessie says the lottery is unfair, and should do the lottery again, the selfishness within people is no more covering by the masks of â€Å"kindness†.As they face another bad chance to die, their emotions come out right away consciously, they say â€Å"be a good sport, Tessie. † or â€Å"All of us took the same chance. † (P.6) to get away from the danger. Including Bill Hutchinson who is Tessie’s husband, he â€Å"went over to his wife and forced the slip of paper out of her hand. † (P. 8) to make sure she is the one who will die, and shows the slip of paper with black dot to everyone. The masks of ‘conscience’ , ‘kindness’ or even ‘love’ will lose their power in front of the selfishness when people are in an extreme situation. The masks cannot cover the true natural sense of mankind. Selfishness is something that no one can reject it.It’s something that everyone owns, but owns without a ny authority to control it. It’s something that is impossible to hide behind the masks of duplicity forever. It’s the basic and strongest devil that born within everyone.But it is possible to change the way of being selfish, by respecting others selfishness, by knowing that other people only care about themselves just like usual, and by finally realize that the easiest way to protect or gain benefit to yourself is by helping others, because devotion will always come back like a boomerang.

Affectability of positive and negative written personal accounts

Expressive writing paradigm, positive and negative affect, positive meaning finding finding and positive affect. An individual's conduct of thoughts and feelings disclosure relating to aspects of their life is often utilized through expressive writing as a therapeutic strategy. This act is more formally recognized as the expressive writing paradigm (Nicholls, 2009), describing the health benefits of expressive writing production. Rebuttals against this theory include its lack of a clear definition in regard to the reasons it proves an effective therapy (Sloan & Marx, 2004), though its effectiveness remains undisputed.Expressive writing in studies can include a variety of deferent topic suggestion in analysis of any emotion from traumatic events to Immense positive experiences. Emotional expression has been shown to effect general satisfaction positively or negatively dependent on the correlated emotion to the subject of concern. Further enhancing this suggestion Is the notion of stre ngthened self-efficacy through emotional expression (Kirk. Schuster, & Hint, 201 1 Already, Implications of Its use In positive regard becomes more applicable In applying positivist more generally as a result of written divergence.Writing has proven a powerful tool across studies In both mental and physical responses. An experiment conducted on Swedish athletes found a positive correlation between the writing of positive self-talk and reaction times (?seedeater, Spender, & S ¶Darlene, 2012). Another more extreme case of expressive writing incorporation was used in a 2012) This study focused on the positive outcomes of the experience and was found to exhibit positive effects on common survivor constraints as fatigue, intrusive thoughts, post-traumatic stress and so on.Yet another study of interest involves the SE of expressive writing, though not with an observer's direction of positive or negative affect. This study simply engaged participants to write down their traumatic experie nce. Outcomes of which included decreased physician visits and use of aspirin over time (Baneberry & Bell, Confronting a traumatic event: Toward an understanding, 1986). These studies lie among a multitude of others (Kelly, 2012) – all of which indicate a significant positive impact of expressive writing on general satisfaction (Baneberry & Chunk, 2007).One argument against this expressive rating paradigm is that the use of written emotions is not necessarily the promoter of positive affect. Instead, the act of expressing emotions in any form will release tension of the event (Baneberry, 1997). Expressive writing may be said to provide means for structure and organization of an individual's emotions in a way they may never have thought about, or never have wanted to think about (Baneberry, 1997). This written account allows for little emotional repression if the participant involves themselves entirely in the process.This leaves open the argument that different harpies may pr oduce different results and with a society of subjectivity, this argument remain undisputed. Nonetheless, expressive writing cannot be undermined as a sound means for effective therapy. Interestingly, a study set forth to decipher whether written trauma showed increased positive affect than vocalism the trauma in a public setting (Fez, Valances, & Gonzalez, 1999). The study found that a written account of the trauma proved more negatively provoking than revealing in a public setting.Although further research needs to take place on this issue, it is hypothesized that written trauma is too intense, flooding emotions that the participant found more anxiety provoking than in a setting amongst other trauma victims. Linked to the term, as mentioned, are a number of different theories. As is with the case with many psychological theories, a singular theory is not applicable. To some, this may prove reason to avoid its use (Kelly, 2012). It may also be argued, however, that subjectivity amo ng individuals necessitates more than a singular theory.Of these theories is the concept that the act of interacting with an emotional vent in a more analytical sense may provide an outlet (Baneberry, 1997). It is thought that this outlet may reduce a traumatic influence of the event or enhance and remind of a pleasant memory. Furthermore, interacting with the event forces the individual to structure and organism an event in a way that they may have not previously thought about, or have wanted to think about. It is thought that this may bring clarity of the situation, release and perhaps even closure through self-efficacy.These theories are described as the immediate cognitive changes through the act of expressive writing. The more long term theories include the release of memories that may have had impact on the working mind. This theory suggests that as expressive writing is further indulged, immediate arousal of the memory diminishes (Baneberry, 1997). This becomes especially ess ential with traumatic events which tend to lose emotional arousal over a number of expressive writing sessions. With this act of release, a biological theory arises in that anxiety and other illnesses as a expression writing is that of a more social front.A study on holocaust victims valued that 70% of survivors had not shared information socially (Baneberry, 1997). After writing and talking about these experiences with researchers. Many were able to then share them with others, providing further therapy in a social context (Baneberry, 1997). Many studies are devoted to uncovering expression writing and the theory behind it. So too have studies encapsulated the long-term effects on well-being of its use as a therapy. Fewer studies examine expression writing in its immediate effects on an individual.This study focuses on the immediate effects of emotional writing on an individual's affect. With previous studies in mind, it is hypothesized that a positive affect will be correlated wit h exposure to positive experience writing; whereas a negative affect will be correlated with exposure to negative experience writing. Method Participants Participants were 173 (129 females) undergraduate students from an Australian tertiary education institution. The mean age of the participants was 30. 19 years (SD ? 9. 17); male mean age was 28. 14 (SD = 7. 2), and female mean age was 30. 89 (SD = 9. 60). Materials. The Ego-Resiliency Scale (ERR-89; Block & Kramer, 1996). This 14 item measure of trait saliency uses a 4-point Liker scale, ranging from does not apply at all (1) to applies very strongly (4). The scale is reportedly highly reliable (a = . 76) with example items including: ‘l am more curious than most people' and ‘l quickly get over and recover from being startled'. Resiliency was calculated by summing scores from all 14 items with higher scores indicating greater resiliency.The Depression, Anxiety, Stress Scale (DADS-21; Loving & Loving, 1995). This 21 ite m measure of depression, anxiety and stress records responses on a 4-point Liker scale from never (1) to almost always (3). The DADS-21 is reportedly highly reliable (a = . 96). Example items include â€Å"l find it hard to unwind† and â€Å"l felt that I wasn't worth much as a person†. The General Health Questionnaire (GHZ-12; Goldberg & Williams, 1988). This 12-item measure of general mental and physical health utilizes a 4-point Liker scale from not at all (O) to quite a bit (3).The reported reliability of the GHZ-12 ranges from . 82 to . 86. Example items include whether participant have â€Å"lost much sleep over worry' and â€Å"been unhappy and depressed†. Positive and Negative Affectively Scale (PANS; Watson, Clark, & Telling, 1998). This 20-item scale was used to assess positive and negative ambient mood. Participants were asked to rate the extent to which they felt the emotions ‘right now' on a 5-point Liker scale, ranging from very slightly or not at all (1) to extremely (5). Both the positive mood scale (a = 0. 90) and the negative mood scale (a = 0. 4) are considered highly reliable. Example positive mood descriptors included interested, excited, strong, proud and inspired. Example negative mood descriptors included distressed, upset, guilty, irritable and nervous. Positive affect is calculated by summing scores from all 10 positive items, with higher scores indicating greater positive affect. Positive meaning finding. A series of questions adapted from those reported by Tugged and Frederickson (2004) were administered in order to assess the degree to which participants found meaning in their described event.To prompt meaning finding, participants completed two open ended the significance of the event? Specific meaning finding questions included: ‘To what extent do you feel you might benefit from this situation in the long term? ; ‘How likely s it that there is something to learn from this experience? ; and ‘How easy is it to find meaning in the described event? Ratings for these questions were made on a seven- point scale, ranging from not at all (1) to extremely (7). Meaning finding was calculated by summing scores for these three questions. Linguistic Inquiry and Word Count 2007 (LAIC; Francis & Baneberry, 1996).All written positive disclosure essays were converted into individual word documents and analyzed through the LAIC program. The LAIC program was used to yield descriptive data on the number of costive and negative emotion words, and insight words used in the written disclosure pieces. In addition it was used to generate percentages of insight words used in the extended response positive meaning finding questions. The LAIC program has been found to correlate with Judges' ratings in the range of . 37 to . 81 (Francis & Baneberry, 1996). Procedure Data were collected from participants in either face-to-face or online first-year classes.Upon commencing the class, participa nts were introduced to the session as one on emotions. Qualities was the software program used to host the online survey. Participants were asked to pay close attention to instructions provided during the testing session. The session commenced with the ERR-89, DADS-21, GHZ, all of which served as distraction questionnaires, and the PANS. Following completion of these, the experimenter informed participants that they would complete a 15 minute writing task and that it was important that they tried to type for the entire 15 minutes.Participants were randomly assigned to the positive, neutral, or negative written disclosure condition. Participants in the positive written disclosure condition achieved the following instructions: Write about the most intensely positive experience of your life. Write about the experience in as much detail as you can. Really get into it and freely express any and all emotions or thoughts that you have about the experience. As you write, do not worry about punctuation or grammar; Just really let go and write as much as you can about the experience.Participants in the negative written disclosure condition were instructed to do the following: For the next 1 5 minutes write about the most important personal problem you are currently acing in your life. Write about the experience in as much detail as you can. Really get into it and freely express any and all emotions or thoughts that you have about the experience. As you write, do not worry about punctuation or grammar; Just really let go and write as much as you can about the experience. Continue writing until you are instructed to stop by the researcher.Finally, those in the control condition were asked to write about the activities of their day thus far in the most structured and detailed format possible (for an example see Tugged & Frederickson, 2004). The experimenter stopped participants at the end of the 1 5 minutes and directed them to continue with the rest of the experiment. The remainder of the test consisted of a post-test PANS, positive meaning finding and demographic questions. Once completed, participants were debriefed and provided with experimenter contact details should they require further information regarding the experiment.Results Prior to running the statistical analyses all data were screened for normality and positive written disclosure statements revealed participants chose to write about a wide variety of positive experiences. The five most common positive experiences included parenthood, establishing a significant relationship with a life partner, traveling overseas, career, and academic achievements. The five most common negative experiences included future career prospects, current employment, financial concerns, mental health, and relationship issues.Hypothesis 1 stated that writing about an intense positive experience will result in a greater increase in positive affect. To examine whether positive affect increased, change in positive affect scores were calculated by subtracting the pre-test from the cost-test positive PANS score. A one-way NOVA with three levels of the independent variable (positive, neutral, or negative written disclosure task) was performed to test the impact of the written tasks on change in positive affect. Results revealed that there was a significant difference between the neutral (M = -1. 12, SD = 5. 6), negative (M = -3. 81 , SD = 9. 54), and positive written disclosure conditions (M 3. 14, SD = 7. 34) for change in positive affect scores, F(2, 173) = 12. 14, pHypothesis 2 proposed that writing about an intense positive experience will result in greater meaning finding. A one-way NOVA was calculated to compare meaning finding scores between the three conditions following the written task. Results valued that there was a significant difference between the neutral (M = 14. 60, SD = 4. 20), negative (M = 15. 46, SD = 4. 35), and positive written disclosure conditions (M 19. 24, SD = 2. 65) for meaning finding scores, F(l, 189) = 24. 60, pPost hoc analyses using Bonfire adjustments revealed that the differences between the positive and negative, and the positive and neutral conditions were significant to the . 001 level. Participants who wrote about an intense positive life experience elicited greater positive meaning from the experience, compared to those who wrote about a active experience, or the days events. Discussion This data indicates that writing about positive and negative experiences increases and decreases affect accordingly, in conjunction with neutral conditions.The data also represents a greater meaning finder in participants engaged with positive written expression as opposed to negative and neutral conditions, with negative written expression producing the lower meaning finder of the two. With the hypothesis of the expressive writing paradigm in mind, it may be said that obtained results support this suggestion. In previous mention of the term, the ex pressive rating paradigm has been supported in many studies over long periods of time and through rather more intense conditions; such as the example of breast cancer survivors (Lu, Ghent, Young, Gawk-Singer, & LOL, 2012).Furthermore, previous studies focus greatly on the expression of traumatic instances (Baneberry, 1997) quite the opposite in that negative expressive writing produces a negative affect and lower meaning finder among participants. These results, however, are compared to that of writing positive experiences and so it may be said that a decreased score would be expected. Alternatively, being a cross-sectional design, perhaps more interesting results would be compiled from a series of written expression of the same account in the case of a negative experience.From previous studies, it is implied that regular written expression of a negative experience may produce positive results, contrary to those shown in this study. One of the implications of this study may be relat ed to indulging regularly in written accounts of positive experience to improve positive affect and meaning finding. Future studies, however, would benefit from the analysis of regular positive written expression. As is shown in previous studies with that of traumatic events, increased confrontation through written expression is shown to reduce negative affect.It may be possible that the opposite effect adhere to regular confrontation of positive experience. Perhaps this positive experience would decrease in positivist, or even have a reverse effect over time. The limitations of this study include, primarily, the tested participants. Undergraduate psychology students may not accurately represent the population. Many other studies of the same caliber have an inclination to testing of traumatic situations among a particular sub-group. Interesting would be the results obtained from a randomly selected participant group, and measuring them both for instant results and results over a num ber of tests.A further limitation may be described in the means in which data was collected. Lending to an intrusive subject matter, a face-to-face collection in class may not yield the greatest results. Anonymity to observer aside, students sitting within close proximity to another student may feel threatened by invasion of privacy and not reveal inner most feelings, effecting results. Furthermore, participation in the study was of a compulsory status. This may have affected the amount of effort students put into discussion as opposed perhaps to an individual actively seeking treatment or even involvement in a study.To prevent possible confounds in the future, ideally, participants would be of a random selection of willing volunteers. If unattainable however, it may prove advantages to separate students among the class too radius in which their test cannot be overlooked. Despite these limitations, this study shows promising results by suggestion that positive expression writing inc reases positive affect and greater meaning finding. These results may prove useful in a variety of situations and therapies; though further testing should be undergone to discover the extent of its effect.

Issues in Experimentation essays

Issues in Experimentation essays In replicating Sir Ronald Fishers famous experiment with tea tasting, it is essential for the subjects in the experiment to be blindfolded or, alternatively, presented with the cups of tea after they have been poured (Binomial coefficients..., 2006). However, given that when cold milk is poured into hot tea, the milk does not curdle (and when hot tea is poured into milk, the reverse occurs), the subjects would need to be blindfolded so that they could not see the curds and therefore guess correctly the order in which the tea and milk were combined. In Fishers experiment, the tea-tasting lady was given 8 cups of tea with milk, four of each version and was told that she would be tasting four of each variety (Preece, 1990). The experiment could be varied with respect to the number of each version of the beverage presented to subjects and with respect to random presentation of the samples; ideally, however, each version should be presented as frequently (if randomly) as the other. In any approach, it is likely that the subjects will identify the method used to combine the liquids correctly at least 50 percent of the time (Binomial coefficients..., 2006). The null hypothesis of the experiment reflects Fishers original hypothesis: The lady cannot tell the difference between milk poured into tea and tea poured into milk. The problem with the experiment is that there can be more than one mull hypothesis and, as significantly, the need to prevent subjects from viewing the cup with the beverage (Preece, 1990). Small samples that are statistically representative of a larger population are viable in experiments because one can extrapolate or project based on such studies to the larger population (Preece, 1990). When testing two populations with small sample sizes, the samples should be as nearly identical as possible if one is concerned with validity and reliability matters and if the lar ...

A Killer At Thurston High

It is not a far reach to speculate that he may have felt that, ultimately, his parents were to blame for his problems.   Had it not been for them, he would never have been born. This theory is supported by his written confession, which he left at the scene of his parents’ murder, in which he stated â€Å"I wish I had been aborted.†Ã‚   In this same letter, he states that he loved his mom and dad â€Å"so much† (Frontline).   This further lends credibility to the idea that while he felt love for his parents outwardly, he subconsciously harbored blame towards them because they were, essentially, the source of his suffering because they were the responsible for his existence.   Unfortunately, his inner turmoil manifested itself in a violent explosion of emotions, and he committed murders for reasons that even he could not explain. Another common theory that one could consider is that to some extent, Kinkel’s behavior can be attributed to peer influence, which would fall under the category of behavior modeling.   According to the chronological time table provided on the PBS Frontline website, Kinkel had no obvious behavioral problems during his elementary school years. Although he struggled greatly in school, several sources stated that he worked very hard to attempt to keep up with his classmates.   It would seem that once he entered middle school, he began to associate with young people who were less than upstanding citizens.   It is possible that by acting out, he was gaining acceptance from his peers, as opposed to feeling inferior because of his learning disability.   It is important to note that many of his offenses, particularly during his middle school years, involved friends.   Judging from his behavior, one can easily infer that Kinkel is not a leader, but a follower. It is likely that, at least in the beginning, he very seldom initiated criminal behavior, but rather blindly followed his friends down whatever path they chose. This may have likely set the stage for further misbehavior.   While his friends were not found to have any involvement in the murder of Kinkel’s parents or classmates, they did attribute to his delinquent attitude and fostered his fascination with guns and other deadly weapons.   So, in his attempt to conform to his friends’ ideas and behavior, he himself adopted their ways. His delinquent behavior evolved from so called â€Å"victimless† crimes, for instance, the ordering of mail order bomb books, shoplifting, etc, to increasingly violent acts.   As the chronological timeline found on the Frontline website clearly illustrates, it was not until after the relatively minor incidents occurred that his crimes became violent.   Throwing rocks off of the highway overpass, though it could have potentially caused great injury, was not a blatantly violent crime.   However, approximately three months later he was suspended from school for violent assaults against his classmates. One of the biggest controversies surrounding cases of teenage violence in America is deciding to whom the blame belongs.   Some may posit that the child’s parents are to blame; after all, they are the ones ultimately responsible for their children.   Others may blame the advent of violent video games, citing that young minds do not possess the discernment to know the difference between reality and fantasy. Still others will claim that the media is responsible; given that most young adults have unlimited access to television, explicit CD’s and internet websites, they are likely over stimulated with inappropriate material.   From a psychological viewpoint, we would define the aforementioned opinions as a tendency toward cognitive heuristics, more specifically, the principle of availability.   That is to say, Kinkel may have drawn on scenarios that he had either witnessed or heard about in order to rationalize his behavior. It is also possible that the idea to open fire on his classmates was in some way influenced by the influx of school shootings around the nation.   In theory, the fact that his solution to his problem was to go on a murderous rampage so shortly after other school shootings, lends credence to the idea that he was influenced by coverage of other shootings. Judging from Kinkel’s actions, writings, and confessional utterances, he suffered from a very low self-esteem.   Although some people naturally have a healthier self-image than others, a humanistic view of psychology dictates that negative experiences can contribute to a person’s low self-worth.   As described on the Frontline website, Kinkel struggled with school from the very beginning.   Because he started school in Spain, and spoke only English, he was at a great disadvantage. Not only did he miss out on an academic level, but also on a social level.   Even after returning to the United States, he continued to struggle in many areas of schooling.   Having to repeat the first grade likely affected his self-esteem.   Also, by all accounts, he continued to struggle with language problems.   In an interview, his sister admits to teasing him about his deficiency. It is likely that his classmates may have done the same.   Once he was diagnosed with a learning disability, and given the appropriate help, he apparently began to improve academically.   However, one can conclude that his feelings of low self-worth did not completely dissipate.   This may explain why he chose the friends that he did, which ultimately lead to participating in criminal activities. It has become a commonly accepted notion in the United States that puberty is the cause of many abnormal behaviors in young people.   To some extent, it is a reasonable claim; as a child matures into a teenager, they will likely push for more independence and individuality.   Changing hormones can attribute to some peculiar behavior, but in itself is not an excuse for even minor criminal behavior, let alone murdering ones parents and classmates.   However, as Frontline reports, Dr. Orin Bolstad, a psychologist who specializes in juvenile killers, stated that Kinkel’s behavior is consistent with an early onset of schizophrenia. This form of schizophrenia manifested itself through several delusional beliefs, as well as the apparent voices that told Kinkel to commit the murders.   It is also important to note that the theory that his violent behavior was caused by a biological factor, in this case a chemical imbalance, is substantiated by the fact that the use of Prozac seemed to calm some of his erratic behavior.   One can even tie the biological aspect of his illness to the humanistic aspect by recognizing that the voices that Kinkel claimed to hear, voices that may have been his subconscious thoughts manifested, were dangerous to his self-image.   According to Kinkel, the voices told him he was worthless, which would be consistent with his low self-esteem. Of all the psychological aspects that can be used to analyze Kinkel’s behavior, perhaps the hardest to address is society’s role.   Are young people being desensitized to gun use through culturally accepted displays of violence?   Are guns too readily available to young people?   In Kinkel’s situation, the answer is obviously that yes, guns were made way too available.   Although his father apparently took great care in trying to teach him that guns are a responsibility, he did allow the teenager to purchase a firearm. This likely sent a message to the young man that it is ok to own a gun.   In fact, it was after his father allowed him to purchase a firearm that he continued to buy more from friends.   Once he was caught with possession of a firearm on school property, he claims he did not want his parents to have to be ashamed.   So, in an attempt to solve this problem, he decided to kill his parents.   His solution to the problem is not unlike the plots of many action-adventure movies, thus lending credibility to the culturally inspired aspect of his crime. In conclusion, it is impossible to know exactly what caused Kip Kinkel to murder his parents in cold blood.   Nor is there any real explanation as to why he would then drive to school and open fire on an entire cafeteria of students.   Although modern psychology can, to some extent, offer a glimpse into the diseased mind, it can not afford us a clear and scientific answer as to why people do the things they do.   One thing is certain in Kinkel’s case: he is a deeply disturbed individual. When the judge handed down the one- hundred-eleven year sentence, he confirmed what many psychologists already knew: there is no hope of rehabilitation for a young man who committed such heinous crimes.   Even if medication and therapy could alleviate the symptoms of his disease, the knowledge of the pain that he caused will be with him until the day he dies.   Such is the tragic ending of a very tragic situation. Works Cited â€Å"The Killer At Thurston High.† PBS: Frontline. (January 2000). 20 November 2006.    http://www.pbs.org/wgbh/pages/frontline/shows/kinkel/ A Killer At Thurston High It is not a far reach to speculate that he may have felt that, ultimately, his parents were to blame for his problems.   Had it not been for them, he would never have been born. This theory is supported by his written confession, which he left at the scene of his parents’ murder, in which he stated â€Å"I wish I had been aborted.†Ã‚   In this same letter, he states that he loved his mom and dad â€Å"so much† (Frontline).   This further lends credibility to the idea that while he felt love for his parents outwardly, he subconsciously harbored blame towards them because they were, essentially, the source of his suffering because they were the responsible for his existence.   Unfortunately, his inner turmoil manifested itself in a violent explosion of emotions, and he committed murders for reasons that even he could not explain. Another common theory that one could consider is that to some extent, Kinkel’s behavior can be attributed to peer influence, which would fall under the category of behavior modeling.   According to the chronological time table provided on the PBS Frontline website, Kinkel had no obvious behavioral problems during his elementary school years. Although he struggled greatly in school, several sources stated that he worked very hard to attempt to keep up with his classmates.   It would seem that once he entered middle school, he began to associate with young people who were less than upstanding citizens.   It is possible that by acting out, he was gaining acceptance from his peers, as opposed to feeling inferior because of his learning disability.   It is important to note that many of his offenses, particularly during his middle school years, involved friends.   Judging from his behavior, one can easily infer that Kinkel is not a leader, but a follower. It is likely that, at least in the beginning, he very seldom initiated criminal behavior, but rather blindly followed his friends down whatever path they chose. This may have likely set the stage for further misbehavior.   While his friends were not found to have any involvement in the murder of Kinkel’s parents or classmates, they did attribute to his delinquent attitude and fostered his fascination with guns and other deadly weapons.   So, in his attempt to conform to his friends’ ideas and behavior, he himself adopted their ways. His delinquent behavior evolved from so called â€Å"victimless† crimes, for instance, the ordering of mail order bomb books, shoplifting, etc, to increasingly violent acts.   As the chronological timeline found on the Frontline website clearly illustrates, it was not until after the relatively minor incidents occurred that his crimes became violent.   Throwing rocks off of the highway overpass, though it could have potentially caused great injury, was not a blatantly violent crime.   However, approximately three months later he was suspended from school for violent assaults against his classmates. One of the biggest controversies surrounding cases of teenage violence in America is deciding to whom the blame belongs.   Some may posit that the child’s parents are to blame; after all, they are the ones ultimately responsible for their children.   Others may blame the advent of violent video games, citing that young minds do not possess the discernment to know the difference between reality and fantasy. Still others will claim that the media is responsible; given that most young adults have unlimited access to television, explicit CD’s and internet websites, they are likely over stimulated with inappropriate material.   From a psychological viewpoint, we would define the aforementioned opinions as a tendency toward cognitive heuristics, more specifically, the principle of availability.   That is to say, Kinkel may have drawn on scenarios that he had either witnessed or heard about in order to rationalize his behavior. It is also possible that the idea to open fire on his classmates was in some way influenced by the influx of school shootings around the nation.   In theory, the fact that his solution to his problem was to go on a murderous rampage so shortly after other school shootings, lends credence to the idea that he was influenced by coverage of other shootings. Judging from Kinkel’s actions, writings, and confessional utterances, he suffered from a very low self-esteem.   Although some people naturally have a healthier self-image than others, a humanistic view of psychology dictates that negative experiences can contribute to a person’s low self-worth.   As described on the Frontline website, Kinkel struggled with school from the very beginning.   Because he started school in Spain, and spoke only English, he was at a great disadvantage. Not only did he miss out on an academic level, but also on a social level.   Even after returning to the United States, he continued to struggle in many areas of schooling.   Having to repeat the first grade likely affected his self-esteem.   Also, by all accounts, he continued to struggle with language problems.   In an interview, his sister admits to teasing him about his deficiency. It is likely that his classmates may have done the same.   Once he was diagnosed with a learning disability, and given the appropriate help, he apparently began to improve academically.   However, one can conclude that his feelings of low self-worth did not completely dissipate.   This may explain why he chose the friends that he did, which ultimately lead to participating in criminal activities. It has become a commonly accepted notion in the United States that puberty is the cause of many abnormal behaviors in young people.   To some extent, it is a reasonable claim; as a child matures into a teenager, they will likely push for more independence and individuality.   Changing hormones can attribute to some peculiar behavior, but in itself is not an excuse for even minor criminal behavior, let alone murdering ones parents and classmates.   However, as Frontline reports, Dr. Orin Bolstad, a psychologist who specializes in juvenile killers, stated that Kinkel’s behavior is consistent with an early onset of schizophrenia. This form of schizophrenia manifested itself through several delusional beliefs, as well as the apparent voices that told Kinkel to commit the murders.   It is also important to note that the theory that his violent behavior was caused by a biological factor, in this case a chemical imbalance, is substantiated by the fact that the use of Prozac seemed to calm some of his erratic behavior.   One can even tie the biological aspect of his illness to the humanistic aspect by recognizing that the voices that Kinkel claimed to hear, voices that may have been his subconscious thoughts manifested, were dangerous to his self-image.   According to Kinkel, the voices told him he was worthless, which would be consistent with his low self-esteem. Of all the psychological aspects that can be used to analyze Kinkel’s behavior, perhaps the hardest to address is society’s role.   Are young people being desensitized to gun use through culturally accepted displays of violence?   Are guns too readily available to young people?   In Kinkel’s situation, the answer is obviously that yes, guns were made way too available.   Although his father apparently took great care in trying to teach him that guns are a responsibility, he did allow the teenager to purchase a firearm. This likely sent a message to the young man that it is ok to own a gun.   In fact, it was after his father allowed him to purchase a firearm that he continued to buy more from friends.   Once he was caught with possession of a firearm on school property, he claims he did not want his parents to have to be ashamed.   So, in an attempt to solve this problem, he decided to kill his parents.   His solution to the problem is not unlike the plots of many action-adventure movies, thus lending credibility to the culturally inspired aspect of his crime. In conclusion, it is impossible to know exactly what caused Kip Kinkel to murder his parents in cold blood.   Nor is there any real explanation as to why he would then drive to school and open fire on an entire cafeteria of students.   Although modern psychology can, to some extent, offer a glimpse into the diseased mind, it can not afford us a clear and scientific answer as to why people do the things they do.   One thing is certain in Kinkel’s case: he is a deeply disturbed individual. When the judge handed down the one- hundred-eleven year sentence, he confirmed what many psychologists already knew: there is no hope of rehabilitation for a young man who committed such heinous crimes.   Even if medication and therapy could alleviate the symptoms of his disease, the knowledge of the pain that he caused will be with him until the day he dies.   Such is the tragic ending of a very tragic situation. Works Cited â€Å"The Killer At Thurston High.† PBS: Frontline. (January 2000). 20 November 2006.    http://www.pbs.org/wgbh/pages/frontline/shows/kinkel/

Transfer Wise Coursework Example | Topics and Well Written Essays - 250 words

Transfer Wise - Coursework Example For instance, Transfer wise would allow a user in Spain to have an access of his money which is being transferred from Britain without physically sending that money to Spain. This is by giving them a similar amount of money in Spain, whereby they swipe with another person in the United Kingdom (Engel, 2014, p. 173). This enables the users of the company to receive their money without paying the banking fees. However, the question to ask, is, if the services of the organization are legal?   The services of TransferWise are legal.  Ã‚     The evidence to this fact is when the Financial Regulator of the United Kingdom allowed the company to open offices in the country. The registration of the company occurred in England and Wales, and its registration number is 07209813 (Klein, 2014, p. 122).This is in accordance to the companies’ act of 2006, which mandates that every company operating in the country must have a registration. Furthermore, to avoid law suits, emanating from a breach of contract or misunderstanding, TransferWise makes it mandatory for the users of its services to agree with the policies of the company, before using its services. For instance, TransferWise recognizes the fact that someone may use the account of their customers without authorization.     To protect itself from lawsuits emanating from this situation, TransferWise has set a provision that it won’t be liable for any transactions that are conducted from the accounts of their consumers. TransferWise is also very concerned about the privacy of its users.