Density and Salinity of Seawater †Comparison of Methods

Density and Salinity of Seawater – Comparison of Methods Sergian Murtanu, Lab partner: Sammy Chaaban Abstract: The goal of this experiment was to compare the salinity of seawater from different methods. The average salinity in seawater is around 35 parts per thousand. 3 The BOD bottles were used to find the density of seawater, the equation to state was then applied, using density to determine the salinity. The salinity of seawater from the BOD method was 33.37 ppt  ± 0.08737 with a relative standard deviation of 0.2618 percent. Using the same equation of state, the salinity was determined from the readings recorded by the density meter. The density meter produced salinity values of 34.75 ppt  ± 1.403, with an RSD% of 4.038. The conductivity probe measured the ability of the solution to pass current. The Unesco equation is used to convert the measured conductivity of seawater to salinity, which was calculated to be 42.71 ppt  ± 0.04359 with a RSD% of 0.1021. The refractometer measured the extent of which is bent, giving the refractive index. The average salinity through refra ctive index was 36.14 ppm  ± 2.56, with an RSD% of 0.1884. Introduction: The purpose of this experiment was to determine the salinity of seawater through two different methods: BOD bottles (volume) and density meter. Salinity, temperature, and density are related to each other through the equation of state. Physical properties of seawater are related through ‘state functions’. Salinity is defined as a measure of the total dissolved salts in a solution. As density increases, the amount of salt in seawater is expected to increase as well. Thus, density and salinity have a positive relationship with each other. As temperature increases, the area between each water molecule increases, which lowers the density.5 Density has an inverse relationship with temperature. An increase in the salts dissolved in seawater also causes the physical properties of: refractive index, electrical conductivity, transmission of sound, and surface tension to increase. On the contrary, increased salinity in seawater will cause the physical property of: freezing point, compressibility, solubility, and specific heat to decrease instead. Using the methods of electrical conductivity, BOD bottles, density meter, and refractometer, the salinity of seawater will be calculated and compared for the most accurate results. 3 Experimental: Apparatus: BOD Bottles Conductivity probe Density meter Refractometer Analytical balances Procedure: The density of seawater through the BOD method was discovered by finding the volume of both DI water and seawater. The BOD bottle is weighed dry, and filled with DI water. The temperature of each BOD bottle with DI is taken, and gives a corresponding density value through a chart. Using the equation: Volume=Mass/Density, the volume of DI water can be calculated. This process is repeated with seawater, with density of seawater being the weight of seawater divided by the mean volume of DI water. The density meter method uses a magnet to measure the period oscillation within the U-shaped tube. Seawater is put in the U-shaped tube. This gives the period of oscillation, T, which is then used in the equation: Ï =AT2 + B , to give the density of seawater(A, B are calibration coefficients). The equation of state given in the spreadsheet, Millero Density Spreadsheet is then used to calculate the salinity at the given density and temperature. 4 The conductivity probe is used to compare the trend between salinity and density. A conductivity probe is first calibrated, then put in a beaker of DI water, standard solution, and seawater. The reading is measured, with the probe cleaned between every new trial. Conductivity is the ability for a solution to pass current, so it is expected that salinity and density have a positive relationship. Using the formula given in the Unesco Equation Spreadsheet, the conductivity ratio is used to calculate the salinity. 1 The refractometer is a tool that measures the extent in which light is bent. Drop a sample of seawater to the measuring prism and use the hand wheel to adjust the sight. The illuminating prism should be put at the halfway point of the sample, this then gives the refractive index. Using given slope and intercept â€Å"Salinity vs. Refractive Index and Salinity vs. Specific Gravity Curves, the salinity and specific gravity is then calculated. 2 Results: Table 1 – Seawater salinity in BOD Bottle Trial Temperature (C) Salinity 1 21.5 33.35 2 21.6 33.47 3 21.7 33.30 Mean Salinity 33.37 Standard Deviation 0.08737 Relative Standard Deviation % 0.2618 Table 2 – Salinity of seawater by density meter Data obtained by Jessica Oregon Trial Temperature (C) Salinity 1 20 33.53 2 20 35.95 3 20 33.53 4 20 35.97 Mean Salinity 34.75 Standard Deviation 1.403 Relative Standard Deviation % 4.038 Table 3 – Salinity of seawater by refractive index Trial Seawater Salinity 1 1.3400 38.37 2 1.3391 33.34 3 1.3397 36.69 Mean Salinity 36.14 Standard Deviation 2.560 Relative Standard Deviation % 7.083 Table 4 – Salinity of seawater by conductivity probe (22.6 C) Trial Seawater (mS/cm) Standard (mS/cm) Salinity 1 49.6 49.4 42.76 2 49.6 49.5 42.68 3 49.7 49.6 42.68 4 49.6 49.4 42.76 5 49.7 49.6 42.68 Mean 49.6 49.5 42.71 Standard Deviation 0.0548 0.100 0.0436 Relative Standard Deviation % 0.110 0.202 0.102 Discussion: The results seem to imply that the salinity in seawater varies depending on the method, as some methods have a lesser chance of error than others. Using the average seawater salinity of 35 ppt as a comparison, most of the results seem to fall between the ranges of 33 to 37. However, the most notable difference is the salinity of seawater by conductivity probe. The conductivity probe method produced a mean salinity of 42.71 ppt  ± 0.0436, with a relative standard deviation of 0.102 percent. The results for the conductivity probe were quite far in comparison to the other method. However, the conductivity method had an RSD% of 0.1021. This indicated that the results while somewhat inaccurate, were very precise. This inaccuracy may have been caused due to systematic errors in our instrument. The conductivity probe might have been calibrated incorrectly, or in the wrong solution. If the calibration was just slightly off, it is possible that this difference might have contributed to the inaccurate salinity results. The solutions measured on the probe might have gotten contaminated without prior knowledge, or it might have simply been a human error in calculations. The result with the highest relative standard deviation was the salinity of seawater by refractive index with 7.083 %. This indicates that there was a lot of variation in salinity for each trial. The salinity ranges from 33.34 to 38.37 ppt. The mean salinity of seawater by refractive index was 36.14 ppt  ± 2.560, which is close to the average seawater salinity of 35. These slightly imprecise results may be due to random and systematic errors. The use of the eyepiece when trying to go to the halfway point might change due to different perception between people. Likewise, reading the refractometer varies between each individual and might change with angle due to parallax. This can really change the data measured and can result in imprecise data. There can also be human errors done during the conversion between refractive index and salinity. The BOD bottle method has a salinity of 33.37 ppt  ± 0.08737 with an RSD% of 0.2618. The very low relative standard deviation indicates that there isn’t much spread within the data. When compared to the average seawater salinity of 35 ppt, it falls a little bit short. This was because there are a lot of possible errors for this method due to the long process of balancing and rebalancing. Possible systematic errors might have occurred on the analytical balances, such as calibration. Random errors, such as the fluctuation of weight in our seawater sample might also have impacted the accuracy. This method was also very time consuming, so it was not the most efficient way of determining the salinity. But, based on the results, it was the most dependable with good accuracy and great precision. The most accurate method when compared to the average value of seawater salinity is the density meter. The density meter has a salinity of 34.75  ± 1.403, with an RSD% of 4.038. The RSD% of 4.038 indicated that there was some variation in the data. However, when compared to the average seawater salinity, this was the closest by far. This method was the most efficient overall because it allowed the opportunity to obtain the density, and salinity value the quickest. However, it’s not perfect because the instrument can calibrated or used incorrectly. While the most precise method goes to the BOD method, the most accurate would go to the density meter. The density meter is also quick and efficient, which make it an excellent tool to calculate the value for salinity. In comparison, the BOD method took far too long and was not nearly as efficient as the density meter method. If there was one thing that should be changed in a repeat of this experiment, it would be giving an extended time for the density meter method. There was not enough time in the assigned lab period, so data from a peer was borrowed and used. Acknowledgements: I would like to thank Sam and George for helping us with calculations. I would also like to thank fellow peer, Jessica Oregon for the data set on seawater density by meter. References: Anderson, George, and Michael Tauber.Unesco Density Spreadsheet. University of California, San Diego: Ted.ucsd.edu, n.d. Xlsx. Tauber, Michael, and George Anderson.Salinity vs Refractive Index and Salinity vs Specific Gravity Curves. University of California, San Diego: Ted.ucsd.edu, n.d. Xlsx. Tauber, Michael, and Robert Pomeroy. 3.5 Density and Salinity lecture.Ted.ucsd.edu. N.p., n.d. Web. 02 Feb. 2015. Tauber, Michael, and Robert Pomeroy.Milero Density Spreadsheet. University of California, San Diego: Ted.ucsd.edu, n.d. Xlsx. The Ocean and Temperature.The Ocean and Temperature. N.p., n.d. Web. 02 Feb. 2015.

Esssential of Negotiation

Helsinki School of Economics Advanced Negotiation Practices Course Book Summary Assignment Essentials of Negotiation Lewicki, Roy J. , David M. Saunders, and John W. Minton. 2001. Essentials of Negotiation: 2nd Edition. New York: McGraw-Hill/Irwin Reviewed by Mohammad Moshtari February 2008 Book Summary Assignment Essentials of Negotiation Book Introduction This book represents authors’ response to faculty who wanted a briefer version of the longer text, Negotiation. The objective of this shorter volume is to provide the reader with the core concepts negotiation in a more succinct version. The book is organized into 9 chapters. The first four chapters introduce the reader to ? Negotiation Fundamentals?. The first chapter introduces the field of negotiation and conflict management, describes the basic problem of interdependence with other people, and briefly explores the problems of managing that interdependence. The second chapter introduces the concept of ? framing? or how parties come to decide what a negotiation is all about, and how parties need to plan for an upcoming negotiation. Chapter 3 and 4 then present the two core approaches to negotiations: the basic dynamics of competitive (win-loss) bargaining (chapter 3) and the basic dynamics of integrative (win-win) negotiation (chapter 4). The next two chapters present two key sub processes of negotiation: cognition and communication, and power and persuasion. In chapter 5, basic processes of cognition and communication in negotiation is reviewed, especially communication dynamics is examined as well as a number of common cognition and judgment biases made by negotiators. In chapter 6, authors looked at the tools negotiators can use to pressure the other side, using the tools of persuasion and power to get the other to change his or her perspective or give in to our arguments. The next two chapters review two key context elements of negotiation. In chapter 7, authors examined the ethical context and standards that surround negotiation and create unique challenges for negotiators in deciding how fully and completely they are going to disclose their bargaining positions. In chapter 8, authors attempted to clarify how national cultures around the world shape the diverse ways parties approach negotiations. The last chapter emphasizes strategies that can be used by the parties to resolve breakdowns in the negotiation process. Chapter 9 explores the techniques that negotiators can use on their own to get negotiations back on track. Authors made some of related materials (secondary chapters) accessible on the World Wide Web (at www. mhhe. com/business/managment/lewicki) including social context of negotiation, multiparty negotiations or managing difficult negotiations: theirs party approaches. The organization of the book also parallels more closely the organization of a companion volume, Negotiation: Readings, Exercises and Cases by Roy J. Lewicki. , David M. Saunders, and John W. Minton. Contents in Brief ? ? ? ? ? ? ? ? ? The nature of negotiation Negotiations: framing, strategizing, and planning Strategy and tactics of distributive negotiation Strategy and tactics of integrative negotiation Communication, perception and cognitive biases Finding and using negotiation leverage Ethics in negotiation Global negotiation Managing difficult negotiations: individual approaches Book Summary Assignment Essentials of Negotiation Chapter 1: The nature of negotiation The structure and processes of negotiation are fundamentally the same at personal level as they are at the diplomatic and corporate level. Negotiations occur for two reasons: (1) to create something new that neither party could do on his or her own, (2) to resolve a problem or dispute between the parties. There are sev eral characteristics common to all negotiation situations: (1) there are two or ore parties, (2) there is a conflict of interest between them, (3) The parties negotiate duo to get a better deal (4) the parties, at least for a moment prefer to search for agreement, (5) when they negotiate they expect to give and take, (6) successful negotiation involves the management of intangibles (such as need to look good) as well as resolving the tangibles (such as the terms of agreement) In negotiations both parties need each other. This situation of mutual dependency is called interdependence. Interdependent relationships are characterized by interlocking goals; the parties need each other to accomplish their goals. The structure of the interdependence (wind-lose or win-win), determines the range of possible outcomes of the negotiation and suggests the appropriate strategies and tactics that the negotiators should use. Interdependent relationships are complex. Both parties know that they can influence the other’s outcomes and their outcomes in turn be influenced by the other. This mutual adjustment continues throughout the negotiation as both parties act to influence the other. Making and interpreting concessions is no easy work, especially when there is little trust between negotiations. The search for an optimal solution through the processes of giving information and making concessions is greatly aided by trust and a belief that you are being treated honesty and fairly. Two efforts in negotiation help to create such trust and belief: perceptions of outcomes that attempts to change a party’s estimation of the perceived importance of something and perception of the process may help convey images of equity, fairness and reciprocity in proposals and concessions. One potential consequence of interdependent relationship is conflict that can be duo to the highly divergent needs of the two parties, a misunderstanding that occurs between two people, or some other intangible factors. One way to classify conflicts is by level, and four levels of conflicts are commonly identified: intrapersonal conflict, interpersonal conflict, intra-group conflict, inter-group conflict. Conflict may be destructive or productive, so the objective is not to eliminate conflict but to learn how to manage it so that the destructive elements are controlled while the productive aspects are enjoyed. Negotiation is a strategy for productively managing conflict. Many approaches to managing conflict have been suggested. The below two dimensional framework is represented as the dual concerns model. The model postulates that individuals in conflict have two independent levels of concern: concern about their own outcomes and concern about the other’s outcomes. As mentioned in the figure, there are five major Problem Yielding strategies for conflict management. Each strategy has its Solving advantages and disadvantages and is more or less appropriate given the type of conflict and situation in which (compromising) the dispute occurs. Thus, conflict theory and research have moved toward a contingency approach advocating that the Inaction Contending strategy selected should be based on the objectives of the parties and the nature of their dispute. Two major mechanisms for resolving conflicts-third parties and Concern about own outcomes conflict management systems- extend above and beyond the strategies of the parties themselves. Concern about others’ utcomes 3 Book Summary Assignment Essentials of Negotiation Chapter 2: Negotiations: framing, strategizing, and planning In this chapter, authors discuss what negotiators should do before sitting down at the table: framing, strategizing, and planning. Framing is the means by which the parties in a negotiation define the problem. They mention that there are three ways to understand frames: as cognitive heuristics, at categories of experience, and as a process of issue development. In continuation, they try to introduce the negotiator to the power and prevalence of frames via: different types of frames, how certain frames may be invoked or ignored in a given situation, the consequences of framing a conflict in a particular way and the approaches that negotiators can use to manage frames more effectively. Understanding frames- which means understanding how parties define the key issues and how conversations can shift and transform those issues- is the first step in effective planning. After framing, negotiators must anticipate what they want to achieve in a negotiation and must prepare for these events in advance. The preparation must include attention to substantive items including goals, goal priorities, and multi-goal packages as well as procedural concerns dealing with agendas and bargaining histories. the choice of goals and frames are strongly interactive and the existence of one will rapidly produce evidence of other. Afterwards negotiators move to the third element in the sequence: selecting and developing a strategy. According to below suggested model, negotiators have some choices of a negotiation that is reflected in the answers to two simple questions: how much concern does the actor have for achieving the substantive outcomes at stake in this Substantive outcome important? negotiation and how much concern does the Yes No negotiator have for the current and future quality of relationship with the other party. Yes Collaboration Accommodation In the last part of chapter, authors explain the importance of planning. hile success in negotiation is affected by how one plays the game, the most important step for success is No Competition Avoidance how to one gets ready for the game. effective planning also hard work on a number of specific steps: ? Defining issues ? Assembling issues and defining the bargaining mix ? Defining interests ? Consulting with others ? Identifying limits ? Setting targets ? Developing supporting arguments ? Analyzing the other party Frames, goals, strategies and stages set the background for an effective planning process. If the negotiator is able to consider and evaluate each of these factors, the negotiator will know what he or she wants and will have a clear sense of direction on how to proceed. The sense of direction, and the confidence derived from it will be the single most important factor in achieving a desired negotiation outcome. Rational choice important 4 Book Summary Assignment Essentials of Negotiation Chapter 3: Strategy and tactics of distributive negotiation In a distributive bargaining situation, the goals of one party are usually in fundamental and direct conflict with the goals of the other party. Resources are fixed and each party will use a set of strategies to maximize their share of resources to be obtained. While distributive strategies are useful, they can also be counterproductive and costly. Often they cause the negotiating parties to focus so much on their differences that they ignore what they have in common. These negative effects notwithstanding, distributive bargaining strategies are quite useful when a negotiator wants to maximize the value obtained in a single deal and when the relationship with the other party is not important. Both parties to a negotiation should establish their starting, target and resistance points before beginning a negotiation. Starting points are usually in the opening statements each party makes. The target point is usually learned or inferred as negotiations get under way. The resistance point, the point beyond which a person will not go and would rather break off negotiations. The spread between the resistance points, called bargaining range, settlement range or zone of potential agreement, is particularly important. In this area the actual bargaining takes place, for anything outside these point will be summarily rejected by one of the two negotiators. It is rare that a negotiation includes only one item; more typically there is a set of items, referred to as a bargaining mix. Each item in a bargaining mix can have opening, target and resistance points. The bargaining mix may provide opportunities for bundling issues together, logrolling or displaying mutually concessionary behavior. Negotiators by employing strategies attempt to influence each other perceptions of what is possible through the exchange of information and persuasion. Regardless of the general strategy taken, two tasks are important in all distributive bargaining situations: discovering the other party’s resistance point and influencing the other party’s resistance point. The negotiator’s basic goal is to reach a final settlement as close to the other party’s resistance point as possible. Four tactical tasks are suggested for a negotiator in a distributive bargaining: (1) to asses the other party’s outcome values and the costs of terminating negotiations, (2) to manage the other party’s impressions of the negotiator’s outcome values, (3) to modify the other party’s perception of his or her own outcome values, and (4) to manipulate the actual costs of delaying or aborting negotiations. The other decision to be made at the outset of distributive bargaining concerns the stance to adopt during negotiations. A reasonable bargaining position is usually coupled with a friendly stance and an extreme position is usually couple ith a tougher, more competitive stance. A key concept in creating a bargaining position is that of commitment. The purpose of a commitment is to remove ambiguity about the actor’s intended course of action. There are several ways to create a commitment: public pronouncement, link with an outside ally, increase the promi nence of demands, reinforce the treat or promise. There are a set of hardball tactics to beat the other party. Such tactics are designed to pressure targeted parties to do things they would not otherwise do, and their presence usually disguises the user’s adherence to a decidedly distributive bargaining approach. Some of them are: good guy/bad guy, highball/lowball, bogey, the nibble, chicken, intimidation, aggressive behavior, snow job. The authors suggested three ways for responding to typical hardball tactics, including ignore them, discuss them and respond in kind. 5 Book Summary Assignment Essentials of Negotiation Chapter 4: Strategy and tactics of integrative negotiation In many negotiations there need not be winners and losers; all parties can be winner. In integrative negotiation- variously known as cooperative, collaborative, win-win, or problem solving- the goals of the parties are not mutually exclusive. The fundamental structure of an integrative negotiation situation is such that it allows both sides to achieve their objectives. Integrative negotiation requires a process fundamentally different from that of distributive negotiation. Those wishing to achieve integrative results find that they must manage both the context and the process of the negotiation in order to gain the willing cooperation and commitment of all parties. The following processes tend to be central to achieving almost all integrative agreements: ? creating a free flow of information ? ttempting to understand the other negotiator’s real needs and objectives ? emphasizing the commonalities between the parties and minimizing the difference ? searching for solutions that meet the goals and objectives of both sides There are four major steps in the integrative negotiation process: 1. Identifying and defining the problem, ? define the problem in a way that is mutually acceptable to both sides ? keep the problem statement clean and simple ? state the problem as a goal and identify the obstacles to attaining this goal ? epersonalize the problem ? separate the problem definition from the search for solution 2. understanding the problem and bringing interests and needs to the surface (focusing on interests will allow the parties to move beyond opening positions and demands to determine what the parties really want, what needs truly must be satisfied) 3. generating alternative solutions to the problem (tactics such as expand the pie, logroll, nonspecific compensation, cut the costs for compliance, find a bridge solution 4. Evaluating those alternatives and selecting among them ? narrow the range of solution options ? agree to the criteria in advance of evaluating options ? evaluate solutions on the basis of quality and acceptability ? be willing to justify personal preferences ? be alert to the influence of intangibles in selecting options ? use subgroups to evaluate complex issues ? take time out to cool off ? explore different ways to logroll ? keep decisions tentative and conditional until all aspects of the final proposals are complete ? inimize formality and record keeping until final agreements are closed Authors identified seven fundamental preconditions for successful integrative negotiation: some form of shared or common goal, faith in one’s own ability to solve problems, a belief in the validity and importance of the other’s position, the motivation and commitment to work together, trust in the opposing negotiator, the ability to accurately exchange information in spite of confl ict conditions, and an understanding of how the process works. 6 Book Summary Assignment Essentials of Negotiation Chapter 5: Communication, perception and cognitive biases Communication is at the heart of the negotiating process. This chapter focuses on the processes by which negotiators communicate their own interests, positions, and goals and in turn make sense of those of the other party and of the negotiation as a whole. Weather the intent is to command and compel, sell, persuade or gain commitment, how parties communicate in negotiation would seem to depend on the ability of the speaker to encode the thoughts properly as well as on the ability of the listener to understand and decode the intended messages. There are two critical sub-processes of communication: perception and cognition. ? Perception is defined as the process of screening, selecting and interpreting stimuli so that they have meaning to the individual. The complexity of environments makes it impossible to process all of the available information, so perception becomes selective, focusing on some stimuli while turning out others. As a result people have several shortcuts in their perceptual systems that allow them to process information more readily. Unfortunately these shortcuts come with cost-perceptual errors such as stereotyping, halo effects, selective perception or projectionswhich typically occur without people being aware that they are happening. Stimulus Attention Recognition Translation Behavior Perception ? Rather than being perfect processors of information, negotiators have a tendency to make systematic errors when they process information. These errors, labeled cognitive biases, tend to impede negotiator performance: the irrational escalation of commitment, mythical fixed pie belief, the process f anchoring and adjustment, issue and problem framing, negotiators overconfidence, the winner’s curse, self-serving biases, ignoring others’ cognitions, the law of small numbers and reactive devaluation. Failures and distortions in perception, cognition and communication are the most dominant contributors to breakdowns and failures in negotiations. Three main techniques have been proposed for improving communic ation in negotiation: the use of questions, listening and role reversal. 7 Book Summary Assignment Essentials of Negotiation Chapter 6: Finding and using negotiation leverage In this chapter, the authors focus on leverage in negotiation that means the tools negotiators can use to give themselves an advantage or increase the probability of achieving their own objectives. Leverage is often used synonymously with power. Authors explain three major sources of power: information and expertise, control over resources, and location in an organizational structure and then point to the process for using power as an attempt to change the other’s position, view or perspective. During negotiations, actors frequently need to convince each other, influence the other party’s positions, perceptions and opinions and for doing these they employ a group of tactics that are called persuasion. Authors consider four key elements of persuasion: ways in which sources of information can be powerful, ways in which messages can be structured to be more powerful, ways in which targets of persuasion can enhance or reduce their power and ways in which the elements in social context can exert indirect influence on the target. There are some ways in which to think about the key factors in the persuasion/ leverage process. One of them is shown in below figure. Message factors Resultant attitudes (positions) Initial attitudes (positions) ? Message content ? Message Structure ? Persuasive style Source factor ? Credibility ? Attractiveness Target factors ? attending to the other ? Resisting the other’s arguments Context factor Reciprocity, Commitment, Social proof, Use of reward and punishment, Scarcity Central Route Peripheral Route ? ? ? ? Message factors or ways in which he content of the message can be structured and presented to enhance its effectiveness Source factors or ways in which the sender of the message can enhance his or her credibility and attractiveness in order to make the message more believable or more friendly Receiver factors or ways in which the receiver of the message can either shape and direct what the sender is communicating or intellectually resist the persuasive effects of the message Context factors or elements inherent in the social structure (such as the relationship between the parties, the setting in which the message is sent or the amount time taken to communicate the message) that can determine whether a message is more or less likely to be received and complied with. There are at least three major things that you as the listener can do to resist the other’s influence efforts: have a best alternative to a negotiated agreement (BATNA), make a public commitment (or get the other pa rty to make one) and inoculate yourself against the other’s persuasive message. 8 Book Summary Assignment Essentials of Negotiation Chapter 7: Ethics in negotiation In this chapter authors explored the question of whether there are or should be accepted ethical standards for behavior in negotiation. Ethics are broadly applied social standards for what is right or wrong in a particular situation or a process for setting those standards. Ethics proceed from particular philosophies, which purport to (a) define the nature of the world in which we live and (b) prescribe rules for living together. The authors present a model to help explain how a negotiator decides whether to employ one or more deceptive tactics. Intentions and motives for using deceptive tactics Consequences: 1. Impact of tactic: does it work? 2. Self-evaluation 3. Feedback and reaction from other negotiator, constituency and audiences Influence Situation Identification of range of influence tactics Selection and use of a deceptive tactic Explanation and Justification Deception and disguise may take several forms in negotiation as follows: misrepresentation of one’s position to another party, bluffing, falsification (introduction of factually erroneous information), deception (collection of true and/or untrue arguments that leads the other party to the wrong conclusion) and selective disclosure or misrepresentation to constituencies. The authors predicted that (1) when motivated to be competitive and when expecting the other to be competitive the negotiator would see the marginally ethical tactics as appropriate and (2) when both parties were competitively motivated they would exhibit the greatest tendency to employ marginally ethical tactics. From the negotiator’s perspective the primary motivation to use a deceptive tactic is to gain a temporary power advantage. Using these tactics then produces consequences: the tactic may work (produce desired results) or not work; people evaluate their own use of the tactics( asking themselves if they were satisfied with the results, and if using the tactic was personally acceptable) and people also may receive evaluative comments from the other negotiator from constituencies and from audiences. Those evaluative comments may serve to increase or decrease the use of similar tactics in the future. If using the tactic allows negotiators to attain rewarding outcomes that would be unavailable to them if they behaved ethically and if the unethical conduct is not punished by others the frequency of unethical conduct is likely to increase because the negotiator believes he or she can get away with it. Negotiators frequently overlook the fact that although unethical or expedient tactics may get them what they want in the short run these same tactics typically lead to diminished effectiveness in the long term. (Consequences of these tactics on the negotiator’s reputation and trustworthiness, other party retaliation and revenge) If negotiators think the other party is using deceptive tactics he/she can do the following acts: Ask probing questions and recognize the tactic. 9 Book Summary Assignment Essentials of Negotiation Chapter 8: Global negotiation In this chapter authors examined various aspects of a growing field of negotiation that explores the complexities of negotiating across borders. Negotiators from different cultures (countries) use different negotiation strategies and communication patterns when negotiating intra-culturally than when negotiating cross-culturally. Two overall contexts have an influence on cross border negotiations: the environmental context, includes forces in the environment that are beyond the control of either party but that influence the negotiations, and immediate context, includes factors over which the negotiators have influence and some measure of control. To know more cultures, Hofstede suggested that there are four important dimensions that can be used to describe cultural differences: power distance, individualism/collectivism, masculinity/femininity and uncertainty avoidance. Foster suggests that culture can influence global negations in several ways, including: the definition of negotiation, the selection of negotiators, protocol, communication, time, risk propensity, groups versus individuals and the nature of agreements. The chapter concludes with a discussion of how to manage cultural differences when negotiating across borders. Weiss presented the options that people have when negotiating with someone from other culture. According to him, when choosing a strategy, negotiators should be aware of their own and the other party’s cultures in general, understand the specific factors in the current relationship, and predict or try to influence the other party’s approach. His suggested responsive strategies may be arranged into three groups, base on familiarity (low, moderate, high) that a negotiator has with the other party’s culture. Within each group there are some strategies that the negotiator may use individually (unilateral strategies) and others that involve the participation of the other party (joint strategies). Low familiarity ? Employ agents or advisors (unilateral Strategy) ? bring in a mediator ? Induce the other party to use your approach Moderate familiarity ? Adapt to the other party’s approach ? Coordinate adjustment High familiarity ? Embrace the other party’s approach ? Improvise an approach ? Effect symphony 10 Book Summary Assignment Essentials of Negotiation Chapter 9: Managing difficult negotiations: individual approaches Through any number of different avenues – breakdowns in communication, escalation of anger and mistrust, polarization of positions and refusal to compromise, the issuance of ultimatums or simply the inability to invent options that are satisfactory to both sides – negotiations often hit an impasse. Productive dialogue stops. The parties may continue talking but the communication is usually characterized by trying to sell or force one’s own position, talking about other’s unreasonable position and uncooperative behavior or both. This chapter reviewed actions that the parties can take to return to a productive dialogue. In general there are five major conflict reduction strategies that can be applied in contentious situations: 1. Reducing tension and managing the de-escalation of hostility (via methods such as tension release, acknowledgment of the other’s feelings (active listening), separating the parties, synchronized de-escalation) 2. Enhancing communication, particularly improving each party’s understanding of the other’s perspective (via methods such as role reversal or imaging) 3. Controlling the number and size of issues in the discussion ? Reduce the number of parties on each side ? control the number of substantive issues involved ? state issues in concrete terms rather than as general principles ? restrict the precedents involved, both procedural and substantive ? search for ways to fractionate the big issues ? depersonalize issues: separate them from the parties advocating them 4. Establishing a common ground on which the parties can find a basis for agreement (via methods such as determining super ordinate goals, clarifying common enemies, agreement on the rules and procedures) 5. Enhancing the desirability of the options and alternatives that each party presents to the other (give the other party a â€Å"yes-able† proposal, ask for a different decision, sweeten the offer rather than intensify the threat, use legitimacy or objective criteria to evaluate solutions) The order of above steps is the one most frequently used by third parties in resolving disputes and hence we believe it also will be the most effective if employed by negotiators themselves. If the conflict cannot be controlled effectively, third-party intervention may become necessary. 11

How to Connect a Database and Add/Update/Delete/Record

How to Connect to a Database and Add/Update/Delete Record In this tutorial I will explain to you on how to connect to an Access database and allow you to Add/Update/Delete  a record. To fully understand these tutorials please  download  the source code  How to Add/Update/Delete Record using MS Access Database. This source code is part of the  Hotel Reservation System  that I am currently working. At the end of this tutorial you will learn the basic of database programming. I would like, however, to emphasize especially for beginners that one way to learn programming is to know how to debug a program and devote some of your time to reading.Don't be frightened on how short or long an article should be. The important is at the end of the tutorial you will learn something NEW! If you already know the topic, then don’t bother to study this again. Table of Contents 1. Introduction 2. Let’s get started 3. Database Connection 4. Add and Update a Record 5. Delete a R ecord 6. Final Thoughts Introduction Before I started learning VB. NET one of the topic that I search for in the internet is on how to connect to the database and make some changes to the table. Although there’s a lot of results, but I cannot find one that suit to my needs.Most of the tutorial is using drag and drop features of vb. net editor. Well, this is okay in most cases but what if you’d like to manipulate the data by code? So, I created this tutorial so that beginner programmer will learn from this. Let’s get started It is very important that you use your common sense to understand the logic of database programming. There’s a lot of features built-in to Visual Basic Editor that most programmer especially beginner who overlook it. One of the favorite tools I usually used is the  DEBUGGER. If you only knew how important a debugger is, then you do not even need to study this tutorial.Why? Because you can jump right away to the source code and start firing the F8 command from your keyboard and analyze every line as you step through the code. Anyway beginner is a beginner. You need to start from scratch. If you have already downloaded the source code, then open it in the visual basic . net editor by double clicking the â€Å"HowtoAddUpdateDeleteRecord. sln†. If you want to know what is the object that runs the first time you start the program (by pressing F5) then double click the â€Å"My Project† at the Solution Explorer. Look at the Startup Form.You will see that the value is â€Å"frmCustomersList†. Now, click this object in the Solution Explorer and click the View Code at the toolbar. Look for the Load event similar below: Private  Sub  frmCustomersList_Load(ByVal  sender  As  System. Object,  ByVal  e  As  System. EventArgs)Handles  MyBase. Load   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   sSql =  Ã¢â‚¬Å"SELECT CustomerID, CompanyName, ContactName, ContactTitle, Address FROM Customers ORDER BY Cu stomerID ASC†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Call  FillList() FillListView(lvList, GetData(sSql)) End  Sub frmCustomersList_Load is the second procedure that runs when you hit the F5 Key from your keyboard.If you’d like to know how this code is executed then press F8. Believe it or not F8 is the answer to all your programming question. And I really mean it. When I started programming all I do is to search for free source code and start using the debugging tool. That’s why Visual Basic is being named as Rapid Application Development or RAD. If you follow the debugger the first line it executes is the  Private  Sub  frmCustomersList_Resize(ByVal  senderAs  Object,  ByVal  e  As  System. EventArgs)  then followed by  frmCustomersList_Load  which is actually the important procedure to note here.Another important debugging tool is â€Å"Toggle Breakpoint†. You will be prompted to your code if one of the line is marked by toggle brea k point. This can be done by pressing the F9 key or clicking the Debug menu then Toggle Breakpoint. This tool is important if the form is already loaded and you want to tract the execution of a code say within a command button. For example. Open the form  frmCustomersList  and double click the add button and move the up arrow key once and press F9. You willl have a picture as shown below: [inline:Toggle Breakpoint. jpg]Now, when you run the program and click the Add button you will be directed to the code editor window. This case you will see what is happening when you are executing the program. Isn’t it nice? Database Connection In order to connect to the database you need a connection string like this: Public  Const  cnString  As  String  =  Ã¢â‚¬Å"Provider=Microsoft. Jet. OLEDB. 4. 0;Persist Security Info=False;Data Source=.. /data/sample. mdb† Then open it by using this command: Dim  cnHotel  As  OleDbConnection cnHotel =  New  OleDbConnect ion With  cnHotel If  . State = ConnectionState.Open  Then  . Close() .ConnectionString = cnString .Open() End  With You need this whether you use  OleDbDataReader, ExecuteNonQuery or OleDbCommandBuilder  to read or write into the database table. To know more about this class just click this command and press F1 key to open the help files. Be sure you installed the MSDN. Since you have already open the connection to your database this is now the time to fill the ListView with data. This can be done by calling a function like: FillListView(lvList, GetData(sSql)) The line of code will then execute a function: Fill ListView control with data Public  Sub  FillListView(ByRef  lvList  As  ListView,  ByRef  myData  As  OleDbDataReader)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim  itmListItem  As  ListViewItem Dim  strValue  As  String Do  While  myData. Read itmListItem =  New  ListViewItem() strValue = IIf(myData. IsDBNull(0),  Ã¢â‚¬Å"†, myData. GetValue(0))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   itmListItem. Text = strValue For  shtCntr = 1  To  myData. FieldCount() – 1   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If  myData. IsDBNull(shtCntr)  Then   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   itmListItem. SubItems. Add(â€Å"†)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Else itmListItem. SubItems. Add(myData. GetString(shtCntr))   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  End  IfNext  shtCntr lvList. Items. Add(itmListItem) Loop End  Sub Again in order to see how this code is being executed just run the program using the debugging tool (either F8 or F9). The rest of the procedure is executed only when they are called. For example, the code below is executed only when you click the Add button. Private  Sub  btnAdd_Click(ByVal  sender  As  System. Object,  ByVal  e  As  S ystem. EventArgs)  HandlesbtnAdd. Click   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim  CustomerID  As  String frmCustomers. State = gModule. FormState. adStateAddMode   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  For  Each  sItem  As  ListViewItem  In  lvList.SelectedItems   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CustomerID = sItem. Text Next frmCustomers. CustomerID = CustomerID frmCustomers. ShowDialog() Call  FillList() End  Sub This code will open the form  frmCustomers  in add mode and will execute also its own Load Event. If you want to open the form  frmCustomers  in edit mode, then just double click the item in a ListView. The code being executed are: Private  Sub  lvList_DoubleClick(ByVal  sender  As  Object,  ByVal  e  As  System. EventArgs)  HandleslvList. DoubleClick   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim  CustomerID  As  String For  Each  sItem  As  ListViewItem  In  lvList.SelectedItems   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   CustomerID = sItem. Text Next With  frmCustomers .State = gModule. FormState. adStateEditMode   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . CustomerID = CustomerID .ShowDialog() Call  FillList() End  With frmCustomers =  Nothing End  Sub The two procedure seems carry the same concept, by opening a form, except they vary on the button invoke for execution. The line frmCustomers. State = gModule. FormState. adStateAddMode will tell the target form to open the connection to the database in add mode and frmCustomers. State = gModule. FormState. adStateEditMode ill open the database in edit mode. Add and Update a Record Now, how to save the data in textboxes within the form? This can be done by calling a procedure calledbtnSave_Click. This procedure is fired when the Save button is clicked. Private  Sub  btnSave_Click(ByVal  sender  As  System. Object,  ByVal  e  As  System. EventArgs)  HandlesbtnSave. Click   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim  d t  As  DataTable = dsCustomers. Tables(â€Å"Customers†)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If  txtCustomerID. Text =  Ã¢â‚¬Å"†Ã‚  Or  txtCompanyName. Text =  Ã¢â‚¬Å"†Ã‚  Then   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MsgBox(â€Å"Please fill up Customer ID or Company Name information. â€Å", MsgBoxStyle.Critical)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Exit  Sub End  If Try If  State = gModule. FormState. adStateAddMode  Then   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Ëœ add a row Dim  newRow  As  DataRow newRow = dt. NewRow() newRow(â€Å"CustomerID†) = txtCustomerID. Text   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   dt. Rows. Add(newRow) End  If With  dt .Rows(0)(â€Å"CustomerID†) = txtCustomerID. Text   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"CompanyName†) = txtCompanyName. Text   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"ContactName†) = IIf(txtContactName. Text =  Ã¢â‚¬Å"†, System. DBNull. Value, txtContactName. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"ContactTitle†) = IIf(txtContactTitle. Text =  Ã¢â‚¬Å"†, System.DBNull. Value, txtContactTitle. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"Address†) = IIf(txtAddress. Text =  Ã¢â‚¬Å"†, System. DBNull. Value, txtAddress. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"City†) = IIf(txtCity. Text =  Ã¢â‚¬Å"†, System. DBNull. Value, txtCity. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"Region†) = IIf(txtRegion. Text =  Ã¢â‚¬Å"†, System. DBNull. Value, txtRegion. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"PostalCode†) = IIf(txtPostalCode. Text =  Ã¢â‚ ¬Å"†, System. DBNull. Value, txtPostalCode. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"Country†) = IIf(txtCountry. Text =  Ã¢â‚¬Å"†, System. DBNull. Value, txtCountry.Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"Phone†) = IIf(txtPhone. Text =  Ã¢â‚¬Å"†, System. DBNull. Value, txtPhone. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Rows(0)(â€Å"Fax†) = IIf(txtFax. Text =  Ã¢â‚¬Å"†, System. DBNull. Value, txtFax. Text)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   daCustomers. Update(dsCustomers,  Ã¢â‚¬Å"Customers†)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MsgBox(â€Å"Record successfully saved. â€Å", MsgBoxStyle. Information)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  End  With Catch  ex  As  OleDbException MsgBox(ex. ToString) End  Try End  Sub The code for adding and u pdating a table is the same except that if you are in add mode you just simply add this command: If  State = gModule.FormState. adStateAddMode  Then ‘ add a row Dim  newRow  As  DataRow newRow = dt. NewRow() newRow(â€Å"CustomerID†) = txtCustomerID. Text dt. Rows. Add(newRow) End If This way you do not need to create a separate command to insert and update a table. Delete a Record Let us go back to  frmCustomersList  form and delete a record. The procedure before will be fired after clicking a Delete button: Private  Sub  btnDelete_Click(ByVal  sender  As  System. Object,  ByVal  e  As  System. EventArgs)  HandlesbtnDelete. Click   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim  CustomerID  As  String For  Each  sItem  As  ListViewItem  In  lvList.SelectedItems   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CustomerID = sItem. Text Next If  CustomerID ;;  Ã¢â‚¬Å"†Ã‚  Then ‘Delete the selected record Dim  strDeleted   As  Boolean strDeleted = ExecNonQuery(â€Å"DELETE Customers. CustomerID FROM Customers WHERE CustomerID= ‘†Ã‚  & CustomerID &  Ã¢â‚¬Å"‘†)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If  strDeleted =  Ã¢â‚¬Å"True†Ã‚  Then MsgBox(â€Å"Record's deleted. â€Å", MsgBoxStyle. Information)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Call  FillList() Else MsgBox(strDeleted) End  If Else MsgBox(â€Å"Please select record to delete. â€Å", MsgBoxStyle. Critical)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  End  If End  Sub The important line here is the strDeleted = ExecNonQuery(â€Å"DELETE Customers.CustomerID FROM Customers WHERE CustomerID= ‘†Ã‚  & CustomerID &  Ã¢â‚¬Å"‘†) which call the function  ExecNonQuery  and deletes a record based on the SQL Statement. Final Thoughts The above tutorial will simply teach you on how to connect to a database and make some changes to the database table. It is very important that you read first some tutorials about programming before you dive into the source code if you’re just starting out. If you really wanted to learn faster, then I recommend a book which is my reference also with this article. This book is called  Beginning VB 2008 Databases: From Novice to Professional (Beginning:

Martin Luther King Jr. Essay - 1890 Words

NAME INSTRUCTORS NAME ENGLISH 101 DUE DATE Martin Luther King Jr. A Negro is still not free. There is reason beyond doubt that Martin Luther King Jr. lost his life trying to restore lives of African-American people in the states. With the sculpture of Abraham Lincoln, one of the greatest presidents, soaring behind him, King used the rhetorical talents he had picked up as a Baptist preacher to elaborate how a â€Å"Negro is still not free. This speech was a passionate expressive discourse, counterfeited out of the language and essence of democracy. He told of the struggle ahead, emphasizing the importance of persistent action and peaceful protest. He stated that; I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character. The message behind Dr. King’s quote spoke about a world where people would be judged by their morals instead of their outwardly appearance. This mome ntous decree is a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. Martin Luther Kings’ words still hold an exquisite power more than 40 years after his death but a Negro is still not at liberty. One hundred years later, the life of a negro is still severely crippled by the bonds of injustice and theShow MoreRelatedMartin Luther King Jr.867 Words   |  4 Pagespeople, one of them is Martin Luther King Jr. He made the world a better place for black citizens by doing non-violence movements and marched the way to freedom. Martin Luther King Jr. was born on January 15, 1929, in Atlanta Georgia as Michael King Jr., but changed his name to Martin Luther King Jr. in honor of Protestant Martin Luther. Through his activism, King played a pivotal role in ending the legal discrimination of African American citizens. During his childhood, Martin Jr.’s father stronglyRead MoreMartin Luther King Jr1194 Words   |  5 Pagesï » ¿ Simmons 1 Gabrielle Simmons Mrs. Fitzgerald Social Studies 8A 4/27/10 Martin Luther King Jr. Martin Luther King Jr. is a well known and an inspiring man to all cultures of the world. King was and still is one of the most influential heroes. King s views and believes helped African Americans through the 50 s and 60 s to the rights and liberties that was their right. King faced many obstacles on his journey, things like jail and even assassination attempts. Despite these obstacles,Read MoreMartin Luther King Jr.1078 Words   |  5 PagesMartin Luther King, Jr., was a very strong person, constantly fighting for what he believed in, which was equality for African Americans. He was not scared to stand up and tell the world what he wanted for society. He was fearless and did everything in his power to prove a point. Martin Luther King, Jr., was the strongest individual of his time, for he fought until death, which proves how much he was willing to risk his life to make the world an equal place. Growing up, he had a very interestingRead MoreMartin Luther King, Jr Essay1153 Words   |  5 Pagesbe slaves, African-Americans saw a road trip to equality through the eyes of Martin Luther King, Jr. Even after being emancipated from slaves to citizens, African-Americans were not ready to wage the battle against segregation alone. The weight which African Americans carried on their back, was lightened when they began to see what Martin Luther King, Jr. brought to the table against segregation. Martin Luther King, Jr. was the single most important African-American leader of the Civil Rights MovementRead MoreBiography of Martin Luther King, Jr745 Words   |  3 PagesMartin Luther King, Jr. (January 15, 1929-April 4, 1968) was born on in his mothers parents large house on Auburn Avenue in Atlanta, Georgia. He was the second child, and was first named Michael, after his father. Both changed their names to Martin when the boy was still young. King JR was born into a financially secu re family middle class with that, They received better education in respect to most people of their race. King Jr, noticed this and this influenced him to live a life of social protestRead MoreEssay on Martin Luther King, Jr.591 Words   |  3 PagesMartin Luther King, Jr. Martin Luther King, Jr. was born at home on Tuesday, January 15, 1929 in Atlanta, Georgia. His parents were Martin Luther, Sr. and Alberta King. He was born into a world where segregation was the law. Where his boyhood best friend, who was white, wasnt allowed to play with him once they started school. Where black people went to separate bathrooms, drank from separate water fountains, couldnt eat in whites only restaurants, and had toRead MoreMartin Luther King Jr.1144 Words   |  5 PagesMartin Luther King Jr. (January 15 1929-April 4, 1968) Brief Summary (of who MLK Jr. is): Martin Luther King Jr. was a Baptist minister and an activist who led the civil rights movement in the 1950. He was a fundamental force behind the civil rights movement that ended legal segregation. He was awarded the Nobel Peace Prize in 1964. But he was sadly assassinated in 1968 on a second floor balcony of Lorraine Motel in Memphis, Tennessee†¦ Childhood: Martin Luther was never poor. He lived with a middleRead MoreMartin Luther King Jr.2405 Words   |  10 PagesMartin Luther King Jr. was a Baptist minister and social activist, who led the Civil Rights Movement in the United States from the mid-1950s until his death by assassination in 1968. IN THESE GROUPS NOBEL PEACE PRIZE WINNERS FAMOUS PEOPLE WHO DIED IN 1968 FAMOUS PEOPLE WHO WENT TO PRISON FAMOUS CAPRICORNS Show All Groups 1 of 19  «  » QUOTES â€Å"But we come here tonight to be saved from that patience that makes us patient with anything less than freedom and justice.† —Martin Luther King Jr. Read MoreMartin Luther King Jr. Essay1862 Words   |  8 Pagesbut the content of the character,† (Martin Luther King Jr,1963) Martin Luther King Jr. was a smart child and had a good childhood. He learned values from his parents, and Martin Luther King Jr was a man of much wisdom during his time. He was a major contributor to the civil rights movement, and those contributions have profound effect even today. Michael Luther King was Martin Luther King Jr’s name when was born. His parents changed his name to Martin Luther King when he was just a young boy. TheyRead More Martin Luther King Jr. Essay637 Words   |  3 Pages Martin Luther King, Jr. was perhaps one of the most influential person of our time. As the father of modern civil rights movement, Dr.Martin Luther king, Jr., is recognized around the world as a symbol of freedom and peace. Born January 15, 1929, King was the son of an Atlanta pastor. King accomplished many achievements during his life. He graduated from Morehouse as a minister in 1948 and went on to Crozer Theological seminary in Chester, Pa., where he earned a divinity degree. After that King