Profile of Inflammatory and Infective Skin Diseases

Profile of Inflammatory and Infective Skin Diseases Contributors with their highest academic degree: GIRI VISHAL P*. , MD (PHARMACOLOGY) GIRI OM P. , MD (MEDICINE), PhD (MEDICINE) GUPTA SUDHIR K. , MD ( SKIN VD) SHUBHRA KANODIA , MDS (Std), (ORAL MEDICINE AND RADIOLOGY) Department(s) and institution(s) : â€Å"Clinico-Epidemiological Profile of Inflammatory and Infective Skin  Diseases in a Tertiary Care Centre of South India† ABSTRACT The present medical audit-study was undertaken to analyze clinical and epidemiological profile of inflammatory and infective skin diseases and to arrive at important facts about these diseases.1134 patients who attended the Dermatology of a   Medical and College Hospital were the subjects of this study . The findings were recorded in a proforma for analysis and interpretation .Etiological analysis revealed that majority ( 599 ; 52.82 % ) of dermatoses belonged to inflammatory group followed by infective group ( 535 ; 47.18 % ). Of the inflammatory group, allergic contact dermatitis ( 209 ;18.43 % ) was the most common entity followed by irritant contact dermatitis (180; 15.87 %) , seborrhroeic dermatitis( 120 ; 10.58 % ), atopic dermatitis ( 50; 4.41 % ), psoriasis ( 20; 1.76 % ) and pompholyx ( 20 ; 1.76 % ).Of the infective group, bacterial infection was the most common disease ( 349 ; 30.78% ) followed by scabies (122 ; 10.76 %) , fungal (57 ; 5.02 %) and viral infection( 3 ; 0. 26 % ).This study provides a preliminary baseline data for future clinical research. It might also help to assess the changing trends of inflammatory and infective skin diseases . Key Words: inflammatory skin diseases, infective skin diseases, changing trends in skin diseases. INTRODUCTION The pattern of skin disease is a consequence of poverty , malnutrition , overcrowding , poor hygiene , illiteracy and social backwardness in many parts of India . The examination for skin diseases is an important component of health care practice for all. Status of health , hygiene and personal cleaniness of a society can be judged from the prevalence of certain skin diseases in the community . The pattern of skin diseases vary from one country to another and within the same country from one state to another due to various climatic , cultural and socio-economic factors.[1,2] MATERIAL AND METHODS The relevant data available from medical case records of the Dermatology outpatient department of a Medical College and Hospital was collected by the investigator in person during period January 2011 to June 2012 . Name ,age ,gender , type and duration of disease were recorded in a proforma for analysis and interpretation of data . Total 1134 ( one thousand one hundred thirty four ) medical case records of inflammatory and infective skin diseases were collected and scrutinized for this observational ,perspective and medical audit- study. RESULTS Out of 1134 patients scrutinized , 220 ( 19.40 % ) patients were children up to five years of age and 149 ( 13.14 % ) children were 6 to 10 years of age . Most of adults 358 ( 31.57 % ) were aged 21 to 40 years and 146 ( 12.87 % ) adults belonged to 41 to 60 years age group . Females ( 581 ; 51.23 % ) slightly outnumbered males ( 553 ; 48.77 % ). [ Table 1-6] The majority ( 599 ; 52.82 % ) of patients belonged to inflammatory group followed by infective group ( 535 ; 47.18 % ). [Table1,2] Pattern of inflammatory skin diseases revealed allergic contact dermatitis to be the commonest ( 209 ; 18.43 % ) followed by irritant contact dermatitis (180 ; 15.87 % ) , seborrhoeic dermatitis ( 120 ; 10. 58 % ) , atopic dermatitis ( 50 ; 4.41 % ) , psoriasis ( 20; 1.76 % ) and pompholyx ( 20; 1.76 % ). [ Table 1 ] Among infective skin diseases , bacterial infection ( 349 ; 30.78 % ) was most common entity . Scabies was recorded in 122 ( 10.76 % ) patients . Fungal infection was recorded in 57 ( 5.03 % ) and viral infection 3 ( 0.26 % ) patients .[ Table 2 ] Seasonal variation pattern was observed in some diseases . Impetigo and dermatophytosis were recorded mainly in rainy and summer seasons. Scabies was recorded mainly in winter and rainy seasons . Atopic dermatitis and seborrhoeic dermatitis were documented more in winter season . DISCUSSION Pattern of inflammatory and infective skin diseases has varied in different studies. In this study , majority ( 599; 52.82 % ) of skin diseases belonged to inflammatory group followed by infective group ( 535 ; 47.18 % ) . A similar pattern of dermatoses has also been reported in several other studies .[3-8] However, in other studies infective group has been the predominant dermatoses.[9-22] Of the inflammatory dermatoses , allergic contact dermatitis was the commonest ( 209; 18.43 % ) out of all 1134 patients followed by irritant contact dermatitis( 180; 15.87 % ), seborrhoeic dermatitis ( 120 ; 10.58 % ), atopic dermatitis ( 50; 4.41 % ), psoriasis ( 20 ; 1.76 % ) and pompholyx (20; 1.76 % ). In chidren aged up to five years atopic dermatitis was the commonest ( 8 ; 0.71 % ) followed by seborrhoeic dermatitis ( 7 ;0.62 % ) , irritant contact dermatitis ( 6;0.53 % ) and pompholyx ( 2 : 0.18 % ). Similar finding has been observed in other studies . [2,5,6] Of the infective dermatoses, bacterial infections (349; 30.78 %) were the most common followed by fungal ( 57; 5.03 % ) and viral infections ( 3; 0.26 % ). Similar pattern has been observed in some other studies as well .[2,5] Studies have reported fungal infection to be more common.[13,14,22] Viral infections out-numbered bacterial and fungal infections in few studies .[7,8] Impetigo was the commonest ( 158 ; 13.93 % ) bacterial infection followed by secondary pyoderma ( 133; 11.73 % ), folliculitis ( 25 ; 2.20 % ), furunculosis ( 20; 1.76 % ) and acute paronychia ( 13; 1.15 % ). Scabies was the most common infestation seen in 122 ( 10. 76 % ) patients in the present study . CONCLUSION Majority of dermatoses belonged to inflammatory group followed by infective group , though the difference is narrow (64 ; 5.64 % ).Of the infective group bacterial infection was the most common disease followed by scabies , fungal and viral infection. This study points towards changing trends in dermatoses . This study provides preliminary baseline data for the future epidemiological and clinical research . It might also help to assess the changing trends of dermatoses. REFERENCES 1. William H.C. â€Å"Epidemiology of skin diseases† in : Burns T, Breathnach.S COXN Griffiths editors, Rook’s Textbook of Dermatology, 7th ed. Oxford : Blackwell science ; 2004 ; 81 : 06-21. 2. Balal M , Khare AK , Gupta LK , Mittal A , Kuldeep CM. Pattern of paediatric dermatosis in a tertiary care centre of South West Rajasthan . Indian J Dermatol 2012 ; 57 : 275 -8 . 3. Das DA, Haldar HS, Das DJ, Mazumdar MG, Biswas BS, Sarkar SJ. Dermatological disease pattern in an urban institution in Kolkata. Ind J Dermatol 2005;50:22-3. 4. Symvoulakis EK, Krasagakis K, Komninos ID, Kastrinakis I, Lyronis I, Philalithis A, et al. Primary care and pattern of skin diseases in a Mediterranean island. BMC Fam Pract 2006;7:6. 5. Gul U ,Cakmak SK, Gonul M, Kilic A , Bilgili S . Pediatric skin disorders encountered in a dermatology outpatient clinic in Turkey .Pediatr Dermatol 2008 ; 25 :277-78 . 6. Nanda A, Hasawi FA, Alsaleh QA. A prospective survey of pediatric dermatology clinic in Kuwait: An analysis of 10,000 cases.Pediatr Dermatol 1999 ; 16: 5-11. 7.Wenk C, ltin PH . Epidemiology of pediatric dermatology and allergology in the region of Aargau, Switzerland. Pediatr Dermatol 2003 ; 20: 109-12 . 8. Hon KL, Leung TF ,Wong T, Ma KC, Fok TF . Skin diseases in chinese children at a pediatric dermatology centre. Pediatr Dermatol 2004 ;21: 109-12 . 9. Nnoruka EN. Skin diseases in south-east Nigeria: A current perspective. Int J Dermatol 2005;44:29-33. 10. Tomb RR, Nassar JS. Profile of skin diseases observed in a department of dermatology (1995-2000). J Med Liban 2000;48:302-9 11 . Das KK. Pattern of dermatological diseases in Gauhati medical college and hospital Guahati. Indian J Dermatol Venereol Leprol 20011;77:603-4. 12. Agarwal S, Sharma P, Gupta S, Ojha A. Pattern of skin diseases in Kumaun region of Uttarakhand. Indian J Dermatol Venereol Leprol 2011;77:603-4. 13 . Das S, Chatterjee T. Pattern of skin diseases in a peripheral hospitals skin OPD: A study of 2550 patients. Ind J Dermatol 2007;52:93-5.10 14. Sanjiv Grover, Rakesh K. Ranyal and Mehar K Bedi; â€Å"A cross section of skin diseases in rural Allahabad† , Indian J.Dermatol. 2008 ; 53 (4): 179-81. 15 . Kar C, Das S, Roy AK. Pattern of skin diseases in a tertiary institution in Kolkata. Indian J Dermatol 2014;59:209 16. Ghosh SK, Dey SK, Saha I, Barbhuiya JN, Ghosh A, Roy AK. Pityriasis versicolor: a clinicomycological and epidemiological study from a tertiary care hospital. Indian J Dermatol. 2008;53(4):182-5. 17. Bhalla.K.K, â€Å"Pattern of skin diseases in a semi-urban community of Delhi†, Indian J.dermatol.venereol.leprol. 1984; 50: 213-4. 18. Gangadharan C , Joseph A , Sarojini A. Pattern of skin diseases in Kearla . Indian J Dermatol Venerol Leprol 1976; 42 : 49 -51 . 19 . Kuruvilla M, Dubey S, Gahalaut P., â€Å"Pattern of skin diseases among migrant construction workers in Mangalore†, Indian J.Dermatol.venereol.leprol. 2006; 72: 129-32. 20. Kuruvilla M, Sridhar KS, Kumar P, Rao G. Pattern of skin diseases in Bantwal Taluq, Dakshina Kannada. Indian J Dermatol Venereol Leprol 2000;66:247-8.11 21 . Dayal SG, Gupta G.P, â€Å"A cross section of skin diseases in Bundelkhand region UP.†, Indian J.Dermatol.venereol.leprol, 1977; 43: 258-61. 22. Devi T, Zamzachin G, â€Å"Pattern of skin diseases in Imphal†.Indian J.Dermatology, 2006; 51: 149-50. Table 1 : Pattern of skin inflammation in both sexes Diseases Male Female Total No. % No. % No. % Allergic contact dermatitis 105 9.26 104 9.17 209 18.43 Irritant contact dermatitis 81 7.14 99 8.73 180 15.87 Seborrhoeic dermatitis 71 6.26 49 4.32 120 10.58 Atopic dermatitis 19 1.68 31 2.73 50 4.41 Psoriasis 11 0.97 9 0.79 20 1.76 Pompholyx 8 0.70 12 1.06 20 1.76 Total 295 26.01 304 26.81 599 52.82 Table 2 : Pattern of skin infection in both sexes Diseases Male Female Total No. % No. % No. % Impetigo 72 6.35 86 7.58 158 13.93 Secondary pyoderma 72 6.35 61 5.38 133 11.73 Folliculitis 10 0.88 15 1.32 25 2.20 Furunculosis 8 0.70 12 1.06 20 1.76 Acute paronychia 5 0.44 8 0.70 13 1.15 Scabies 56 4.94 66 5.82 122 10.76 Pediculosis 2 0.18 2 0.18 4 0 .35 Dermatophytosis 22 1.94 15 1.32 37 3.26 Pitiriasis versicolor 11 0.97 9 0.79 20 1.76 Molluscum contagiosum 0 0 3 0.26 3 0.26 Total 258 22.75 277 24.43 535 47.18 Table 3 : Pattern of skin inflammation in different age groups (years) Diseases up to 5 6-10 11-20 No. % No. % No. % Allergic contact dermatitis 0 0 4 0.35 33 2.91 Irritant contact dermatitis 6 0.53 7 0.62 27 2.38 Seborrhoeic dermatitis 7 0.62 14 1.23 29 2.56 Atopic dermatitis 8 0.71 5 0.44 4 0.35 Psoriasis 0 0 0 0 0 0 Pompholyx 2 0.18 5 0.44 3 0.26 Total 23 2.03 35 3.09 96 8.47 Table 4 : Pattern of skin inflammation in different age groups ( years ) Diseases 21-40 41-60 61-100 No. % No. % No. % Allergic contact dermatitis 80 7.05 47 4.14 45 3.97 Irritant contact dermatitis 104 9.17 30 2.65 6 0.53 Seborrhoeic Dermatitis 40 3.53 20 1.76 10 0.88 Atopic dermatitis 20 1.76 3 0.26 10 0.09 Psoriasis 13 1.15 3 0.26 4 0.35 Pompholyx 10 0.88 0 0 0 0 Total 267 23.54 103 9.08 75 6.61 Table 5 : Pattern of skin infection in different age groups ( years ) Diseases up to 5 6-10 11-20 No. % No. % No. % Impetigo 96 8.47 37 3.26 15 1.32 Secondary pyoderma 59 5.20 35 3.09 23 2.02 Folliculitis 1 0.09 1 0.09 3 0.26 Furunculosis 1 0.09 1 0.09 4 0.35 Acute paronychia 0 0 1 0.09 1 0.09 Scabies 37 3.26 34 3.00 23 2.03 Pediculosis 0 0 0 0 3 0.26 Dermatophytosis 1 0.09 4 0.35 4 0.35 Pitiriasis versicolor 0 0 0 0 0 0 Molluscum contagiosum 2 0.18 1 0.09 0 0 Total 197 17.37 114 10.05 76 6.70 Table 6 : Pattern of skin infection in different age groups (years) Diseases 21- 40 41- 60 61- 100 No. % No. % No. % Impetigo 7 0.62 3 0.26 0 0 Secondary pyoderma 8 0.70 4 0.35 4 0.35 Folliculitis 15 1.32 4 0.35 1 0.09 Furunculosis 10 0.88 3 0.26 1 0.09 Acute paronychia 4 0.35 6 0.53 1 0.09 Scabies 20 1.76 4 0.35 4 0.35 Pediculosis 0 0 0 0 2 0.18 Dermatophytosis 17 1.50 10 0.88 2 0.18 Pitiriasis versicolor 10 0.88 9 0.79 1 0.09 Molluscum contagiosum 0 0 0 0 0 0 Total 91 8.02 43 3.80 16 1.41 1

Downfall and Destruction of Oedipus the King :: Oedipus the King Oedipus Rex

The Destruction of Oedipus the King The events in the play "Oedipus the King" show an underlying relationship of mans free will existing within the cosmic order or fate that the Greeks believed guided the universe. Man was given the freedom to choose ones own acitons, and was ultimately held responsible for them. Both ideas of fate and free will played an undividing role in his destruction. Clarence Miller considered the killing of his father to be fate. " This is what I consider that if fate is meant to be by a God, there is no way of avoiding fate," Miller said. Another theme in the story is of truth and freedom. In the Bible, Christ says, "know the truth and it shall set you free." Pieris Berreitter felt that the whole belief of truth brings about a paradox of what is written in literature. " When Oedipus learns of the truth he does not rejoice or thank gods for the freedom it has brought; instead he stabs his eyes out and loses his honor and his kingdom," argues Berreitter. He goes on to say, " Can this be freedom, and if in fact it is,are those who discover a dark tragic past destined to suffer as Oedipus did?" He makes a very good point,is the truth sometimes to much for one to handle? Yes sometimes it is, but it is a true hero that can find the strength to overcome it. I think the most tragic part of the story was how he handled the truth about his birth parents. I am sure it was awful for him to come to the realization of his fate coming true, but it wasn't all his fault. He did not have complete control of the situation, especially when he was younger. When we are children, we are innocent. We believe what we are told to believe and nothing else. He was told that he would kill his father and betrothe his mother, so he fled Corinth. He was not " fleeing his past," as Berreitter states, he was trying to stop the tragedy of the future. If he only knew the truth about his adoptive parents, then he would have stayed in Corinth and never had met up with his father. Today, people could learn from Oedipus's mistake. Though the truth can be tough to hear, we need to learn how to handle it.

Gullivers Travels :: essays research papers

He’s not Making Funnies is He?   Ã‚  Ã‚  Ã‚  Ã‚  Gulliver’s Travels is swarmed with many different satires. In the movie Gulliver’s Travels, Jonathan Swift throws out a number of ideas and statements concerning his views of hatred for cruelty, injustice, pettiness, and also stupidity that he saw through his everyday life. I like the way that he conveys his satires among the audience.   Ã‚  Ã‚  Ã‚  Ã‚  In the first part of the video, a lot of his criticisms were going towards the higher people of the ladder. For example, the King of the ship and then all of the other rulers of the world were the main people that he put down. When the ship was going to crash due to the imbalance of the flight magnet, the King simply sat on his throne and told the men in the room that everything was going to be fine. While the many men on board were running around frantically, the King did not give any aid to the problem. The point here was that Kings of the time, were not fulfilling their roles, instead, they were laying back and letting problems settle for themselves.   Ã‚  Ã‚  Ã‚  Ã‚  Also, in the first section of the video, professors got the bashing of satire. While Lemuel was walking around the island, he was stopping randomly and asking for directions to the place. Almost all of the rooms he entered, there was a professor working on an experiment. After he asked the intelligent men for the path to his destiny, they would simply describe their project to him or respond with not knowing what he was talking about. With the actions of the man, I thought that the satire on the professors was superior. The professors were not worrying about anything else that went on around them, due to the fact that they were too into their projects. Lemuel describes them to be experiments with no end. The thought of how professors work so hard on making something that will come to be nothing was explained with great and detailed satire in the afterward part of the video clip.   Ã‚  Ã‚  Ã‚  Ã‚  In the second part of the movie, Lemuel Gulliver was on an island with some different kid of â€Å"creatures†. One of the animals was a horse, and they obtained the name of houyhnhnms. These were symbolizing the natives from another planet, country, land, or island. The horses were talking to Lemuel and he discussed his culture and in exchange, the houyhnhnm’s shared their thoughts and beliefs with Lemuel.

Leadership, Power and Politics

Conflict,   Management and leadership Conflict is a natural outcome originating due to individual and group interaction. It is a ‘friction’ produced due to emotions and behaviors of people working closely rubbing against each other. When people from various backgrounds and beliefs work together, consciously or unconsciously they try to pass their own principles in work aspects creates conflict. However, conflict is not always destructive or regressive. When well managed and directed, it has great utility in substantially improving an organization’s functional and production aspects, along with helping individuals to evolve a joint   philosophy of work and cooperation. However, poorly managed conflict situation impairs the organizational outcome, creating stress, introducing   dissatisfaction and reducing efficiency. Characteristics of Conflict The round the clock work schedules, trans-national nature of jobs, and strain in today’s world have worked together to make conflict an unavoidable part in life of people. Work related stress, with pressures of deadline, critical levels of responsibility, problems of resource allocation and management, setting, defining and achieving challenging goals, and all the time trying to coordinate with different individuals give rise to perfect conditions for   conflict to emerge within organizations (Bergman and Volkema, 1989). But before any attempt to resolve conflict it is important to understand the characteristics of conflict that an organization generally faces. According to Baron (1990), a study of various organizational parameters indicated towards five characteristics of conflict . These are 1. Conflict due to contrasting or opposing field of interests between or among individuals or groups. 2. Recognition of these opposing interests by the interested parties 3. Conflict centers on a perception by each side that its opposing party would injure its interests 4. Conflict is not a stage, rather a process and it results from the way individual and groups define their relations through the past interaction 5. Actions and efforts by each party with the intention of negating other’s goals. Conflict management and leadership Leadership has a great role to play in conflict resolution. A leader with qualities with excellent communication, understanding and negotiation can be instrumental in bringing the positive outcome through the issues involved in the conflict. As the business and corporate management has realized, leadership greatly helps to alleviate conflict situation due to its inspirational value. Leadership essentially about encouraging   people to pool themselves together towards achieving common goals and objectives (Rosenbach and Taylor, 1998, 1. Leadership further empowers individuals, helps them to rise above their rank and position within the organization to associate themselves and their colleagues with specific works, duties and responsibilities and enables them to identify and set their own directions, work on commitment and take challenges.   (Day and Halpin, 2004, 3). Its not surprising then that companies are ready to invest hugely in leadership development program, as a guaranteed way to emerge ahead than their competitors. Within every social, institutional or organizational structure, a leader is always looked upon the person with abilities to broach reconciliation and resolution in situation of conflict. Leadership entails elements of power and authority that are critical to acquire influence. There are five power bases for a leader, as identified by French and Raven (1959). They are 1. Legitimate power: the power that comes by virtue of the position and command to control behavior. 2. Coercive power: It is the leader’s control over persuasion and ability to take symbolic punitive actions in case of dissent 3. Reward power: It is the leader’s control over granting rewards 4. Expert power: These are the specialties that a leader attains due to knowledge and experience and that he is expected to possess and use in conflict resolution 5. Referent power: This is the power over over subordinate or group members to identify the leader Leaders may opt for one, some or   a combination or all of these power bases to attain conflict management and resolution by influencing the psychological and social dimension of conflict, trust, and authority (Johnson and Short, 1994 :Leadership (Power and Politics) Leadership is not a characteristic that exists in isolation. As it is defined, leadership implies establishing coordination, orientation, cooperation, and collaboration among the followers to accomplish designated objectives and goals. It is   possible when leaders can inspire their followers with respect, admiration, discipline, confidence in the abilities of the leader while being helped to envision themselves as empowered individuals (Brown and Lord, 2004, 2). A good leader has the ability to take over even most complex, demanding and otherwise impossible condition by exhibiting personal integrity, ethical and moral traits and values that other can relate to and aspire to imbibe in their own conduct (Laurie, 2000, 53). Here it is important to distinguish personal charisma from leadership, as personal charisma, being an person specific phenomena, can awe people but hardly give them impetus to follow in the footsteps of the leader. Leadership is also means natural acquisition of power and potential to change its equation affect over the leaders and their followers. There inherent dangers associated with power, and for most of the people, the timeless adage-‘power corrupts’ suits justly. Power contains a temptation that is hard to resist and has potential to become the ultimate goal for a person rather the tool that was designated in helping to achieve the goals.   But a genuine leader understands this irony of power and therefore believes that power should be shared with others so that it can grow. The real power of leaders is their   ability to inspire others with a sense of power and confidence (Champy and Nohria, 1999, 165). According to Reigel’s (1979) theory of development, the relevant categories to leadership practices and conflict management are: 1. Optimism-faith in goodness of humanity. It works on the principle of faith in inherent goodness of humanity with a sense that goals and objective are achievable. 2. Interconnectedness-responsibility for the whole. The principle is extension of sense of responsibility to greater issues affecting the world that connects individual with the entire humanity. 3. The contradictory nature of things. It teaches about recognizing and respecting that contradiction occurs in people, their experience and circumstances. 4. Life is characterized by crises. Recognition that crises and conflicts are inbuilt of component of life and progress is achieved by incorporating them in the philosophy towards life. 5. Kinship with others. It stresses on building associations and help in realizing that every one is important and deserves equal respect from others. 6. The opposition. It teaches about taking opposition as contradiction, instead of viewing it in negative perspective. 7. Acknowledging other’s contribution. It stresses on frank and appreciative acknowledgment of success and achievements of others Reference Baron, R. A. (1990). Conflict in organizations. In K. R. Murphy & F. E. Saal (Eds.), Psychology in organizations: Integrating science and practice (pp. 197–216). Hillsdale, NJ: Erlbaum Bergmann T. J., and   Volkema R. J. ( 1989). â€Å"Understanding and managing interpersonal conflict at work: Its issues, interactive processes, and consequences†. In M. A. Rahim (Ed.), Managing Conflict : An inter-disciplinary approach (pp. 7-19). New York: Praeger Brown DJ and   Lord, RG,   2004, Leadership Processes and Follower Self-Identity,   Lawrence Erlbaum Mahwah, NJ. Champy J, Nohria N, 1999, The Arc of Ambition: Defining the Leadership Journey, Perseus Books (Current Publisher: Perseus PublishingCambridge, MA. Day DV and Halpin SM, 2004, Leader Development for Transforming Organizations: Growing Leaders for Tomorrow,   (edit) David V. Day, Stanley M. Halpin, Stephen J. Zaccaro, Lawrence Erlbaum Associates,   Mahwah, NJ. French, Jr., J.R.P., & Raven, B. (1959). The bases social power. In Dorwin Cartwright (edit.), Studies in social power (pp. 150-157). Ann Arbor, MI: Researc Center for Group Dynamics, Institute for Social Research, The University of Michigan Johnson, P.E and Short, P.M (1994). Exploring the Links among Teacher Empowerment, Leader Power and Conflict. Education. Volume: 114. Issue: 4. Page Number: 581+. Laurie DL, 2000, The Real Work of Leaders: A Report from the Front Lines of Management, Perseus Books (Current Publisher: Perseus Publishing, Cambridge, MA Riegel KF. Foundations of Dialectical Psychology. New York: Academic Press, 1979. Rosenbach WE and Taylor RL, 1998, Contemporary Issues in Leadership, (edit) William E. Rosenbach, Robert L. Taylor, Westview Press,Boulder, CO.                   Leadership, Power and Politics Leadership is the process of influencing others to act to accomplish specific objectives. Leaders are the key movers of an organization and they are able to inspire and motivate their members to work towards the attainment of goals. In the past, leadership have been thought of as a quality that only the elite managers possess, however reality is, each one of us possess and may develop our leadership skills. Being a leader is not an easy job, it takes creativity, innovativeness, discipline, passion and an open mind. It is said that leaders emerge in times of change and turmoil; it is a fact that when the going gets tough, leaders are there to get things done. Opportunities for change however must be sought out and seized by the leader. It is a necessary element in the exercise of leadership, for leadership is at its best when there is an opportunity to grow, innovate and to improve. A leader can accomplish this by treating every job as an adventure, by deciding that each day is an opportunity to learn something new or to discover better ways of accomplishing things, the leader is more able to initiate changes that would be for the greater good of the group. When a leader seeks meaningful challenges, it allows the leader to work with passion and commitment that is personally gratifying and hence is able to effectively work for the group. With that, the leader also find and create meaningful challenges for others, when members feel that they are valued and trusted by their leaders to be able to accomplish realistic and challenging goals, they become more committed and become better workers. This means that the leader provides his/her members too become intrinsically motivated to rise to the challenge. As a leader, it is important that he/she make the workplace fun, happy people are more productive and they like going to work everyday because it is a happy place. as such, when an organization is so used to doing things in the same way, it leads to complacency and even deterioration, thus a leader must be able to question the status quo, this would mean that as a leader he/she must actively look for systems or programs that have outlived its usefulness and be creative enough to provide new ideas. Renewing teams in any organization is necessary in order to breathe new life to the team, a shuffling of departments or the movement of positions would reenergize the team and possibly generate new ideas and opportunities. Lastly, the leader should adopt an open approach to searching for opportunities. It is an acceptance of the leader that he/she does not have the monopoly of ideas and it is necessary to be aware of what is happening outside and inside the organization. Being an effective leader also takes the ability to experiment and takes risks and to learn from mistakes. Leaders if for some twist of fate have always been thought of as someone who can transform any organization form the brink of death to greater heights. But in reality, it is the scientific and objective leader who is able to appreciate the importance of carrying out mini experiments of new processes that would in the end be more cost-effective than to rush and implement a program or process that have not been tested. Experiments are for introducing new products while creating or developing models in specific departments of new processes will give the leader an objective assessment of the possibility of success or failure of the new process. The leader is not the sole experimenter, he/she must encourage other to experiment also, but at times it is faced with fear and apprehension, thus the leader should assure the members that it is safe to experiment. When a person is so set in his/her ways then it is difficult to initiate change, the leader therefore must be able to break the mind set of its people, to become more open to new ideas and change. An enormous change may be anxiety provoking for members, the leader thus should break up the changes into small challenges that members can accomplish one at a time. People work better if they know that their ideas and feelings are respected and that if what they are doing is of their own choice, a leader should give each person the opportunity to make their own choices. A leader must learn how to say yes to the ideas and opinions of its members, by saying yes more frequently than but or no, it would be easier for the leader to also solicit the cooperation of its people. A leader is not a Greek hero who has supernatural powers, he/she can make mistakes and a true leader has the grace and humility to accept his/her mistakes and to learn from it. Lastly, a leader should also be able to evaluate the effectiveness of the new programs or changes that he/she has carried out in the company and this exercise should be a collaborative effort with input from the different members of the organization. Knowing what may cause the failure of an innovation would go a long way in improving that product or process. It is true that leaders emerge out of the difficulties or major changes in an organization, and being a leader is no easy job, and one can always make use of information that would help enhance or develop our leadership skills. I found this as the advantage of the concepts, it provides true-to-life examples of how a leader is able to seize opportunities for change and why it is important to experiment and learn from mistakes. The disadvantages of the concepts however is that it is too abstract and sometimes it is difficult to relate to a job as mundane as selling cigarettes and that most of the examples involve large organizations wherein leaders are often the head of the department or the organization. Although the chapters do provide pointers on what an ordinary person could do to become a leader and it is a practical guide. The chapters present the concept as a series of things to do or things to learn, and not all could be applied at the same time to a single organization. In my experience as a cigarette store owner, I am limited by the products that sell the most; I may provide my customers with new brands or novel cigarettes but since smokers tend to stick to one brand. I may be able to innovate probably in giving freebies to loyal customers or be creative by using bonus coupons that they could exchange for premium brands. Moreover, I do not have a staff and hence my leadership skills are not harnessed. On the other hand I work part time in a gasoline station and work with other people but again a gasoline station is one of the most normal and stable organization there is. Thus, unless if the gasoline station gets sold or merged with another store, then maybe it would be time for me to rise to that challenge. On the other hand, learning about leadership has been exciting and very challenging, it tells me that I can be a leader someday; it also made me become aware of some of my personal characteristics that is akin to leaders. I would like to share to others what I have learned about leadership, sometimes we do not know that we possess the ability to be leaders if other people don’t acknowledge it, I would also tell them of the things that a good leader should be able to accomplish. That said, there are different leadership styles which a person may favor and use in different situations. Leadership styles include autocratic leadership, bureaucratic leadership charismatic leadership, participative leadership, Laissez-faire leadership, relations-oriented leadership, servant leadership, task-oriented leadership, transactional leadership and transformational leadership. Personally, I think that participative leadership is the best among the styles because although the leader has the final say in the decisions concerning issues on organizational change; it allows the members of the organization to contribute their ideas and thoughts. This communicate that the leader value and respects its members and thus increase job satisfaction of members and cultivates a culture of collaboration and cooperation that every organization needs to get things done. Reference Kouzes, J. & Posner, B. (2002). The Leadership Challenge.   California: Jossey-Bass      

Effect of imperialism on the Rwandan genocide Essay

There is a lot of history in a small country like Rwanda. The original inhabitants were the ethnic Twa. By the 10th century, Hutu farmers were established there. Tutsi warriors with cattle arrived after the 14th century. Tutsi formed a monarchy by the 16th century. All tribes shared a common language and culture, and there were no race issues until the 20th century. (4) Germany was the first European country to colonize Rwanda in 1899, administering it indirectly through the existing king. Belgium took control in 1916, during World War I. Belgium received it as a League of Nations mandate in 1919 and continued indirect rule but restructured the system to increase ethnic divisions. (4) The Belgians favored the Tutsi over the Hutu and Twa, which was a big mistake that caused huge problems in the future and lots of racism. (5) In 1946 Rwanda became a UN trust territory administered by Belgium. (5) Pressure rose during the 1950s as Hutu protested against Tutsi for rights and voting. Violence spread quickly after the Hutu sub-chief was attacked by the Tutsi. Many Tutsis died or fled to neighboring countries. Belgian troops intervened and set up a policy reversal, with a Hutu-led government. (4) With democratization going through Africa, monarchy was abolished in 1961 and Rwanda gained complete independence in 1962, as two countries, Rwanda and Burundi. (5) Tutsi exiles continued attacks on Hutu throughout the 60s. The First Republic, led by Hutu, ended with a 1973 rebellion coordinated by the Hutu Minister of Defense, Juvenal Habyarimana. Tutsi revels in Uganda formed the Rwandan Patriotic Front, or the RPF, and invaded Rwanda in 1990. The conflict ended in 1993 with a power-sharing agreement treaty. But the peace was broken again when Habyarimana’s plane was shot down in April 1994. (5) Know one knew whether it was Hutus that shot down the plane, but they were accused nonetheless. â€Å"Hutu politicians opposed to the late president Juvenal Habyarimana were targeted in the first few days after the plane crash, which has yet to be satisfactorily explained. But now the killings seem to be directed purely against Tutsis,† according to Hilsum. (1) This was the end  of the Second Republic and the beginning of a 100-day well-organized genocidal rampage. Hundreds of thousands fled to neighboring Burundi, Tanzania, Uganda, and Zaire (now the Congo). The RPF fought back and took control on July 4, 1994. Thousands fled from the RPF advance and many died from disease and unsanitary conditions. In 1996 Hutu refugees became targets of Tutsi violence, and Hutu soldiers attacked the Tutsi. Rwanda sent militia to defeat the Zairian troops helping the Hutus. Most refugees were sent back to Rwanda, but some remained to launch guerilla attacks in northwestern Rwanda. (4) Courts were set up for 124,000 people for crimes during the genocide. The first Hutu president was elected in 2000 when the old president resigned. Trials are still going on today, charging people with war crimes during the genocide. Because of the great scars of Rwanda’s history in the last century, Rwanda today has a very weak economy and is very undeveloped industrially. The products are mostly agricultural, and most of the population are subsistence farmers. The main crops consist of coffee and tea. Also grown are bananas, beans, cassava, cattle, pyrethrum, sorghum, and sweet potatoes. The only mining resources are tin and wolframite. A lack of fertile soil limits agricultural expansion. (4) Rwanda only trades with Uganda because of bad relations with other countries. This makes trade very expensive there because of this. (5) Christianity was introduced in Rwanda by missionaries in the early 20th century. Today 65% are Catholic, 9% Protestant, 1% Muslim, and 25% follow indigenous beliefs. Ethnic tribes are still mostly Hutu and Tutsi, which are now peaceful. 90% are Hutu, most of the rest are Tutsi, and only 1% are Twa. The official languages spoken in Rwanda are English, French, and Kinyarwanda, a Bantu language. (4,5) Independence Day is celebrated on July 1. The government consists of the President and Transitional National Assembly of 70 seats. Local elections establish councils responsible for local disputes, minor crime, tax collection, and salaries for teachers and doctors. The country is very crowded and there is lots of disease. (5) Most of the problems in Rwanda in the last century were caused by imperialism. The genocide in Rwanda affected its neighboring countries as well, and thousands of Hutus and Tutsis were also killed in Burundi by similar problems there. The incredible amount of racism and hate in the very heart of Africa was sparked by the colonial structure enforced by Germany and then Belgium. According to Dowden, the Tutsi, making up only about 10% of the population, â€Å"were a kind of feudal cattle-owning aristocracy who lorded it over the Hutu peasants.† Belgians gave the Tutsis a big advantage in education, leading them to have professional jobs. (2) Before the Europeans came there was peace in Africa. But after greedy 19th century European politicians occupied the African continent, enslaving or abusing its people, ethnic conflicts broke out all over Africa, followed by a century of bloodshed. The conflicts and the current problems in Africa could have been prevented if imperialism wouldn’t have existed. There would not have been a genocide during which hundreds of thousands of innocent people were slaughtered over a period of 100 days. According to LaFraniere, â€Å"The Rwanda genocide is considered the worst ethnic killing since the Holocaust. In 100 days, an estimated one in 10 Tutsi in Rwanda were wiped out, along with many moderates among the Hutu, who make up the majority of the population. The efficiency of the killers, who chased down the Tutsi at roadblocks and in the streets with sharpened sticks, nail-studded clubs and grenades, surpassed that of the Nazis, some historians contend.† (3) The financial crisis in Rwanda and the suffering of its people today could have been prevented if it wasn’t for so much hate and carelessness of imperialistic European nations in the 19th and early 20th centuries. Bibliography 1. Hilsum, Lindsey. â€Å"Men mad with killing drown nation in blood†. The Independent. 1 May 1994. 2. Dowden, Richard. â€Å"A wound at the heart of Africa†. The Independent. 11 May 1994. 3. LaFraniere, Sharon. â€Å"3 convicted of genocide in Rwanda Media chiefs guilty of inciting massacre of Tutsi in 1994†. International Herald Tribune. 4 Dec. 2003. 4. World Book Encyclopedia 2003. Vol. 16. 5. Culture Grams 2004.

Examine The Way Shakespeare Presents The Power And Control Capulet Exerts Within The Play

Shakespeare clearly demonstrates that Lord Capulet is a very protective father. This is because in Act 1 scene 2 Capulet says â€Å" hopeful lady of my earth† In this quote Shakespeare shows that Capulet is a loving and protective father because children died easily and the words ‘hopeful lady’ means that Juliet was his only hope , Juliet was very precious for him because she was his only child. Also in that quote Shakespeare used flattering language.Lord Capulet was a responsible and protective father which the audience in those times found as a typical father, however throughout the play Capulet gives Juliet freedom to choose who she wants to marry which wasn’t considered as normal in those days. â€Å"My child is yet a stranger in the world† This could suggest that he does not feel ready about Juliet being married. The word ‘stranger’ shows that she’s naive and inexperienced. And that she hasn’t been long enough in the à ¢â‚¬Ëœworld’. Shakespeare shows that Lord Capulet has the ultimate power and control in his household.His power and control is shown trough his relationship between his wife, daughter and others members of his family. In act 1 scene 5 Capulet is presented as a kind and friendly man by starting his sentence â€Å" Welcome , gentlemans† But as he goes along Shakespeare shows that he can be manipulative not only over his family. â€Å"Ladies that have their toes unplagu’d with corns will walk a bout you. † This quote maybe is suggesting that he’s manipulating woman. Also throughout the scene he says â€Å"Am I the master here, or you? Go to.†The language used here is dominant. Shakespeare uses rhetorical question to show that Lord Capulet has control to tell people what to do and authority over his family, also he’s foreshadowing the disasters that are soon to come. He uses imperative words. Paris asked Capulet to marry Juliet, not Julie t herself which was found normal for the audience, however it gives a small bit of evidence to support that he, being Juliet’s father had power over Juliet’s own decisions. Juliet changes more than any other character throughout the play.In act 1 scene 3 Juliet says â€Å"But no more deep will I endart mine eyes Than your consent gives strength to make it fly† Juliet is being obedient by saying that she’ll do what her parents tell her to do. The word ‘consent’ suggests that she need her parent’s permission to do what she wants. But when she meets Romeo, she become more confident regarding the path of her life. Act 3 scene 5, Capulet tells her that she is to marry Paris, but instead of doing what he said she goes against her father’s will, â€Å"I will not marry yet.And when I do, I swear it shall be Romeo† This shows Juliet transformation throughout the play, she changes from an innocent obedient girl into a brave confide nt girl, this is because she confesses her love for Romeo to her parents. Lord Capulet expected Juliet to be happy with the match with Paris because Juliet obeys him, and in those days fathers picked their daughter’s husband and they couldn’t disagree with it; they should be happy and thankful. Also Paris was rich, he was related to the Prince and good looking.â€Å"Not proud you have, but thankful that you have† In this quote Shakespeare uses flattering language. As the play goes on Juliet makes a number of important decisions, she falls in love with the enemy of her family, gets married, would be an embarrassment to her family, and finally kills herself, this wasn’t expected from a girl in those times, the audience might have been shocked with her acts in the play because the society expected daughter to obey their parents. Destiny is the most powerful theme of the play. This is because destiny controls the end result in Romeo and Juliet’s ill-fa ted union.This is evidence from the line â€Å"A pair of star-cross’d lovers take their life† Shakespeare mentioned that Romeo and Juliet were ‘star-cross’d they’re destiny to die. He foreshadows Juliet and Romeo’s death. The prologue points out that Romeo and Juliet have fate against them. Is says that their love is â€Å"death-marked† and they have no control over what happens. Juliet tells Romeo of her vision of him dead at the bottom of a tomb. This is foreshadowing to the already destined event these two lovers will soon face. Before Romeo enters the house of the Capulets, he speaks about an unknown danger â€Å"hanging in the stars†.The word ‘star’ might suggest that events expected to occur being written in the ‘stars’, and explains how life is predetermined by fate. He says that he defies fate, by saying that he defies what is written in the stars. In act 5 scene 3 Romeo says â€Å"Shall I beli eve That unsubstantial Death is amorous,† Shakespeare used Oxymoron by saying ‘Death is amorous’ to create an dramatic effect. Romeo refuses to accept that Juliet is dead. What Romeo does not realize is that he has no control over is destiny. No matter how angry or motivated he is to change what is written in the stars, he cannot. It is already predetermined.Overall I feel that power and control of Capulet was critical in the development of the play because he certified to carry the feud between the Capulets and Montagues. However I think fate was the most important theme because it controls the end result in Romeo and Juliet’s ill-fated union, and no one can change destiny. From the beginning of the play Shakespeare uses foreshadowing to emphasise how important fate is. If it wasn’t for destiny Romeo and Juliet wouldn’t have met, married and therefore wouldn’t have settled the dispute between the Capulets and Montagues. Examine the way Browning reveals power and control In My last DuchessMy last Duchess is about the imbalance of power and control between man and women. On the surface the poem is about a dominant possessive duke who killed her wife because she was too easily admired by others and blushed The Duke holds a sort of ownership over his wife. â€Å"My last Duchess† The title itself revels that the speaker, the Duke, is very possessive. The word ‘my’ suggests that the Duke is very dominant and controlling. Browning used the voice of a possessive narrator, this might be because to show how completely he ruled over her. The quote â€Å"The curtain drawn for you, but I â€Å"shows that he’s possessive and powerful.The pronoun ‘I’ suggests self-importance. Nobody is allowed to touch the curtain but him. Furthermore, the Duke is presented as a controlling person; the evidence for this is â€Å"since none puts by’ The Duchess could be covered up giving him comp lete control thru the opening and closing of the curtain. Now he controls who sees the picture, but he cannot control time and mortality. The narrator is presented as a commanding, powerful and jealous. At the beginner of the poem the narrator, the duke, is giving the ambassador of his second wife a tour of his artworks in his house. We can see this in the quote â€Å"Will’t please you sit and look at her?†Really a command rather than a question. Throughout the poem the narrator uses the pronoun ‘My’ to show how dominant and possessive the Duke is. â€Å"My gift† This quote he used an arrogant tone, and the word ‘my’ again shows ownership. Moreover on the poem we can he is cold and powerful, the evidence for this is â€Å"I gave commands; Then all smiles stopped together. † This quote might be telling us that the Duke is vague, and that he ‘gave commands’ or orders to kill the Duchess. And foreshadows the Duchess dea th. He’s jealous that he can’t even bring himself to talk to her about her behaviour – murder is the only solution he can come up with.His jealousy isn’t just about romantic attention; it’s about any kind of attention. We know he is self-obsessed because of his repeated use of ‘I’. The narrator presents the Duchess as a happy, cheerful and flirtatious. which has displeased him. As the ambassador looks at the portrait of his late duchess he says â€Å"Of joy into the Duchess’ cheek† The Duchess blushed easily. We could see this furthermore on the verses 23-24: â€Å"she liked whate’er She looked on†. He’s jealous of the attention his wife shows to other, he’s jealous of every smile and every blush that she gives.He claims she flirted with everyone and did not appreciate his â€Å"gift of nine-hundred-years- old name. † He describes her cheek as having a â€Å"spot/ Of joy† in it, p erhaps a slight blush of pleasure ‘joy’. On the verse 14 he says â€Å"her husband’s presence only,† This suggests that it wasn’t just â€Å"her husband’s presence† that made her smiled and blush in this way, although the Duke seems to believe that it should have been the only thing that would. From the beginner of the poem we might conclude that his wife was no longer alive. The evidence for this is â€Å"as if she were alive.†We immediately begin to suspect that the duchess is no longer alive, but left enough uncertainly to capture our attention as readers. â€Å"That’s my last Duchess painted on the wall† In these lines, we are given our first hint that the duchess wasn’t that important to the duke, suggesting that his late wife was nothing more than her external appearance. The word â€Å"last† is the evidence that she was dead. As his monologue continues, the reader realizes that the Duke in fact caused the Duchess’s early end, when her behaviour escalated, he â€Å"gave commands;† In the verses 46-47 he says â€Å"There she stands As if alive.†This is another evidence that the Duchess is no longer alive, Browning uses juxtaposition to create an effect on the reader. We might conclude that he had his wife killed because the final image of the expensive bronze statue , a metaphor â€Å"Taming a sea-horse , thought a rarity,† The Duchess is being tamed by someone powerful , the Duke , which killed her because of jealousy, and to show that he had power and control to do anything that pleased him. We never got to hear her point of view. Did she really disrespect his â€Å"nine-hundred-years-old name† as he claimed she did?What is your response to the pieces of literature you have read? Make links between the ways the writers have considered and presented the theme. You will be hearing from us shortly , The conscript , Hawk roosting and My last duchess are all poems about power and control which we can link with the play Romeo and Juliet. Romeo and Juliet is a play about love, conflict, power and control. At the start of the play there’s a fight between the Montagues and the Capulets, which later in the play results Romeo and Juliet’s early death.Whereas ‘My last Duchess’ is about jealousy, selfishness, power and control, which also ends with death. In ‘Romeo and Juliet’ power is presented in fate, love and parental control. As ‘My last Duchess’ power is presented between man and women. Both of the poem and play uses commanding language and an imperative. In ‘Romeo and Juliet’ power and control can have an effect in individuals, similar to the Duchess. Both of the play and poem we can see that power and control corrupts the end result of the main characters.This has an impact on the reader because we can realise that power and control has a devastating cons equence. Lord Capulet and the Duke have a lot of similarities. Both of them has power and control, but it is viewed in a different perspective. Capulet wanted the best for his daughter that’s why he used his power and accidentally caused her death. As in ‘My last Duchess’ the duke wanted to kill his wife because of jealousy and to show that he’s won’t let anyone disrespect him or unpleased him , and that the only way to show his power was to kill her.Shakespeare also presents the theme of power and control between Lord Capulet and members of his family. Act 1 scene 5 Shakespeare presents Capulet’s power within his relationship between Tybalt, he says â€Å"Am I the master here, or you? † Shakespeare might have used rhetorical question to show his power and commanding word. He uses the pronoun ‘I’ to show that he’s the one who controls what happens. Browning also uses the pronoun ‘I’ frequently, this mig ht be because to show how self-obsessed, selfish, powerful and narcissistic he is. â€Å"Will’t please you sit and look at her?†This is really a commanding rather than a question which we can link with Lord Capulet being powerful and using rhetorical question. Romeo and Juliet and ‘Hawk roosting’ both seem to be about power and control. ‘Hawk roosting’ is about a dominant hawk that feels superior. The poem shows the world as seen from a hawk’s point of view. The hawk seems very determined and powerful, the evidence for this is â€Å"I sit in the top of the wood† This can be taken two ways , literally he is positioned at the top of the wood, but also metaphorically he is at the top of the tree- at the top of the food chain.Shakespeare also presents the theme of power and control , but the difference is that he presents power and determination within Capulet. â€Å"Am I the master here, or you? † The language used here is do minant, also Shakespeare uses a rhetorical question to shows that Lord Capulet has power and authority to tell people what to do, similar to hawk roosting â€Å"I am going to keep things like this† here Browning shows that the Hawk is powerful and determinate, and that no one can challenge him and he has power to do anything without needing permission from anyone.Both of the poem and play use the pronoun ‘I’ repeatedly which suggests self-importance and power. The techniques used in these quotes are dominant language, rhetorical questions and an imperative. The impact on the reader is that both the play and the poem show how people use their power to control. Friar Lawrence and the doctors in the poem ‘The conscript’ have some similarities. Shakespeare presents the power of religion within Friar Lawrence. Whereas in ‘the conscript’ power is shown by the doctors secularly.At the very beginning of the poem, the reader can realise that is a bout unsympathetic doctors. â€Å"Indifferent, flippant, earnest, but all bored† Here the poet is describing the doctors, from the word ‘bored’ we can deduce that the doctors are not doing their job properly. Friar Lawrence uses his religious power to make serious decisions such as suggesting the idea that Juliet could fake her death to be unrestricted and be with Romeo afterwards. ‘The Conscript’ uses the image of Jesus â€Å"With arms outstretched and drooping thorn-crowned head†

Acceptance Or Rejection Of The Null Hypothesis Economics Essay

Acceptance Or Rejection Of The Null Hypothesis Economics Essay The appropriate value of t is 2.100. Since we are concerned whether b (the slope of original regression line) is significantly different fro B (the hypothesized slope of population regression), this is a two tailed test, and the critical values are  ±2.100. The standardized regression coefficient is 0.063, which is inside the acceptance region for our hypothesis test. Therefore, we accept null hypothesis that B is equal to 0.01. Step 6: Interpretation of the Result There is not enough difference between b and 0.01 for us to conclude that that B has changed from its historical value. Because of this, we feel that a one hundred percent increase in inflation would increase the poverty headcount by around 0.01%, as it has in the past. 2. Inflation and Ginni Coefficient The slope for the regression line that shows a relationship between inflation and gini coefficient is 0.5956. This means that a 100% increase in inflation would result in 0.5956% increase in gini coefficient. Now we wou ld perform the same hypothesis testing procedure to determine the authenticity of slope and whether the slope justifies the relationship between inflation and gini coefficient. Step 1: State the Null and the Alternative Hypothesis Let B denotes the hypothesized slope of actual regression line, the value of the actual slope of regression line is b = 0.5956. The first step is to find some value for B to compare with b= 0.5956. Suppose that over an extended past period of time, the slope of the relationship between inflation and gini coefficient was 0.5. To test whether this is still the case, we could define the hypothesis as: H0: B= 0.50 (Null hypothesis) H1: B à ¢Ã¢â‚¬ °Ã‚   0.50 (Alternative hypothesis) Step 2: Decide on Significance Level and Degree of Freedom Significance level ÃŽÂ ± = 0.05 and Degree of freedom (df) = n-2 = 19 – 2 = 17 Step 3: Find out Standard Error of b Where Sb = standard error of the regression coefficient Se = standard error of estimate Xi = valu es of the independent variable X-Bar = mean of the values of the independent variable n = number of the data points Year X Y X – X-Bar (X-X-Bar)2 Y2 XY 1963-64 4.19 38.6 -2.607368 6.79837008 1489.96 161.734 1966-67 8.58 35.5 1.7826316 3.17777535 1260.25 304.59 1968-69 1.58 33.6 -5.217368 27.2209332 1128.96 53.088 1969-70 4.12 33.6 -2.677368 7.16830166 1128.96 138.432 1970-71 5.71 33 -1.087368 1.18237008 1089 188.43 1971-72 4.69 34.5 -2.107368 4.44100166 1190.25 161.805 1979-80 8.33 37.3 1.5326316 2.34895956 1391.29 310.709 1984-85 5.67 36.9 -1.127368 1.27095956 1361.61 209.223 1985-86 4.35 35.5 -2.447368 5.98961219 1260.25 154.425 1986-87 3.6 34.6 -3.197368 10.2231648 1197.16 124.56 1987-88 6.29 34.8 -0.507368 0.25742271 1211.04 218.892 1990-91 12.66 40.7 5.8626316 34.370449 1656.49 515.262 1992-93 9.83 41 3.0326316 9.19685429 1681 403.03 1993-94 11.27 40 4.4726316 20.0044332 1600 450.8 1996-97 11.8 40 5.0026316 25.0263227 1600 472 1998-99 5.74 41 -1.057368 1.11802798 1681 23 5.34 2001-02 3.54 27.52 -3.257368 10.610449 757.3504 97.4208 2004-05 9.28 29.76 2.4826316 6.16345956 885.6576 276.1728 2005-06 7.92 30.18 1.1226316 1.26030166 910.8324 239.0256 Summation 129.15 678.06 0 177.829168 24481.06 4714.9392 X-Bar = 6.79 Y-Bar = 35.68 Se = 3.59 By putting Se and Summation (X-X-Bar) 2 in Sb, we have Sb = 0.269 Step 4: Find the Standardized Value of b t = b – BH0/Sb Where b = slope of fitted regression BH0 = actual hypothesized slope Sb = standard error of the regression coefficient By putting the values of the above in t, we have t = 0.355 Step 5: Conclusion on Acceptance or Rejection of the Null Hypothesis The appropriate value of t is 2.10. Since we are concerned whether b (the slope of original regression line) is significantly different from B (the hypothesized slope of population regression), this is a two tailed test, and the critical values are  ±2.10. The standardized regression coefficient is 0.355, which is inside the acceptance region for our hypothesis test. Therefore, we accept null hypothesis that B is equal to 0.5 Step 6: Interpretation of the Result There is not enough difference between b and 0.50 for us to conclude that that B has changed from its historical value. Because of this, we feel that a one hundred percent increase in inflation would result in an increase of 0.50% in gini coefficient, as it has in the past.