tag:blogger.com,1999:blog-51567148176115036982024-03-12T16:33:01.924-07:00Help to write essayFormat Of An Argumentative EssayKendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-5156714817611503698.post-48399308802435578662020-08-25T02:49:00.001-07:002020-08-25T02:49:06.289-07:00Business and Society Case 1 EssayBusiness and Society have a confounded relationship. Associations make items or convey administrations with the objective of making a benefit. Individuals and social structures that people make together make up society. Organizations and society are of an intuitive framework. Business firms partake in consistent communications or trades with its outside condition. Society and business make up a helpful social framework where each otherââ¬â¢s activities influence each other. In the partner hypothesis of the firm, all organizations have a reason to make an incentive for its various partners. For these associations to stay, they should make a benefit for their proprietors and, what's more, organizations must comprehend and take all stakeholdersââ¬â¢ interests, force, and collusions into record and in this way attempt to make various types of significant worth for their partners, regardless of whether for representatives, networks, or others. Organizations must perceive who the corporationââ¬â¢s advertise and nonmarket partners are. Each business firm has monetary and social associations with society, regardless of whether they influence emphatically or adversely; are proposed or unintended. Partners are the individuals who influence or are influenced by the firm, regardless of whether they have a market relationship or not. Regularly in light of different interests, the partners can actualize their monetary, political, and different powers in manners that can help or resist the association. Partners may act autonomous or together to affect the organizations. Present day partnerships built up a scope of complex, limit crossing divisions that oversee of collaborations with partners and society. For example, Walmart hugy affects society and should adequately and proficiently manage partners interests. Various immense elements shape the connection among business and society. These incorporate changing cultural and moral desires, moving open desires and government strategies, quick paced worldwide economy, managing environmental concerns, and changing the transformational job of innovation and advancement. Corporate procedure needs to manage desires for all partners and even society itself. Application Points Section 1 Discussion Questions 1. The issue for this situation is basically that Disney had a dream of causing individuals to feel like they are ââ¬Å"in another worldâ⬠while they were in Disneyland. In spite of the fact that, this meddles with organizations coming into their domain and building moderate lodging for individuals who work inside the dividers of Disneyland. Disney eventually has the last say in the issue in view of their ceaseless income stream for the city of Anaheim. This implies regardless of what Disney will get what it needs. 2. The pertinent market partners incorporate the representatives, clients, providers, and loan bosses. The nonmarket partners incorporate the network, governments, and the overall population. 3. Partner interests a. Representatives â⬠have a progressively reasonable lodging complex close to Disneyland (support SunCalââ¬â¢s plan) b. Clients â⬠have a great time and important time at Disneyland (in all likelihood not interested in the circumstance, yet are influenced in a roundabout way) c. Providers â⬠Ultimately make or lose cash outfitted on the accomplishment of Disneyland (don't bolster SunCal) d. Leasers â⬠Also depend on Disney income stream (don't bolster SunCal) e. Network â⬠The city of Anaheim benefits with Disneyland charge installments (don't bolster SunCal) f. Governments â⬠Same as Community g. Overall population â⬠advantage from Disneyland income (don't bolster SunCal) 4. The representatives clearly reserve the option to stop or keep away from working for Disneyland, the clients can decide to not go to the recreation center, the providers truly have no force seeing the Disneyland is no doubt their primary wellspring of income, and the banks can decided to back somewhere else. 6. The most ideal arrangement would be for SunCal to move their anticipated thought of building the reasonable lodging further away from directly nearby to Disneyland. The representatives would gladly consent to a reasonable lodging that is two or three miles away than living outside of the city and drive into work. Everybody at that point gets content with the circumstance from this straightforward arrangement. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-86994571287329061092020-08-22T03:00:00.001-07:002020-08-22T03:00:20.350-07:00Case Study Drugs affecting the Upper Gastrointestinal TractQuestion: Portray about the Case Study for Drugs influencing the Upper Gastrointestinal Tract? Answer: 1. Mrs. Johnson is taking the medication since she is experiencing the gastroesophageal reflux sickness (GERD). Metoclopramide is a medication for primarily stomach and oesophageal infirmities. It helps in the withdrawal in the upper segment of the stomach related tract. It likewise diminishes acid reflux brought about by GERD. So she is being treated with the medication. 2. The significant patient factors here are acid reflux, and the symptoms of the medication Metoclopramide that she is taking like queasiness, restlessness and tension. 3. Medical attendant can assist with advancing treatment by observing pharmacodynamic markers. With an adaptable way to deal with medication and measurement choice, it should be conceivable to oversee GERD in a compelling way. 4. The patient is having indigestion that isn't serious. Tolerant has indicated symptom towards the medicine Metoclopramide. Persistent has indicated restlessness, sickness, and uneasiness. Since persistent demonstrated symptoms towards the prescription and the acid reflux type isn't not kidding the patients case. The patient can take stomach settling agents since they can stop the acid reflux and treat rapidly to the side effects of GERD. The patient additionally can get treatment of Histamine type 2 receptor rivals. This treatment can make the stomach produce less acids. What's more, will bring down the indigestion. The patient can likewise get treated by proton siphon inhibitors. That can likewise decrease the warmth consume. The patient ought to follow an adjustment in way of life. 5. Since the patient has indicated symptoms for the medications she may take stomach settling agents for a speedy alleviation and with next to no base reactions. The reactions for H2RA s might be a cerebral pain, blockage, sickness. PPIs can show reactions like a torment in the mid-region, heaving, sickness, and the runs. PPIs can build the opportunity of getting contaminations inside digestive system or lungs.PPI s can likewise expand the inclination of breaking a bone. 6. To amplify the helpful impacts it is must significant that the patient ought to follow to keep up a sound way of life, a solid eating regimen, do standard exercise, taking legitimate rest and quit liquor. The patient ought to abstain from eating nourishments that may build her indigestion or difficult to process. Likewise the patient should take appropriate drugs or different choices, for example, acid neutralizers, 7. The patient ought to experience the treatments appropriately under the management of the attendant. Keep away from nourishments that can expand the illness. The patient ought to abstain from eating any food before hitting the hay. The patient ought to stop liquor to get the advantage of the treatment. The patient ought to experience the treatment that has insignificant reactions. 8. The patient should treat appropriately for her constant indigestions. In the event that that stay unchecked, at that point she may get into genuine medical problems. She ought to maintain a strategic distance from the eating nourishments that may trigger indigestions. She ought to follow a sound way of life and abstain from drinking liquor during treatment. The accompanying tests, for example, Endoscopy, oesophageal pH checking and manometry of the patient could help better in the treatment procedure. The test oesophageal pH checking can assist with seeing whether the patient requires careful treatment or not. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-91023942877245870922020-07-27T23:48:00.001-07:002020-07-27T23:48:02.964-07:00The Mango TreeThe Mango Tree Once upon a time, there lived a bigmango tree. A little boy loved to come and play around it everyday.He climbed to the tree top, ate the mangoes, took a nap under the shadow He loved the tree and the tree loved to play with him.Time went by The little boy grew, and he no longer played around the tree. One day, the boy came back to the tree with a sad look on his face.âCome and play with me,â the tree asked the boy.âI am no longer a kid, I donât play around trees anymore.â The boy replied, âI want toys. I need money to buy them.ââSorry, I donât have money but you can pick all my mangoes and sell them so you will have money.âThe boy was so excited. He picked all the mangoes on the tree and left happily. The boy didnât come back. The tree was sad.One day, the boy grown into a man returned. The tree was so excited.âCome and play with me,â the tree said.âI donât have time to play. I have to work for my family. We need a house for shelter. Can you help me?â âSorry, I donât have a house, but you can chop off my branches to build your house.âSo the man cut all the branches off the tree and left happily. The tree was glad to see him happy but the boy didnât come back afterward. The tree was again lonely and sad.One hot summer day, the man returned and the tree was delighted.âCome and play with me!â The tree said.âI am sad and getting old. I want to go sailing to relax myself. Can you give me a boat?ââUse my trunk to build your boat. You can sail far away and be happy.âSo the man cut the tree trunk to make a boat. He went sailing and didnât come back for a long time.Finally, the man returned after he had been gone for so many years.âSorry, my boy, but I donât have anything for you anymore. No more mangoes to give you.â The tree said.âI donât have teeth to bite,â the man replied.âNo more trunk for you to climb on.ââI am too old for that now,â the man said.âI really canât give you anything the o nly thing left is my dying roots,â the tree said with sadness.âI donât need much now, just a place to rest. I am tired after all these years,â the man replied.âGood! Old tree roots are the best place to lean on and rest. Come sit down with me and rest.âThe boy sat down and the tree was glad and smiled.By Shel SilversteinThe tree in the story represents our parents. When we are young, we love to play with them. When we grow up, we leave them and only come back when we need help. Parents sacrifice their lives for us. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-24017225929312222292020-05-22T13:32:00.001-07:002020-05-22T13:32:05.676-07:00Biography of Nikola Tesla, Serbian-American Inventor Nikola Tesla (July 10, 1856ââ¬âJanuary 7, 1943) was a Serbian-American inventor, electrical engineer, and futurist. As the holder of nearly 300 patents, Tesla is best known for his role in developing the modern three-phase alternating current (AC) electric power supply system and for his invention of the Tesla coil, an early advancement in the field of radio transmission. During the 1880s, Tesla and Thomas Edison, inventor and champion of direct electrical current (DC), would become embattled in the ââ¬Å"War of the Currentsâ⬠over whether Teslaââ¬â¢s AC or Edisonââ¬â¢s DC would become the standard current used in long-distance transmission of electrical power. Fast Facts: Nikola Tesla Known For: Development of alternating current (AC) electrical powerBorn: July 10, 1856 in Smiljan, Austrian Empire (modern-day Croatia)Parents: Milutin Tesla and à uka TeslaDied: January 7, 1943 in New York City, New YorkEducation: Austrian Polytechnic Institute in Graz, Austria (1875)Patents: US381968Aââ¬âElectro-magnetic motor, US512,340Aââ¬âcoil for electro-magnetsAwards and Honors: Edison Medal (1917), Inventorââ¬â¢s Hall of Fame (1975)Notable Quote: ââ¬Å"If you want to find the secrets of the universe, think in terms of energy, frequency and vibration.â⬠Early Life and Education Nikola Tesla was born on July 10, 1856, in the village of Smiljan in the Austrian Empire (now Croatia) to his Serbian father Milutin Tesla, an Eastern Orthodox priest, and his mother à uka Tesla, who invented small household appliances and had the ability to memorize lengthy Serbian epic poems. Tesla credited his mother for his own interest in inventing and photographic memory. He had four siblings, a brother Dane, and sisters Angelina, Milka, and Marica.à In 1870, Tesla started high school at the Higher Real Gymnasium in Karlovac, Austria. He recalled that his physics teacherââ¬â¢s demonstrations of electricity made him want ââ¬Å"to know more of this wonderful force.â⬠Able to integral calculus in his head, Tesla completed high school in just three years, graduating in 1873. Determined to pursue a career in engineering, Tesla enrolled at the Austrian Polytechnic Institute in Graz, Austria, in 1875. It was here that Tesla studied a Gramme dynamo, an electrical generator that produces direct current. Observing that the dynamo functioned like an electric motor when the direction of its current was reversed, Tesla began thinking of ways this alternating current could be used in industrial applications. Though he never graduatedââ¬âas was not uncommon thenââ¬âTesla posted excellent grades and was even given a letter from the dean of the technical faculty addressed to his father stating, ââ¬Å"Your son is a star of first rank.â⬠Feeling that chastity would help him focus on his career, Tesla never married or had any known romantic relationships. In her 2001 book, ââ¬Å"Tesla: Man Out of Time,â⬠biographer Margaret Cheney writes that Tesla felt himself to be unworthy of women, considering them to be superior to him in every way. Later in life, however, he publicly expressed strong dislike what he called the ââ¬Å"new woman,â⬠women he felt were abandoning their femininity in an attempt to dominate men. The Path to Alternating Current In 1881, Tesla moved to Budapest, Hungary, where he gained practical experience as the chief electrician at the Central Telephone Exchange. In 1882, Tesla was hired by the Continental Edison Company in Paris where he worked in the emerging industry of installing the direct current-powered indoor incandescent lighting system patented by Thomas Edison in 1879. Impressed by Teslaââ¬â¢s mastery of engineering and physics, the companyââ¬â¢s management soon had him designing improved versions of generating dynamos and motors and fixing problems at other Edison facilities throughout France and Germany. When the manager of the Continental Edison facility in Paris was transferred back to the United States in 1884, he asked that Tesla be brought to the U.S. as well. In June 1884, Tesla emigrated to the United States and went to work at the Edison Machine Works in New York City, where Edisonââ¬â¢s DC-based electrical lighting system was fast becoming the standard. Just six months later, Tesla quit Edison after a heated dispute over unpaid wages and bonuses. In his diary, Notebook from the Edison Machine Works: 1884-1885, Tesla marked the end of the amicable relationship between the two great inventors. Across two pages, Tesla wrote in large letters, ââ¬Å"Good By to the Edison Machine Works.â⬠By March 1885, Tesla, with the financial backing of businessmen Robert Lane and Benjamin Vail, started his own lighting utility company, Tesla Electric Light Manufacturing. Instead of Edisonââ¬â¢s incandescent lamp bulbs, Teslaââ¬â¢s company installed a DC-powered arc lighting system he had designed while working at Edison Machine Works. While Teslaââ¬â¢s arc light system was praised for its advanced features, his investors, Lane and Vail, had little interest in his ideas for perfecting and harnessing alternating current. In 1886, they abandoned Teslaââ¬â¢s company to start their own company. The move left Tesla penniless, forcing him to survive by taking electrical repair jobs and digging ditches for $2.00 per day. Of this period of hardship, Tesla would later recall, ââ¬Å"My high education in various branches of science, mechanics, and literature seemed to me like a mockery.â⬠During his time of near destitution, Teslaââ¬â¢s resolve to prove the superiority of alternating current over Edisonââ¬â¢s direct current grew even stronger. Alternating Current and the Induction Motor In April 1887, Tesla, along with his investors, Western Union telegraph superintendent Alfred S. Brown and attorney Charles F. Peck, founded the Tesla Electric Company in New York City for the purpose of developing new types of electric motors and generators. Tesla soon developed a new type of electromagnetic induction motor that ran on alternating current. Patented in May 1888, Teslaââ¬â¢s motor proved to be simple, dependable, and not subject to the constant need for repairs that plagued direct current-driven motors at the time. Patent drawing of Nikola Teslaââ¬â¢s alternating current electric motor. Tesla AC Motor / Wikimedia Commons / Public Domain In July 1888, Tesla sold his patent for AC-powered motors to Westinghouse Electric Corporation, owned by electrical industry pioneer George Westinghouse. In the deal, which proved financially lucrative for Tesla, Westinghouse Electric got the rights to market Teslaââ¬â¢s AC motor and agreed to hire Tesla as a consultant. With Westinghouse now backing AC and Edison backing DC, the stage was set for what would become known as ââ¬Å"The War of the Currents.â⬠The War of the Currents: Tesla vs. Edison Recognizing the economic and technical superiority of alternating current to his direct current for long-distance power distribution, Edison undertook an unprecedently aggressive public relations campaign to discredit AC as posing a deadly threat to the publicââ¬âa force should never allow in their homes. Edison and his associates toured the U.S. presenting grizzly public demonstrations of animals being electrocuted with AC electricity. When New York State sought a faster, ââ¬Å"more humaneâ⬠alternative to hanging for executing condemned prisoners, Edison, though once a vocal opponent of capital punishment, recommended using AC-powered electrocution. In 1890, murderer William Kemmler became the first person to be executed in a Westinghouse AC generator-powered electric chair that had been secretly designed by one of Edisonââ¬â¢s salesmen. Despite his best efforts, Edison failed to discredit alternating current. In 1892, Westinghouse and Edisonââ¬â¢s new company General Electric, competed head-to-head for the contract to supply electricity to the 1893 Worldââ¬â¢s Fair in Chicago. When Westinghouse ultimately won the contract, the fair served as a dazzling public display of Teslaââ¬â¢s AC system. On the tails of their success at the Worldââ¬â¢s Fair, Tesla and Westinghouse won a historic contract to build the generators for a new hydroelectric power plant at Niagara Falls. In 1896, the power plant began delivering AC electricity to Buffalo, New York, 26 miles away. In his speech at the opening ceremony of the power plant, Tesla said of the accomplishment, ââ¬Å"It signifies the subjugation of natural forces to the service of man, the discontinuance of barbarous methods, the relieving of millions from want and suffering.â⬠The success of the Niagara Falls power plant firmly established Teslaââ¬â¢s AC as the standard for the electric power industry, effectively ending the War of the Currents. The Tesla Coil In 1891, Tesla patented the Tesla coil, an electrical transformer circuit capable of producing high-voltage, low-current AC electricity. Though best-known today for its use in spectacular, lightening-spitting demonstrations of electricity, the Tesla coil was fundamental to the development of wireless communications. Still used in modern radio technology, the Tesla coil inductor was an essential part of many early radio transmission antennas. Nikola Tesla demonstrates his Tesla coil ââ¬Å"Magnifying Transmitterâ⬠. Corbis Historical / Getty Images Tesla would go on to use his Tesla coil in experiments with radio remote control, fluorescent lighting, x-rays, electromagnetism, and universal wireless power transmission.à On July 30, 1891, the same year he patented his coil, the 35-year-old Tesla was sworn in as a naturalized United States citizen. Radio Remote Control At the 1898 Electrical Exposition in Bostonââ¬â¢s Madison Square Gardens, Tesla demonstrated an invention he called a ââ¬Å"telautomaton,â⬠a three-foot-long, radio-controlled boat propelled by a small battery-powered motor and rudder. Members of the amazed crowd accused Tesla of using telepathy, a trained monkey, or pure magic to steer the boat. Finding little consumer interest in radio-controlled devices, Tesla tried unsuccessfully to sell his ââ¬Å"Teleautomaticsâ⬠idea to the US Navy as a type of radio-controlled torpedo. However, during and after World War I (1914-1918), the militaries of many countries, including the United States incorporated it. Wireless Power Transmission From 1901 through 1906, Tesla spent most of his time and savings working on arguably his most ambitious, if a far-fetched, projectââ¬âan electrical transmission system he believed could provide free energy and communications throughout the world without the need for wires.à In 1901, with the backing of investors headed by financial giant J. P. Morgan, Tesla began building a power plant and massive power transmission tower at his Wardenclyffe laboratory on Long Island, New York. Seizing on the then commonly-held belief that the Earthââ¬â¢s atmosphere conducted electricity, Tesla envisioned a globe-spanning network of power transmitting and receiving antennas suspended by balloons 30,000 feet (9,100 m) in the air.à Nikola Teslas Wardenclyffe wireless electricity transmitting tower. Dickenson V. Alleyà / Wikimedia Commons / Public Domain However, as Teslaââ¬â¢s project drug on, its sheer enormity caused his investors to doubt its plausibility and withdraw their support. With his rival, Guglielmo Marconiââ¬âenjoying the substantial financial support of steel magnate Andrew Carnegie and Thomas Edisonââ¬âwas making great advances in his own radio transmission developments, Tesla was forced to abandon his wireless power project in 1906. Later Life and Death In 1922, Tesla, deeply in debt from his failed wireless power project, was forced to leave the Waldorf Astoria hotel in New York City where he had been living since 1900, and move into the more-affordable St. Regis Hotel. While living at the St. Regis, Tesla took to feeding pigeons on the windowsill of his room, often bringing weak or injured birds into his room to nurse them back to health. Of his love for one particular injured pigeon, Tesla would write, ââ¬Å"I have been feeding pigeons, thousands of them for years. But there was one, a beautiful bird, pure white with light grey tips on its wings; that one was different. It was a female. I had only to wish and call her and she would come flying to me. I loved that pigeon as a man loves a woman, and she loved me. As long as I had her, there was a purpose to my life.â⬠By late 1923, the St. Regis evicted Tesla because of unpaid bills and complaints about the smell from keeping pigeons in his room. For the next decade, he would live in a series of hotels, leaving behind unpaid bills at each. Finally, in 1934, his former employer, Westinghouse Electric Company, began paying Tesla $125 per month as a ââ¬Å"consulting fee,â⬠as well as paying his rent at the Hotel New Yorker. In 1937, at age 81, Tesla was knocked to the ground by a taxicab while crossing a street a few blocks from the New Yorker. Though he suffered a severely wrenched back and broken ribs, Tesla characteristically refused extended medical attention. While he survived the incident, the full extent of his injuries, from which he never fully recovered, was never known. On January 7, 1943, Tesla died alone in his room at the New Yorker Hotel at the age of 86. The medical examiner listed the cause of death as coronary thrombosis, a heart attack. On January 10, 1943, New York City mayor Fiorello La Guardia delivered a eulogy to Tesla broadcast live over WNYC radio. On January 12, over 2,000 people attended Teslaââ¬â¢s funeral at the Cathedral of Saint John the Divine. Following the funeral, Teslaââ¬â¢s body was cremated at Ferncliff Cemetery in Ardsley, New York. With the United States then fully engaged in World War II., fears that the Austrian-born inventor might have been in possession of devices or designs helpful to Nazi Germany, drove the Federal Bureau of Investigation to seize Teslaââ¬â¢s possessions after his death. However, the FBI reported finding nothing of interest, concluding that since about 1928, Teslaââ¬â¢s work had been ââ¬Å"primarily of a speculative, philosophical, and somewhat promotional character often concerned with the production and wireless transmission of power; but did not include new, sound, workable principles or methods for realizing such results.â⬠In his 1944 book, Prodigal Genius: The Life of Nikola Tesla, journalist, and historian John Joseph Oââ¬â¢Neill wrote that Tesla claimed to have never slept more than two hours per night, ââ¬Å"dozingâ⬠during the day instead to ââ¬Å"recharge his batteries.â⬠He was reported to have once spent 84 straight hours without sleep working in his laboratory. Legacy It is believed that Tesla was granted around 300 patents worldwide for his inventions during his lifetime. While several of his patents remain unaccounted for or archived, he holds at least 278 known patents in 26 countries, mostly in the United States, Britain, and Canada. Tesla never attempted to patent many of his other inventions and ideas. Today, Teslaââ¬â¢s legacy can be seen in multiple forms of popular culture, including movies, TV, video games and several genres of science fiction. For example, in the 2006 movie The Prestige, David Bowie portrays Tesla developing an amazing electro-replicating device for a magician. In Disneyââ¬â¢s 2015 film Tomorrowland: A World Beyond, Tesla helps Thomas Edison, Gustave Eiffel, and Jules Verne discover a better future in an alternate dimension. And in the 2019 film The Current War, Tesla, played by Nicholas Hoult, squares off with Thomas Edison, played by Benedict Cumberbatch, in a history-based depiction of the war of the currents. In 1917, Tesla was awarded the Edison Medal, the most coveted electrical prize in the United States, and in 1975, Tesla was inducted into the Inventorââ¬â¢s Hall of Fame. In 1983, the United States Postal Service issued a commemorative stamp honoring Tesla. Most recently, in 2003, a group of investors headed by engineer and futurist Elon Musk founded Tesla Motors, a company dedicated to producing the first car fittingly powered totally by Teslaââ¬â¢s obsessionââ¬âelectricity. Sources Carlson, W. Bernard. ââ¬Å"Tesla: Inventor of the Electrical Age.â⬠Princeton University Press, 2015.Cheney, Margaret. ââ¬Å"Tesla: Man Out of Time.â⬠Simon Schuster, 2001.ONeill, John J. (1944). ââ¬Å"Prodigal Genius: The Life of Nikola Tesla.â⬠Cosimo Classics, 2006.Gunderman, Richard. ââ¬Å"The Extraordinary Life of Nikola Tesla.â⬠Smithsonian.com, January 5, 2018, https://www.smithsonianmag.com/innovation/extraordinary-life-nikola-tesla-180967758/.Tesla, Nikola. ââ¬Å"Notebook from the Edison Machine Works: 1884-1885.â⬠Tesla Universe, https://teslauniverse.com/nikola-tesla/books/nikola-tesla-notebook-edison-machine-works-1884-1885.ââ¬Å"The War of the Currents: AC vs. DC Power.â⬠U.S. Department of Energy, https://www.energy.gov/articles/war-currents-ac-vs-dc-power.Cheney, Margaret. ââ¬Å"Tesla: Master of Lightning.â⬠MetroBooks, 2001.Dickerson, Kelly.ââ¬Å"Wireless Electricity? How the Tesla Coil Works.â⬠LiveScience, July 10, 20 14, https://www.livescience.com/46745-how-tesla-coil-works.html.ââ¬Å"About Nikola Tesla.â⬠Tesla Society, https://web.archive.org/web/20120525133151/http:/www.teslasociety.org/about.html.Oââ¬â¢Neill, John J. ââ¬Å"Prodigal Genius: The Life of Nikola Tesla.â⬠Cosimo Classics, 2006. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-28341564519288480832020-05-09T05:37:00.001-07:002020-05-09T05:37:03.429-07:00Plagiarism And Plagiarism - 1326 Words Plagiarism is when one use another personââ¬â¢s work or ideas without getting his permission. Oxford dictionary (2015) defines plagiarism as ââ¬Å"The practice of taking someone elseââ¬â¢s work or ideas and passing them off as oneââ¬â¢s ownâ⬠. The word origins, based on Oxford dictionary (2015), is coming from ââ¬Å"the early 17th century, from the Latin word ââ¬Ëplagiariusââ¬â¢ that means ââ¬Ëkidnapperââ¬â¢Ã¢â¬ . Although the definition can help us understand better what plagiarism is, it is sometimes hard to know where the line cross between real plagiarisms and actual use of a source, especially in the 21st century when the web and internet sources became popular, easily accessible and widely known. Looking back at plagiarism and to the source of the word it is clear that the act of plagiarism is old and take us back to the first century AD when the roman poet Martial, found that many of his poems are copied by other poets, without his agreement. Martial decided to take an action and write a poem to describe and condemn the phenomenon (Foreman, 2013). Looking at todayââ¬â¢s world, probably the word ââ¬Å"plagiarismâ⬠took at some point a different twist. Plagiarism is no longer used to mean ââ¬Å"kidnapâ⬠, but it is an interesting concept to look at in an historical perspective. Looking at todayââ¬â¢s world plagiarism has a tremendous effect on teachers, educational institutions and might even on companies. While institutions are eager to create better thinking students and lecturers are trying to push students to read, write andShow MoreRelatedPlagiarism And The Ethics Of Plagiarism926 Words à |à 4 Pagesand parents have heard the term ââ¬Å"plagiarismâ⬠while talking about writing essays, poems, and other works. Plagiarism is defined as ââ¬Å"to steal and pass off (the ideas or words of another) as one s ownâ⬠by Merriam-Webster dictionary. While plagiarism may be denoted as stealing oneââ¬â¢s work without credit, a more vast and broad definition usually applies to college level work. Every college and university has their own handbook and code of conduct on what exactly ââ¬Å"plagiarismâ⬠is defined as, and what are theRead MorePlagiarism : Plagiarism And Plagiarism815 Words à |à 4 Pages There are many types of plagiarism, i ncluding several scenarios of inadvertent and deliberate plagiarism. This essay will discuss how plagiarism is defined, the various types of plagiarism, why plagiarism is such a serious problem, the impact of the internet on academic integrity, and how plagiarism can be avoided. It will also provide suggestions on ways to eliminate both inadvertent and deliberate plagiarism. There are several ways to define plagiarism. One such definition, according to the RegisRead MorePlagiarism : What Is Plagiarism?1583 Words à |à 7 PagesWhat is Plagiarism? Plagiarism is using someone elseââ¬â¢s work, words, production, researches and ideas without the approval or the acknowledgment of the writer or producer, and claiming the credit for himself. Many reasons and factors are attributed for the use of plagiarism and could be cultural, historical, linguistic, environmental and educational background. Plagiarism is a form of an academic dishonesty, academic misconduct, and a digital cheating. It is declared to be an unacceptable legal actRead MorePlagiarism And The Consequences Of Plagiarism1379 Words à |à 6 Pages In this paper we will cover plagiarism. We will cover a brief history of plagiarism and look at the different types of plagiarism, as well as compare and contrast the different types. We will also look at who is most prone to plagiarize and why. We will also discuss the role plagiarism plays in academia and the consequences to plagiarizing. Websterââ¬â¢s online Dictionary defines plagiarism as ââ¬Å"to steal and pass off (the ideas or words of another) as one s own: use (another s production) withoutRead MorePlagiarism2189 Words à |à 9 PagesPlagiarism: Why it Continues to Occur? Darian Camacho English 111, Section 11 Professor Coulter March 21, 2013 Plagiarism: Why it Continues to Occur? The increase in plagiarism has gained the attention of many institutions, administrators and educators, as well as researchers and the public. This increase has brought to attention the concern of why plagiarism continues to occur. In order to debate this concern we should first understand the definition and background of plagiarism, theRead MorePlagiarism And Academic Integrity : Plagiarism1305 Words à |à 6 PagesPlagiarism is a topic that is consistently brought up in many areas of education.1 In every syllabus presented to students, there is a section that refers to plagiarism and academic integrity. Plagiarism can be defined as ââ¬Å"the act or instance of stealing or passing off ideas or words of another as oneââ¬â¢s own.â⬠2 Despite this being an important piece of information; students may overlook this material and still plagiarize. In a study from the University of Toronto, 90% of senior pharmacy students admittedRead MorePlagiarism Habits Of Politicians : Plagia rism876 Words à |à 4 PagesReshma Shrestha Dr. Lynn R.Brink Government 2305-71001 11th September, 2016 Plagiarism Habits of Politicians The word Plagiarism means, it is an acknowledgement that something came from other source or imitates from other s work. Plagiarism is also considered as copying words or ideas from someone else without giving credit. In these articles, Evan Osnos describes plagiarism in different field and their negative impact. Mainly, our society also practiced this even they know it is notRead MorePlagiarism605 Words à |à 3 PagesTitle : A theft of works among the students : Plagiarism. During the antiquity, it exists an ancient concept called plagiarism. Plagiarism is happened when a student fail to properly document and give attribution to the source of ideas and text in his work. Alongside with the commercialization of writing, the concept of copyright and the rights given to authors has developed (VAIL Faculty Administrator, 1996-2003). However, the problem of plagiarism has been increased nowadays and became a highlyRead MorePlagiarism And Politics : Plagiarism927 Words à |à 4 PagesSaroj Dahal Professor Dr. Sharon Manna GOVT 2305-71005 19 Sep, 2016 Plagiarism and politics Plagiarism is an act of stealing someone elseââ¬â¢s original ideas or thoughts (either written or oral) and copying it either exactly in a same way or remixing it, without giving credit to the owner. In todayââ¬â¢s world, Plagiarism is omnipresent. People try to imitate others watching them in TVs, movies, and songs which tend them to plagiarize knowingly or accidentally. It can be found in almost all fields likeRead MoreEssay on Plagiarism1301 Words à |à 6 Pagescode of conduct at Clarion University plagiarism is ââ¬Å"the use of anothers words without attribution and without enclosing the words in quotation marks. Plagiarism may also be defined as the act of taking the ideas or expressions of ideas of another person and representing them as ones own--even if the original paper has been paraphrased or otherwise modified.â⬠(ââ¬Å"Department of Nursingâ⬠) A lot of people, including myself have been confused of what plagiarism really means. Through my research I found Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-12497225515865359072020-05-06T10:04:00.001-07:002020-05-06T10:04:12.722-07:00Organizational Culture And Leadership Styles Education Essay Free Essays Human acquisition in the twenty-first century will be as different from human larning in the twentieth century as the micro-chip and nervous webs are from the valve. â⬠( Lepani,1994, p. 3 ) . We will write a custom essay sample on Organizational Culture And Leadership Styles Education Essay or any similar topic only for you Order Now In this century the range and gait of alteration seem to be speed uping in all countries of human being. We have to travel with it or in front of it if we are non to be left behind. Academic establishments are experiencing this tidal moving ridge of alteration in ways that ââ¬Å" have left many pedagogues ââ¬â consciously or otherwise ââ¬â confused, exhausted and disillusioned â⬠. ( Deal, 1990, p.131 ) Change can be seen as evolutionary and dynamic with an accent on uninterrupted acquisition and version ( Dixon, 1994 ; Fullan, 1991 ; Fullan and Miles, 1992 ) . The challenge for academic establishments is to follow alteration schemes that provide internal stableness while traveling in front. This challenge may be able to be met in instruction and elsewhere by concentrating on a alteration scheme where larning comes to be seen as ââ¬Å" the individual most of import resource for organisational reclamation in the postmodern age â⬠( Hargreaves, 1995 ) . The states that lead the universe into the following century will be those who can switch from being knowledge transformational organic structures to those that will hold the capacity to possess, regenerate and use cognition successfully. The major issue that confronts pedagogues is whether or non we can transform instruction and make academic establishments that can successfully fix our state ââ¬Ës pupils for life. This procedure calls for leading at all degrees, a good school civilization and personal committedness of those who are responsible for these establishments. They must take the clip to earnestly see the sorts of alterations that are needed. They have to turn to the demands of pupils and instructors and so a cardinal transmutation of instruction could go on. There are many paths for organisational development through alteration, which can be used to better an organisation ââ¬Ës quality. Learning organisation theoretical accounts provide one administrative method that can be used to supply way for organisational accomplishment for both public and private organisations ( Makasarnont, 1997 ) . As Hoy and Miskel ( 2001 ) province, academic establishments are service organisations that are committed to learning and larning. The academic establishments maps as a learning organisation in order to go on to better public presentation and construct capacity to pull off alteration ( Corcoran and Goertz, 1995 ) in an environment where academic establishments are going progressively borderless. Gestating academic establishments as learning organisations is appropriate, given the new challenges of a fast-changing universe. To be relevant in a cognition society, new accomplishments, capablenesss and cognition are required. The focal point of each academic establishment should therefore autumn on the sweetening of single committednesss to uninterrupted acquisition by creative activity of an enabling enterpreutionial civilization and transformational leaders for the development and growing of academic establishments as Learning Organizations. Teachers have to be awake to these alterations and must seek to better their accomplishments all the clip. They can non halt their acquisition merely because they have graduated from school or the university and have been employed ; if they would wish to be successful, they must turn. They have to maintain on larning from their experiences, environment, or their organisation. As Lassey ( 1998 ) shows successful people are people who learn. Without larning, there is no betterment ; and without betterment the establishments stagnate. The establishments should be topographic points where participants continually expand their capacities to make and to accomplish. If academic establishments are to be effectual learning organisations, they must happen ways to make constructions that continuously back up learning and larning and heighten organisational version. Therefore the acquisition organisation is the of import thing that an decision maker has to make in her/his school in order to give leaders, instructors and pupils an chance for larning continuously, based on the belief that the more people learn, the better they can execute when they go on in life. Need for the Study Many academic establishments are fighting to run into the demands for academic public presentation. In this survey academic establishments is narrowed down to merely schools, as they are base in the description of an academic establishment. Despite legion assuring enterprises from the authorities to advance pupil success in schools, overall additions in pupil public presentation have been let downing. Some observers have suggested that nil less than a cardinal redesign of the educational system will get down to turn to the hurdlings faced by pupils in wining at school ( Boyd A ; Shouse, 1997 ) . Coleman ( 1997 ) noted that the extremely bureaucratic nature of Government schools stifles originative job resolution and blocks receptiveness to large-scale and transformative system reform. He described schools as ââ¬Å" administratively goaded organisations â⬠with long feedback cringle from the top of the organisation ( for illustration, the principal ) to component subsystems ( f or illustration, instructors and pupils ) . Coleman considered schools with decentralised authorization constructions and norms of answerability and societal support, which he labels as ââ¬Å" output-driven organisations, â⬠as holding more promise than 1s with traditional bureaucratic signifiers for increasing instructor and pupil public presentation. With turning concerns about the ability of the public instruction system to react to the demands of pupils ( Orfield et al. , 2004 ) , many voices in the school reform motion have discussed the demand for schools to run as ââ¬Å" learning organisations, â⬠which addresses the importance of module and staff working together to work out jobs through networking and squad acquisition ( Senge et al. , 2000 ) . The grade to which schools map as learning organisations may non merely act upon the willingness of school employees to encompass new inventions for advancing pupil accomplishment, but besides their personal wellbeing, th eir sense of efficaciousness in working with pupils, their work satisfaction, and their rating of the school as a high-performing organisation. A burgeoning figure of empirical probes offer support for these types of positive effects from schools working as larning organisations ( Lick, 2006 ; Orthner et al. , 2006 ) . I believe that understanding schools as larning organisations offers the potency to unlock the originative and dynamic procedures that schools require to undergo cardinal and important alteration enterprises. Merely so do we believe that schools will get down to turn to the challenges they face in educating kids and young persons and in shuting the important spreads in educational accomplishment and life success. The phenomenon known as the acquisition administrations has during the past three decennaries been discussed widely in the literature ( Khadra A ; Rawabdeh, 2006 ; Moilanen, 2001, 2005 ; Hawkins, 1991 ; Watkins A ; Marsick, 1993 ; Senge, 1990 ; Pedler, Burg oyne A ; Boydell, 1991 ) . Unfortunately, the construct of the learning organisation remains abstract and elusive for many school degree practicians, which reflects, in portion, a strong propensity toward a constructivist attack in the survey of organisational acquisition. School forces besides have comparatively few tools available to analyze this facet of their schools, and appraisal is the first measure in the evidence-based pattern planning sequence. During the past century much has been learned about how the encephalon plants and how pupils learn. We have besides learned that how schools can be organized in what that can heighten the quality of larning that pupils experience and we know a great trade about the sorts of conditions that are necessary for alteration to happen. The issue in Indian Educational system is to happen a manner to make the conditions that will promote the learning organisation construct which is needed to transform Indian academic organisations. What is besides clear is that leading is a critical constituent of the transmutation of instruction. However, the sort of leading that is needed is basically different than what has traditionally been the instance. Leaderships must be able to transform their academic establishments. This has been widely discussed the literature ( Jones A ; Rudd, 2007 ; Reed, 2006 ; Bartling A ; Bartlett, 2005 ; CASEL, 2006 ; Bamburg, 1997 ; West, 1999 ; Telford, 1996 ; Barnett, M arsh A ; Carven, 2003 ; Stander A ; Rothmann, 2009 ) and therefore the inclusion of this as a variable in this survey. As little schools become more independent, they create new individualities and set up alone school civilizations. It is besides believed that the school ââ¬Ës civilization is inextricably linked to classroom civilization. Many research workers have explored the challenges of constructing school civilization ( Silver, 2003 ; Zilwa, 2007 ; Ferreira A ; Hill, 2008 ; Niemann A ; Kotze , 2006 ; Thomas A ; Willcoxson, 1998 ; Raywid, 2001 ; ) . The researches explore assorted attacks to the issue of organisational civilization, including techniques from the concern universe, the connexion to physical infinites, and the usage of traditions ( Berg A ; Wilderom, 2004 ; Fard.et.al, 2007 ; ) . A school ââ¬Ës civilization includes the obvious elements of agendas, course of study, demographics, and policies, every bit good as the societal interactions that occur within those constructions and give a school its expression and experience as ââ¬Å" friendly, â⬠ââ¬Å" elite, â⬠ââ¬Å" competitory, â⬠ââ¬Å" inclusive, â⬠and so on. Just as civilization is critical to understanding the kineticss behind any booming community, organisation, or concern, the day-to-day worlds and deep construction of school life hold the key to educational success. Reforms that strive for educational excellence are likely to neglect unless they are meaningfully linked to the school ââ¬Ës alone civilization and hence the inclusion of this variable in this survey. Teachers play an of import function in the success of any school. The personal committedness of the instructor has a really strong influence in the smooth operation of the school and the school to develop into a learning organisation. Personal committedness could be commitment for one ââ¬Ës ain development and committedness for the development of the school and pupils. Research on committedness has by and large focused on either the ancestors or the effects of committedness. Early surveies of committedness explored the ancestors of committedness and found four general ancestors, viz. : personal features, occupation features, work experiences, and role-related features ( Mathieu and Hamel 1989 ; Mowday, Porter and Steers 1982 ) . Some of the earlier surveies besides explored the function played by demographic variables on committedness. The demographic variables found to hold influence on committedness are: age ( Mathieu and Zajac 1990 ) , organisational term of office ( Mathieu an d Hamel 1989 ) , place term of office ( Gregersen and Black 1992 ) , and instruction ( DeCotiis and Summers 1987 ) . Furthermore, Glisson and Durick ( 1988 ) identified skill assortment and function ambiguity as forecasters of satisfaction and leading, and the age of the organisation as forecaster of committedness. The impact of committedness on organisational degree results has besides been explored in a figure of surveies. However, it is the effect of affectional committedness which is more frequently studied in the literature. This is because high degrees of affectional committedness are shown to be related to a figure of positive behavioural degree results and occupation attitudes ( Hislop 2003 ; Cooper-Hakim and Viswesvaran 2005 ) . Further Organizational committedness and professional committedness of instructors in schools have been researched on ( Sood A ; Anand, 2009 ; Karakus A ; Aslan, 2009 ; Weber, 1990 ; Coladarci, 1992 ; Menep. I, 2010 ; Iqbal, 2010 ; Borgei. et.al, 2010 ; ) . Although the survey of committedness has been advanced from a scope of theoretical positions, it is interesting to observe that really few efforts have been made by research workers to work on personal committedness. The belief is that an apprehension of the relationship between leading, civilization and c ommittedness is necessary. As a instructor pedagogue I think that personal committedness of instructors is really of import in transforming schools into a learning organisation and no researches have been done in this country, therefore the inclusion of the variable in this survey. Conceptual Model Schools as Learning Organization To show a theoretical model in which the school as larning organisation can be grounded, the survey is utilizing ââ¬ËThe larning subjects ââ¬Ë ( Senge et al. , 1996:4 ) . Harmonizing to Peter Senge ( 1990: 3 ) acquisition organisations are: aÃâ à ¦organizations where people continually expand their capacity to make the consequences they genuinely desire, where new and expansive forms of thought are nurtured, where corporate aspiration is set free, and where people are continually larning to see the whole together. While all people have the capacity to larn, the constructions in which they have to map are frequently non contributing to contemplation and battle. Furthermore, people may miss the tools and steering thoughts to do sense of the state of affairss they face. Organizations that are continually spread outing their capacity to make their hereafter necessitate a cardinal displacement of head among their members.A For Peter Senge, existent larning gets to the bosom of wh at it is to be human. We become able to re-create ourselves. This applies to both persons and organisations. Therefore, for a ââ¬Ëlearning organisation it is non adequate to last. ââ¬Ë â⬠Survival larning â⬠or what is more frequently termed ââ¬Å" adaptative acquisition â⬠is of import ââ¬â so it is necessary. But for a learning organisation, ââ¬Å" adaptative acquisition â⬠must be joined by ââ¬Å" productive acquisition â⬠, larning that enhances our capacity to make ââ¬Ë ( Senge 1990:14 ) . The dimension that distinguishes larning from more traditional organisations is the command of certain basic subjects or ââ¬Ëcomponent engineerings ââ¬Ë . The five that Peter Senge identifies are said to be meeting to introduce learning organisations. They are: Systems thought, Personal command, Mental theoretical accounts, Building shared vision A ; Team acquisition Personal command Harmonizing to Senge et Al. ( 1996:194 ) ââ¬Å" the term command evolved from the medieval French, maitre, which meant person who was exceptionally adept and skilled ââ¬â a maestro of a trade â⬠. Maitre as it is used today means the capacity, non merely to bring forth consequences, but besides to get the hang the rules that underpin the manner an single green goodss those consequences. Mastery is a committedness to be the best in whatever is done ( Secretan, 1997:54 ) . Educators who strive to go ââ¬Å" Masterss of their trade â⬠are frequently those who would be described as being committed to their work in their several schools. Harmonizing to Zecha ( 1994:6 ) and Kushman ( 1992:6 ) , ââ¬Å" there are two types of pedagogue committedness, viz. organisational committedness and committedness to pupil acquisition â⬠which are effectual ingredients for transforming schools into larning administrations. Mental theoretical accounts Research by Senge et Al. ( 1996:235-236 ) indicates that ââ¬Å" mental theoretical accounts are subjective images, profoundly deep-rooted premises, generalisations and narratives that people carry in their heads about themselves, other people, establishments and events that take topographic point in the universe â⬠. These mental maps act as a filtering system for our judgements and act upon how we take actions based on these judgements. If these mental maps or theoretical accounts are non questioned they could go obstructions to alter. To win in transforming schools into larning organisations it is of import that single pedagogues learn how to unearth their internal images ( subjective images ) of the universe and convey these to the surface and critically size up them. This can be done if meaningful conversations are encouraged in the school, where pedagogues expose their ain thought forms and besides listen to other co-workers. These conversations can act upon persons to swi tch their thought forms and see the other side of the narrative. Shared vision ââ¬Å" A shared vision is an across-the-board universe position which provides focal point for an person and the squad refering what is to be learnt and what is to be valued â⬠( Bierema A ; Berdish, 1996:6 ) . This shared vision answers the inquiry: ââ¬Å" What will success look like â⬠? This inquiry acts as a motivation force for sustained action to accomplish single and school ends. It is a guiding image of success formed in footings of a part to the school. Harmonizing to Johnson and Johnson ( 1994:9 ) ââ¬Å" a shared vision creates a basic sense of sink or swim together among the members of the school. â⬠A powerful vision binds pedagogues to common committednesss through coaction to accomplish single and school ends. Team acquisition The subject of squad acquisition starts with duologue, which is the capacity of members of a squad to suspend their premises and enter into a echt thought together. Harmonizing to Senge et al. , 1996:352 ) , ââ¬Å" squad acquisition is the subject that has to make with larning about alliance. â⬠Alliance means working as a whole or in a cohesive group committed to a common intent. This alliance is achieved through sustained duologue that may ensue in cognition sharing and acknowledging mutualities among team members ( Murgatroyd A ; Morgan, 1993:73 ) . The subject of duologue involves larning how to acknowledge the forms of interaction in squads that undermine larning. The forms of defensiveness are frequently profoundly ingrained in how a squad operates. Therefore, the impact of squad acquisition is the constitution of shared values, vision, mission, and nucleus schemes to accomplish single and school ends. The 5th subject, systems believing, incorporates the other four larni ng subjects. Systems believing Systems believing is based on system kineticss ; it is extremely conceptual and provides ways of understanding practical school issues. It looks at systems in footings of peculiar types of rhythms and it includes expressed system mold of complex issues. The subject of systems believing Teachs that in any societal phenomenon it is of import to look at the whole image. In systems believing the school is looked at as a system that is interconnected to different parts of life that intersect and influence each other. These interconnected parts are bound together in such a manner that they become consistent to one another ( French A ; Bell, 1995:93 ) . The constituents of a school include scholars, pedagogues, context, pupil acquisition procedures and any identifiable constituent that affects larning. Therefore, the kernel of systems believing prevarications in a displacement of head to one that sees: aÃâ ? interrelationships instead than additive cause-effect ironss ; and aÃâ ? proce dures of alteration instead than snap shootings. The subject of systems believing starts with understanding the construct of feedback: that is how actions can reenforce or antagonize ( balance ) each other. In seeking to construct effectual acquisition environments, pedagogues have to larn to see the deeper forms and interrelatednesss of alteration. Leadership Leadership is a described as being one of societal scientific discipline ââ¬Ës most examined phenomena ( Antonakis, Cianciolo, A ; Sternberg, 2004 ) . Shoemaker ( 1998 ) suggested that leading is hard to qualify as the field is punctured by inconclusive definitions as to the function and map of leading. The latest chapter in the about 100 twelvemonth history of leading research is dominated by the development of transformational leading theory embodied in the Full Range of Leadership Model ( Antonakis, et al. , 2004 ; Bass, 1998 ) . This attack to leading focal points on the magnetic and affectional elements of leading. Northouse ( 2004 ) described transformational leading as ââ¬Å" a procedure that alterations and transforms persons. It is concerned with emotions, values, moralss, criterions, and long-run ends, and includes measuring followings ââ¬Ë motivations, fulfilling their demands, and handling them as full human existences â⬠( p. 169 ) . Furthermore, as Bass ( 1 985 ) advocated, by prosecuting in transformational leading behaviours a leader transforms followings. In world this means that ââ¬Å" followings are changed from being egoistic persons to being committed members of a group, they are so able to execute at degrees far beyond what usually might hold been expected â⬠( Antonakis, et al. , 2004, p.175 ) . The theoretical account of transformational leading includes a continuum of transformational, transactional, and individualistic signifiers of leading. Each signifier characterizes facets of the dynamic procedure of interaction between leader and follower but identifies certain forms and characteristics to separate transformational leading from transactional and individualistic manners ( Avolio, 1999 ) . The transformational leader wages peculiar attending to others ââ¬Ë demands, which, in bend, raises followings ââ¬Ë degrees of motive ( Avolio, 1999 ; Bass, 1998 ) . Furthermore, a leader of this type encourages others to make their full potency while besides following a strong ethical feature. Whereas, transactional leaders, ââ¬Å" attack followings with an oculus to interchanging one thing for another â⬠( Burns, 1978, p. 4 ) , with the leader ââ¬Ës usage of either wages or penalty contingent on the follower ââ¬Ës completion or non-completion of assigned undertaki ngs. Individualistic leading involves indifference and turning away as a leader with this profile will ââ¬Å" avoid doing determinations, abdicate duties, divert attending from difficult picks, and will speak about acquiring down to work, but neââ¬â¢er truly does â⬠( Bass, 1998, p. 148 ) . Senge proposes that in larning organisations the leader ââ¬Ës ââ¬Å" new work â⬠should include a committedness to: being the organisation ââ¬Ës designer ; supplying stewardship ; and being a instructor. For schools to go learning organisations, the school ââ¬Ës leader ( s ) must accept duty for making conditions that promote and enhance that larning. Principals must make chances for instructors to get information about what is happening in the school and prosecute them in happening solutions to the jobs that occur. A cardinal difference between the old position of leading and that proposed by Senge is that the leader has a duty to make chances for instructors to larn about current research and use that research in their schoolrooms in an environment that promotes larning. Possibly most of import of all, principals need to make a clime that promotes hazard taking and eliminates the fright of failure. If these things can be done successfully schools will so possess the capacity to develop a shared vision about what needs to be done and prosecute in the sorts of activities that are needed to do their shared vision a world. Organizational Culture Organizational civilization has been defined from assorted positions ( Carroll and Nafukho, 2006 ; Popper and Lipshitz, 1995 ; Shien, 1990 ; Alvesson, 2002 ; Cook and Yanow, 1993 ; Adler and Jelinek, 1996 ; Argris, 1999 ) . Harmonizing to Marguardt ( 2002 ) , civilization is ââ¬Å" an organisation ââ¬Ës values, beliefs, patterns, rites and imposts â⬠. The civilization of a learning organisation habitually learns and works to incorporate procedures in all organisation maps. In consequence, the larning organisation ââ¬Ës civilization is invariably germinating and travels along an infinite continuum in a harmonious acquisition environment. Ultimately, the end is an exchange of utile cognition taking to invention, and improved larning public organisations. The assorted footings used in the context of organisational civilization are: values, moralss, beliefs, ethos, clime, environmental civilization. Ethical motives refers to normative facets to what is socially desirable. Valuess, beliefs: attitudes and norms are interrelated. Interaction between beliefs and values consequences in attitude formation and so produces norms. Valuess and benefits are the nucleus, while attitudes are the following bed, followed by the norms or behaviour. Then these acquire institutionalized, or when they accumulate and integrate we have societal phenomena. The eight of import values relevant to institution edifice are openness, confrontation, trust, genuineness, pro-action, liberty, coaction and experimentation. Openness: openness can be defined as a self-generated look of feeling and ideas, and the sharing of these without defensiveness. Openness is in both waies, having and giving. Both these may associate to thoughts ( including suggestions, feedback ( including unfavorable judgment ) , and feelings. For illustration, openness agencies having without reserve, and taking stairss to promote more feedbacks and suggestions from clients, co-workers and others. Similarly, it means giving without vacillation, thoughts, information, feedback, feelings, etc. openness may besides intend spacial openness, in footings of handiness. Confrontation: confrontation can be defined as confronting instead than shying off from jobs. It besides implies deeper analysis of interpersonal jobs. All this involves taking up challenges. Trust: trust is non used in the moral sense. It is reflected in keeping the confidentiality of information shared by others, and in non misapplying it. It is besides reflected in a sense of a confidence that others will assist, when such aid is needed and will honour common committednesss and duties. Trust is besides reflected in accepting what another individual says at face value, and non seeking for subterranean motivations. Trust is an highly of import ingredient in the establishment edifice procedures. Authenticity: genuineness is the congruity between what one feels, says and does. It is reflected in having up one ââ¬Ës errors, and in unreserved sharing of feelings. Authenticity is closer to openness. The result of genuineness in an organisation is reduced deformation in communicating. Pro-action: pro-action means taking inaugural, preplanning and taking preventative action, and ciphering the final payments of an alternate class before taking action. The term pro-act can be contrasted with the term react. Pro-activity gives inaugural to the individual to get down a new procedure or put a new form of behaviour. Pro-activity involves unusual behaviour. In this sense pro-activity means liberating oneself from, and taking action beyond immediate concerns. A individual demoing pro-activity maps at all the three degrees of feeling, believing and action. Autonomy: Autonomy is utilizing and giving freedom to program and act in one ââ¬Ës ain domain. It means esteeming and promoting single and function liberty. It develops common regard and is likely to ensue in willingness to take on duty, single enterprise, better sequence planning. The chief index of liberty is effectual deputation in organisation and decrease in mentions made to senior people for blessing of planned actions. Collaboration: Collaboration is giving aid to, and inquiring for aid from, others. It means working together ( persons and groups to work out jobs and squad spirit. The result of coaction includes seasonably aid, squad work, sharing of experiences, improved communicating and improved resource sharing. Experimenting: Experimenting means utilizing and promoting advanced attacks to work out jobs, utilizing feedbacks for bettering, taking a fresh expression at things and encouraging creativeness. Personal Committedness Mowday, Steers and Porter ( 1979, p. 226 ) , defined committedness as ââ¬Ëthe comparative strength of an person ââ¬Ës designation with, and engagement in a peculiar organisation ââ¬Ë . Although many definitions of committedness have been presented since the seminal work of Mowday et Al. ( 1979 ) , it is the construct of Meyer and Allen ( 1991 ) , which identifies three typical dimensions ââ¬â affective, normative, and continuation ââ¬â that has been the basis of extant theorizing in the country of committedness ( Herrbach, 2006 ) . Mowday, Porter and Steers ( 1982 ) Model Commitment ( Attitudinal Commitment ) , to an organisation involves three constituents: ( a ) a strong belief in and credence of organisational ends and values, ( B ) a willingness to exercise considerable attempt on behalf of the organisation, and ( degree Celsius ) a strong desire to keep rank in the organisation ( Mowday et al. , 1982 ) . Research on organisational committedness has been examined chiefly in relation to labor turnover ( Ferris A ; Aranya, 1983 ; Hom, Katerberg A ; Hulin, 1979 ; Huselid A ; Day, 1991 ; Mowday, Steers A ; Porter, 1979 ; Oââ¬â¢Reilly A ; Caldwell, 1980 ; Wiener A ; Vardi, 1980 ; Steers, 1977 ; Stumpf A ; Hartman, 1984 ) . Meyer and Allen ( 1997 ) Model Meyer and Allen ( 1997 ) view organisational committedness as a ââ¬Ëthree constituent ââ¬Ë construct. The three constituents in their theoretical account are ââ¬ËAffective ââ¬Ë , ââ¬ËContinuous ââ¬Ë , and ââ¬ËNormative ââ¬Ë . The affectional committedness describes the emotional fond regard an person has with the organisation, their designation with the ends and values of the organisation and the degree of their engagement ( Zanagro, 2001 ) . Affectional committedness is taken as a concept closely related to designation ( Bergami A ; Bagozzi, 2000 ) . Continuance committedness is based on the cost that an employee associates with go forthing the organisations, such as decrease in wage, pension, benefits, or installations ( Herbiniak A ; Alluto, 1972 ) . Normative committedness is associated with employees ââ¬Ë feelings of duty to go on employment due to the work civilization and other socially accepted norms ( Weiner A ; Gechman, 1977 ) . The less common attack to sing committedness is in footings of duty. Of the three constituents least is known about the development of normative committedness ( Meyer A ; Allen, 1997 ) . The three dimensions highlight committedness from the positions of fond regard, duty, and necessity severally. From the above conceptual model, a theoretical account is drawn for better apprehension. Organizational Culture Openness Confrontation Trust Authenticity Proaction Autonomy Collaboration Experiment Leadership Transformational Transactional Laissez-Faire Personal Committedness Own Development Student A ; Institutional Development Learning Organization Personal Command Mental Models Shared Vision Team Learning Systems Thinking Reappraisal of Literature Schools as Learning Organization Bowen et.al. , 2007-Assessing the Functioning of Schools as Learning Organizations: Using informations from the population of employees in 11 in-between schools in North Carolina and edifice on an earlier analysis, this survey examines the dependability and cogency of a new appraisal tool for measuring schools as learning organisations: the School Success Profile Learning Organization. The consequences align with the conceptual theoretical account that informed the development of the step, including support for the two hypothesized larning organisation constituents: actions and sentiments. Kelleher Michael, 2007 ââ¬â Learning Organization: The writer designed a theoretical account for a learning organisation: The theoretical account of the acquisition organisation, with its three dimensional attack, proposes schemes within the spheres of single, squad and organisational acquisition. He concluded by stating if womb-to-tomb acquisition is to go a world, it will go progressively of import to guarantee that schemes and actions support the development of larning organisations. If overlooked, the universe of work could good be that country of people ââ¬Ës lives where acquisition is non expressed, supported and developed. Moloi K.C..et al. , 2006 ââ¬â Educators ââ¬Ë perceptual experiences of the school as a learning organisation in the Vanderbijlpark-North District, South Africa: This article outlines the chief findings of research that sought to supply a comprehensive apprehension of schools as larning organisations in the Vanderbijl Park-North District of the Gauteng state of South Africa. The quantitative research methodological analysis used was of major importance in obtaining informations that were grounded mostly on the theoretical model of larning organisations every bit good as in the personal experiences of pedagogues and principals. A major determination was that the larning subjects of personal command, mental theoretical accounts, a shared vision, teamwork and systems believing were cardinal to two factors: viz. , a collaborative civilization and personal beliefs about pedagogue committedness. Cheewaruengroj Waraporn, 2006 ââ¬â A Study of Factors Correlating with the Learning Organization of Schools under the Congregation of the Sisters of the Sacred Heart of Jesus of Bangkok: The survey was conducted in five schools under the Congregation of the Sisters of the Sacred Heart of Jesus of Bangkok. Five factors that could act upon a school to be a learning organisation was investigated which are: instructor and teamwork patterns, engineering and work systems, public presentation ends and feedback patterns, motive, executive and managerial patterns. The survey indicated that 1. All the respondents ââ¬Ë sentiment toward position of factors correlating with larning organisation and larning organisation of schools under the Congregation of the Sisters of the Sacred Heart of Jesus of Bangkok are high. 2. The decision makers and instructors perceived a important positive relationship at significance degree 0.01 between factors under survey and school acquisition organisation. 3. Executive and managerial patterns have a positive relation with learning organisations. Agaoglu Esmahan, 2006 ââ¬â The Contemplation of the Learning Organization Concept to School of Education: The writer says that an organisation should follow the instruction as a life manner and transform them to larning organisation. This state of affairs is current for educational organisations. The societies of today need the persons who know how to make cognition, how to change over the gained cognition to the behaviours, how to bring forth new cognition utilizing them. For turning up the persons who have these features, educational organisations have to transform to larning organisations. In this procedure, the instructors besides have of import function. For this ground, it was realized a descriptive survey, which aimed to find whether the schools of instruction have the acquisition organisation characteristics. The sample group of survey is the academic staff of the school of instruction at Anadolu University. The information was gathered with the questionnaire of larning o rganisation characteristics. At the terminal of survey, it was found that the academic staff believed the module had many characteristics of larning organisation, but some lacks about schemes. Bowen Gary L. et al. , 2005 ââ¬â The Reliability and Validity of the School Success Profile Learning Organization Measure: The larning organisation construct has increasing significance for public schools, in the context of higher criterions for pupil public presentation. This article examines the dependability and cogency of a new step of organisational acquisition: the School Success Profile-Learning Organization ( SSP-LO ) . The dependability and cogency of the instrument appear promising. Silins Halia, 2002 ââ¬â What features and processes define a school as a larning administration? Is this a utile construct to use to schools? : The construct of secondary schools as larning organisations was being examined as portion of a research undertaking affecting South Australian and Tasmanian secondary schools. Learning organisations were defined as schools that: employ procedures of environmental scanning ; develop shared ends ; set up collaborative instruction and learning environments ; promote enterprises and hazard pickings ; on a regular basis review all facets related to and act uponing the work of the school ; acknowledge and reenforce good work ; and, supply chances for go oning professional development. A study of 2,000 instructors and principals was conducted. The treatment clarifies the features and processes recognized as bing in secondary schools that relate to the reconceptualization of schools as learning organisations and addresses the utility of this atta ck. Silins Halia, et al. , 2002 ââ¬â Schools as larning organisations: The instance for system, teacher and pupil acquisition: An Australian government-funded four-year research undertaking affecting 96 secondary schools, over 5,000 pupils and 3,700 instructors and their principals has provided a rich beginning of information on schools conceptualized as learning organisations. The LOLSO undertaking focused on three facets of high school operation: leading, organisational acquisition and the impact of both on pupil outcomes. This research has established a relationship between the system factors of leading and organisational acquisition and pupil outcomes as measured by pupil degrees of engagement in and battle with school. This paper summarizes this research and studies on a survey that through empirical observation tests the relationship between pupils ââ¬Ë engagement in and battle with school and pupil accomplishment utilizing theoretical account edifice and way analysis. The i mportance of larning at the system, teacher and student degree is discussed in the context of school restructuring. Dill. David, 1999 -Academic Accountability and University Adaptation: The Architecture of an Academic Learning Organization ââ¬â In this article the writer address the inquiry, ââ¬Å" What are the organisational features of an academic acquisition organisation? â⬠It reviews the versions in organisational construction and administration reported by universities trying to better the quality of their instruction and acquisition procedures. The analysis has suggested 5 elements that appear typical to the university sector: 1. Culture of grounds, 2.Improved coordination of learning units, 3.Learning from others, 4. University-wide coordination of ââ¬Å" larning â⬠, 5. Transfering cognition. Mentions and farther reading may be available for this article. To see mentions and farther reading you must buy this article. Learning Organization A ; Leadership Martoo Gladys, 2006 ââ¬â Reculturing a School as a learning Organization: Fact-finding narrations of two Queensland Schools: The focal point of this survey has been to link the thought of developing schools as larning organisations with the impression of developing larning leaders and edifice school capacity for cognition economic system. This was an action-inquiry ego survey to analyze the issues of cirricullum reform in the context of more general organizational reforms. This survey has besides explored the impression of schools being re-cultured or reconstructed to work as learning organisation in a clime that focuses on improved societal and academic acquisition results of their pupils. Southworth Geoff, 2002 ââ¬â Instructional Leadership in Schools: Contemplations and empirical grounds: This paper examines the impression of instructional leading. The paper argues that more inclusive, differentiated, holistic and learning-centered histories are needed. It examines definitions of ââ¬Ëinstructional leading ââ¬Ë . Empirical groundss about such leading, pulling upon work in the USA and England is detailed. The high spots of the survey are: the importance of leaders being scholars, the deductions for leading development and the importance of making and prolonging certain organisational conditions which facilitate instructional leading. It ends with the point that instructional leading is going more important with the turning accent on organisational acquisition. Silins Halia, 2000 ââ¬â Towards an optimistic hereafter: schools as larning organisations ââ¬â effects on teacher leading and pupil results: A four dimensional theoretical account of organisational acquisition was confirmed and employed to place conditions furthering organisational acquisition in Australian secondary schools. The prevailing influences of leading, organisational acquisition and important instructor effects on pupil engagement in and battle with school were discussed. This paper examines farther the nature of organisational acquisition and the leading patterns and procedures that foster organisational acquisition and, more significantly, the impact of these variables on teacher leading. A way theoretical account is used to prove these school variables every bit good as school features such as handiness of resources and community focal point against the impact of pupils ââ¬Ë place environment on pupils ââ¬Ë positions of instructors ââ¬Ë work in the scho olroom and pupil results such as attending, and engagement in and battle with school. The importance of re-conceptualizing schools as larning organisations to advance successful school alteration is discussed. Bierema, Laura L, 1999- The Procedure of the Learning Organization: Making Sense of Change: This survey provides an overview of the assorted theoretical accounts for analyzing and implementing learning organisations. It gives clear construct of the acquisition organisation, importance A ; deductions of Leadership of a learning organisation venture and the significance of making larning partnerships. Bamburg Jerry D, 1997 ââ¬â Learning, Learning Organizations, and Leadership: Deductions for the Year 2050: What is besides clear is that leading is a critical constituent of the transmutation of instruction. The article presents a conceptual model that describes the new signifier of leading that will be needed if the transmutation of schools into larning organisations is to happen. The writer explores the different leading functions in schools and establishes its importance in doing a school a learning organisation. Dever, John T, 1997 ââ¬â Accommodating educational leading and the learning organisation: The writer discusses the pertinence of a learning organisation developed by Peter Senge to educational leading. He uses a theoretical account for the creative activity of organisational constructions and discusses at length on the rejection of traditional position of leaders, he explores the compatibility of a strong leading with the theoretical account for establishments of higher instruction and his Model ââ¬Ës assistance in the re-conceptualization of collegial patterns. Learning Organization and Organizational Culture FardA Hasan Danaee, et al. , 2009 ââ¬â How Types of Organizational Cultures Contribute in Determining Learning Organizations: The chief intent of this empirical survey was to analyze the relationship between four types of organisational civilizations and the determining learning organisation. In this survey, they have selected two groups of public organisations ( more successful and less successful public organisations ) . The sample of this survey comprises senior employees of these two groups. Consequences of Spearman Rank Correlation and Fridman tests reveal that there is a important correlativity between organisational civilizations and larning organisations in Persian public organisations. In add-on, they found that although participative civilization has a higher correlativity coefficient, but larning civilization has the highest ranking among different types of civilizations. Mestry Raj, et al. , 2009 ââ¬â The function of leaders in determining school civilization: The article explores how Schools have become diversified and leaders should therefore show several of import qualities when making a new civilization for schools. Leaderships are expected to cognize deeper significances embedded in the school before seeking to reshape it. It is besides indispensable for leaders to bring out and joint nucleus values, seeking for those that reinforce what is best for scholars and that support learner-centered earning. Emphasis is placed on the demand for school leaders to continually and explicitly make and pull off civilization in order for schools to go expert at introducing within the permeant context of educational diverseness and reclamation. Leaderships have to pass on nucleus values in their actions, they honor and recognize those who have worked to function scholars and the intent of the school, they observe rites and traditions to back up the school ââ¬Ës bosom and psyche, they articulately speak of the deeper mission of the school, and they celebrate the achievements of the staff, the scholars and the community. Nazir A. Nazir and Lone Mushtaq A. , 2008 ââ¬â Validation Of Denison ââ¬Ës Model Of Organizational Culture And Effectiveness In The Indian Context: Taking cue from the recent rush in organisational civilization and effectivity surveies ââ¬Ë chiefly in Western states, this survey investigated the nexus between these two concepts utilizing Denison ââ¬Ës Organizational Culture Survey ( DOCS ) in the Indian context. The consequences, besides happening a strong support for the DOCS theoretical account, indicated that of the four cultural traits studied ââ¬â engagement, adaptability, mission, and consistence, mission was found to be a individual most cultural trait responsible for a figure of bottom-line public presentation indexs. Kenny Breda A ; Reedy Eileen, 2007 ââ¬â The Impact of Organizational Culture Factors on Innovation Levels in SMEs: An Empirical Probe: This paper presents the consequences from a quantitative survey on invention in SMEs ( little to medium endeavors ) . Data was obtained from a sum of 25 respondents to a questionnaire sing invention within companies. The findings trade with issues such as current invention schemes, merchandise and procedure invention, drivers, restraints and beginnings of invention, and the company environment and cultural factors that contribute to innovation within companies. The paper concludes with a treatment of the outstanding cultural factors that can lend to the stimulation of invention and creativeness within organisations. Raywid, M.A, 2001- School Culture: This book speaks on how school ââ¬Ës civilization is inextricably linked to classroom civilization. The resource discusses the significance of organisational civilization and explores the challenge of constructing school civilization. The book inside informations on tools for measuring your bing civilization, developing group norms, and bring forthing effectual intergenerational duologue. The resources explore assorted attacks to the issue of organisational civilization, including techniques from the concern universe, the connexion to physical infinites, and the usage of traditions. Ouchi William A ; Wilkins Alan, 1985- Organizational Culture: The writers have reviewed current work on theory, empirical surveies, and parts to the apprehension of planned alteration of organisations. This modern-day survey of organisational civilization reflects several heatedly contested concerns, among which are the undermentioned: can civilization be internationally managed? Must civilization be studied utilizing the tools of the phenomenologist or the ethnographer, or does the usage of multivariate statistics besides have a topographic point. Which societal scientific discipline paradigm is most appropriate for understanding organisational civilization: Phenomenology, symbolic interaction, semiologies, structural-functional anthropology or cognitive psychological science? Learning Organization and Personal Commitment Kholeka Moloi, 2010 ââ¬â How can schools construct larning organisations in hard instruction contexts? : This survey is about the survey of larning organisations within the instruction sector and peculiarly in schools working in hard socio-economic contexts. This qualitative survey has sought grounds from instructors, in one of the territories of Gauteng state, through in-depth, semi-structured focal point group interviews to set up what a learning organisation is. Using informations obtained through two in-depth, semi-structured focal point group interviews with 16 instructors, subjects were constructed to speculate their experiences on what a learning organisation is. The consequences showed that instructor committedness to personal acquisition enhanced student accomplishment. This survey contributes to the apprehension of theories on larning organisations from the experiences of these instructors working in disadvantaged townships schools. Mathew Jossy A ; Ogbonna Emmanuel, 2009 ââ¬â Organizational civilization and committedness: a survey of an Indian package organisation: This survey adopts a three position model ( Martin 1992, 2002 ) to research the impact of organisational civilization on organisational committedness in a context ( package sector in India ) that is renowned to be dynamic and people-centered. The survey adopts ethnographic methods including in-depth interviews, observation and papers analysis. The findings lead to the development of a scope of penetrations into the integrated, differentiated and disconnected nature of organisational civilization and the impact of these on the perceptual experience of linkages with organisational committedness. The paper argues that following all three positions of civilization in the survey of culture-commitment linkages in a individual organisation reveals important penetrations into the sensed associations, while at the same clip foregrounding the debatable na ture of such relationships. Brown Barbara B, 2003 ââ¬â Employees ââ¬Ë Organizational Commitment and Their Perception of Supervisors ââ¬Ë Relations-Oriented and Task-Oriented Leadership Behaviors: Bass A ; Avolio ââ¬Ës ( 1995 ) Multifactor Leadership Questionnaire was used to mensurate relations-oriented and task-oriented leading behaviours. Meyer A ; Allen ââ¬Ës ( 1997 ) Organizational Commitment Questionnaire ( OCQ ) was used to mensurate organisational committedness. The findings resulted in an agreement of relations-oriented and task-oriented subscales that was different than the agreement proposed by Bass A ; Avolio ( 1995 ) . Correlations for the MLQ Form 5X revealed multi-collinearity among all the dealingss oriented subscales and two of the task-oriented subscales, forestalling any readings about the sum of discrepancy that any peculiar type of relations-oriented or task-oriented leading behaviour might explicate in organisational committedness. Relations-oriented leading behaviours ex plained the greatest sum of discrepancy in affectional committedness, slightly less discrepancy in normative committedness, and no discrepancy in continuation committedness. The consequences for task-oriented leading behaviours revealed the same form of relationships with the different types of organisational committedness, merely weaker. Hawkins Wilbert D, 1998 -Predictors Of Affective Organizational Commitment Among High School Principals: This survey was an appraisal of the importance of age, gender, organisational term of office, perceived organisational support, perceived equity, and perceived liberty in explicating affectional organisational committedness among high school principals in the United States. Stepwise multiple-regression was used to find which independent variables explained a part of the dependant variable, affectional organisational committedness. Consequences of the stepwise multiple-regression indicated that 58 per centum of the fluctuation in affectional organisational committedness among high school principals was explained by sensed equity, organisational term of office, perceived organisational support, and high school principals ââ¬Ë age. Perceived equity explained the greatest per centum of fluctuation ; age, which entered the arrested development equation, explained the least sum of fl uctuation. This survey indicates that high school principals, foremost and first, valued equity from school territories in return for their committedness to school territories. The challenge for overseers and others who work with high school principals is to keep equity in educational scenes where there are many diverse and viing pupil demands in the same school territory. Coladarci Theodore, 1992 ââ¬â Teachers ââ¬Ë Sense of Efficacy and Commitment to Teaching: This survey examined the grade to which instructors ââ¬Ë sense of efficaciousness, every bit good as other hypothesized influences on committedness to learning. General and personal efficaciousness emerged as the two strongest forecasters of learning committedness, along with teacher-student ratio, school clime, and sex. Greater learning committedness tended to be expressed by those instructors who were higher in both general and personal efficaciousness ; who taught in schools with fewer pupils per instructor ; and who worked under a principal regarded positively in the countries of instructional leading, school protagonism, determination devising, and dealingss with pupils and staff. Teaching committedness besides was higher for female instructors. Romzek Barbara S, 1989 ââ¬â Personal Consequences of Employee Commitment: This survey examined the consequence of employee committedness on persons ââ¬Ë non-work and calling satisfactions. Datas on public employees ââ¬Ë attitudes indicated that the single effects of employee committedness are positive ; back uping the impression that psychological fond regard to a work organisation outputs personal benefits for persons. These consequences contradict the impression that people needfully pay a high personal monetary value for high degrees of employee committedness and cautiousness against sing psychological fond regard as a zero-sum phenomenon. Inferences drawn from literature study The construct of Learning organisation being used in academic establishments is merely a really recent tendency ( from a decennary or so ) . Theories by Peter Senge, Garvin, Kelleher, Benenett A ; Oââ¬â¢brien, Watkins A ; Marsick, Marquardt A ; Reynolds etc are being explored on, Peter Senge being the most outstanding theory. Reviews indicate that transforming schools into learning organisations would take the educational establishments into higher degrees of accomplishment in countries of pupil results, leading, committedness, relationships, healthy civilization and overall operation of the establishments. Many researches ââ¬Ë have indicated a positive relationship between leading and learning organisation. The different manners of leading have been explored in academic establishments, most common being transformational, transactional and instructional leading manners. Some surveies have indicated the impact of leading accomplishments and manners on the development of the educational establishment into a learning organisation. The most common tool used in mensurating the Leadership manner is the multifactor leading questionnaire. Organizational Culture is co-related to leading and Learning Organization in many surveies. Theories on civilization by Denison, Hellsigle A ; Slocans etc have been used in researching the civilization in academic establishments. The different types of civilizations and their influence on larning organisations and leading of academic establishments have been worked on. All researches reviewed show high positive relationships and impacts between larning organisations, leading, organisational Culture and Commitment. Very less reappraisal was found in the country of personal committedness. Research workers have worked on organisational committedness and professional committedness. Theories of Allen A ; Meyer, Kanchan Kohli have been explored. The three types of organisational committedness viz. affectional, continuation and normative have been researched on, in which each type holding its ain influence in the committedness of instructors in academic establishments. However, the researches reviewed have non highlighted this new construct of larning organisations in the Indian academic establishments. The present probe is an effort to turn to this spread in a systematic and scientific mode. Operational Definitions Learning Organization: Peter Senge ( 1990: 3 ) aÃâ à ¦.Organizations where people continually expand their capacity to make the consequences they genuinely desire, where new and expansive forms of thought are nurtured, where corporate aspiration is set free, and where people are continually larning to see the whole together. Leadership: Northouse ( 2004 ) described transformational leading as ââ¬Å" a procedure that alterations and transforms persons. It is concerned with emotions, values, moralss, criterions, and long-run ends, and includes measuring followings ââ¬Ë motivations, fulfilling their demands, and handling them as full human existences â⬠. Organizational Culture: Marguardt ( 2002 ) , civilization is ââ¬Å" an organisation ââ¬Ës values, beliefs, patterns, rites and imposts â⬠. The civilization of a learning organisation habitually learns and works to incorporate procedures in all organisation maps. In consequence, the larning organisation ââ¬Ës civilization is invariably germinating and travels along an infinite continuum in a harmonious acquisition environment. Ultimately, the end is an exchange of utile cognition taking to invention, and improved larning public organisations. Personal Committedness: Committedness means to demo trueness, responsibility or pledge to something or person. Personal committedness, interaction dominated by duties. These duties may be common, or self-imposed, or explicitly stated, or may non. It is besides a pledge or promise to 1s ââ¬Ë ego for personal growing. Aims of the survey The aims of this research are to: aÃâ ? investigate which indispensable constituents are necessary for schools to work as learning organisations ; aÃâ ? look into the impact of Leadership, Organizational Culture and Personal Commitment on a learning organisation ; aÃâ ? provide guidelines that pedagogues could perchance utilize to transform their schools into environments of effectual acquisition. Variables of the Study Independent Variables: Leadership, Organizational Culture and Personal Commitment Dependent Variable: Learning Organization Demographic Variables: Age, Gender, old ages of experience, type of School, Type of Syllabus followed, Marital Status, Educational Qualification, IncomeaÃâ à ¦aÃâ à ¦aÃâ à ¦aÃâ à ¦ Major Hypothesiss of the survey Design of the survey ââ¬â Methodology Sample: Multistage Stratified random trying ââ¬â first degree at type of school and 2nd degree type of course of study followed. 500 schools instructors from across schools in the metropolis of Bangalore. Tools of the survey Learning Organization Profile ( LOP ) Questionnare Multifactor Leadership Questionnare ( MLQ ) ââ¬â Bass A ; Aviola OCTAPACE ââ¬â Personal Commitment ââ¬â research worker made Statistical tools t-test ââ¬â Significant differences Multi Regression analysis Boundary lines of the survey Appraisal of clip 2 Old ages Budget Rs. 50,000 How to cite Organizational Culture And Leadership Styles Education Essay, Essay examples Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-3410312591135218732020-04-28T16:19:00.001-07:002020-04-28T16:19:03.229-07:00The Hidden Reasons for Salem Accepting Abagails S Essay Example For Students The Hidden Reasons for Salem Accepting Abagails S Essay toriesSalem Witchcraft TrialsThroughout society and throughout literature, vulnerable communities under certain conditions can be easily taken advantage of by a person or group of people presumed innocent. In the play, The Crucible by Arthur Miller, there are three main factors that allowed the girls fallacious stories to be believed: Salems flawed court system, its lack of diversity in beliefs and religion, and the lack of a strong leader in the town. Although Abigail and the girls initiated the accusations, the responsibility lies with the entire community. It was the deterioration of Salems social structure that precipitated the murders of many innocent people. The church, legal system and the togetherness of the community fell just to protect social status. We will write a custom essay on The Hidden Reasons for Salem Accepting Abagails S specifically for you for only $16.38 $13.9/page Order now Salems flawed court system was chiefly responsible. Under their courts, denial was considered a terrible sin. The narrow mindedness of the court possessed an unwritten law that if a name was brought out within the court, without any questioning, that person was presumed guilty. In this system, innocence is not taken into consideration, and the court is convinced they are right only if the victim confesses. There is no hearing for the victim, and even if they are truly innocent, they are only left with two options: They have the choice of denial, which will lead to their execution; or confessing, which gets them thrown into jail. To prove that all these people were actually guilty also played a part in lengthening the tragedy. Herrick, Cheever and Danforth are all full of their own importance and strictness of the court. They ask question after question to each victim until the defendant breaks down and confesses to save their life. Hale, a person who was brought in from out of town to ward off the evil spirits, began to realize the victims innocence towards the end. However, he knew the strictness of the court: Though our hearts break, we cannot flinch, these are new times. Another contributing factor was the fact that everyone in the town had the same beliefs. The fact that they were isolated from all other groups of people with different beliefs created a church-led Puritan society that was unable to handle change. The reputation of a family was very important to the members of the community. When the girls were caught dancing in the woods, they lied to protect not just themselves but the reputation of their families. When caught, they claimed that the devil took them over and influenced them to dance. The girls also said that they saw members of the town standing with the devil. By shifting the blame onto someone else, they believed that they would not be held accountable for their own sins. Salems lack of a leader in the town was also key. Parris was supposed to be a leader, however when the church tried to excommunicate John Proctor, there were not even enough people at church to do it. The people were getting misled so much that someone left a dagger stuck in the door of their ministers house: Tonight, when I open my door to leave my housea dagger clattered to the groundThere is danger for me. were Parris exact words. With the conveyer of God fearing for his life there was no longer anyone but Abigail to lead the community. Salems hysteria made the community lose faith in the spiritual beliefs that they were trying to strictly enforce. The church lost many of its parishioners because the interest of the town was focused now on Abigail because people wanted to know who was going to be named next. Abigail used her power of getting people to listen to her to her advantage when she charged Proctors spouse with being a witch so she could live with John Proctor. This again proves that Abigail had control of the town and the unexplained turned neighbor against neighbor. Abigail manipulates her way through the play, and even after Mary Warren confessed that the whole story was a pretense, Abigail continues manipulating the court room and the people within it with antics of a wind, a cold wind and Oh Heavenly Father, take away this shadow. .u6ad85468b08d5b3b09e7c6685f49d3eb , .u6ad85468b08d5b3b09e7c6685f49d3eb .postImageUrl , .u6ad85468b08d5b3b09e7c6685f49d3eb .centered-text-area { min-height: 80px; position: relative; } .u6ad85468b08d5b3b09e7c6685f49d3eb , .u6ad85468b08d5b3b09e7c6685f49d3eb:hover , .u6ad85468b08d5b3b09e7c6685f49d3eb:visited , .u6ad85468b08d5b3b09e7c6685f49d3eb:active { border:0!important; } .u6ad85468b08d5b3b09e7c6685f49d3eb .clearfix:after { content: ""; display: table; clear: both; } .u6ad85468b08d5b3b09e7c6685f49d3eb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6ad85468b08d5b3b09e7c6685f49d3eb:active , .u6ad85468b08d5b3b09e7c6685f49d3eb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6ad85468b08d5b3b09e7c6685f49d3eb .centered-text-area { width: 100%; position: relative ; } .u6ad85468b08d5b3b09e7c6685f49d3eb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6ad85468b08d5b3b09e7c6685f49d3eb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6ad85468b08d5b3b09e7c6685f49d3eb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6ad85468b08d5b3b09e7c6685f49d3eb:hover .ctaButton { background-color: #34495E!important; } .u6ad85468b08d5b3b09e7c6685f49d3eb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6ad85468b08d5b3b09e7c6685f49d3eb .u6ad85468b08d5b3b09e7c6685f49d3eb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6ad85468b08d5b3b09e7c6685f49d3eb:after { content: ""; display: block; clear: both; } READ: The Giver EssayIn essence, it was the social breakdown in Salem that was the major factor which allowed the girls stories to be believed. Woefully, this tragedy took the lives of many innocent people and the community that was once very close had been broken apart. It appeared that the people of Salem were like a family but isolation actually made them unable to adapt to a troublesome situation. Hopefully for the future, all accused will continue to have the opportunity for defense, so that a situation similar to the events that occurred in Salem will remain in history alone. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-81176839542987622942020-03-20T04:07:00.001-07:002020-03-20T04:07:01.946-07:00who has seen the wind essayswho has seen the wind essays Brian's Search for the Meaning of Life in W.O. Mitchell's Who Has Seen the Wind By Rodrigo Goller Through the brilliantly written book Who Has Seen the Wind, Mitchell is able to very effectively describe the tale of one boy and his growth on the Saskatchewan prairie. Brian's childhood revolves around aspects of everyday life, and in it he attempts to explain that which has evaded and mystified even the great minds of our times: the meaning of life. He is able to somewhat understand the meaning of life though his experiences with birth, particularly that of a pigeon, and a rabbit. His up-close-in-your-face learning of death, at an early age, when his dog, and subsequently his father dies. Lastly Brian's realization that it's all just sensations, and feelings complete his search for the meaning of life. Early in his life, Brian has many experiences with birth. The first of these comes to him at an early age when he sees newborn pigeons. When his father explains how these pigeons were made, Brian understands that birth is the beginning of life. Four years later, a similar conversation comes up when Brian asks his father how rabbits are born. With this new found knowledge, Brian also sees another newborn. But this time it was a two-headed calf, who dies at birth. Because of this, Brian comes to the realization that "God isn't very considerate"(166), for sometimes he lets things like the two headed cow come into this world, only to suffer and then die. The Second instance in which Brian is confronted with the meaning of life, comes to him when he sees death, and asks himself why. When Brian's pigeon died, he asked his father why it had happened. "Why?" said Brian. "It happens to things," his father said. "Why does it happen to things?" He turned up his face to his father, cheeks stained with drying tears. "That's the way they end up." Brian looked down at the baby pigeon in his hand. "It was an egg. Now it's stopped." "Yes Spalpeen, it's s... Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-52379645079844739052020-03-03T19:51:00.001-08:002020-03-03T19:51:02.158-08:00How to Use a Rock Hammer The Right WayHow to Use a Rock Hammer The Right Way The rock hammer is a powerful tool that takes practice to use well. Heres how to be safe as you do so. Dangers of Hammering Hammers arent hazardous by themselves. Whats around them is what creates danger. Rocks: Splinters from breaking rock can fly out in all directions. Broken rock pieces can fall on your feet or against your body. Rock exposures can sometimes be precarious and collapse. Piled-up rock at the base of an exposure can give way under your weight. Tools: Hammers and chisels are made of hard steel. This material can splinter, too, especially as the metal grows deformed with heavy use. The field: Roadcuts can put you very close to passing traffic. Overhangs can drop rocks on your head. And dont forget the local plants and animals. Before You Start Dress right. Protect your body from dings and scratches with long sleeves and pants. Wear shoes with closed toes, and bring a helmet if youre working in caves or cliffs. In wet conditions, wear gloves for a good grip. Be location-aware. At a roadside exposure, you may want a reflective vest. Look at whats overhead. Stand where a slip wont hurt you. Beware of hazardous plants like poison oak/ivy. Always know the local snakes and insects, too.ââ¬â¹ Put on eye protection. Shutting your eyes as you swing is not the right tactic. Ordinary glasses are usually good enough, but everyone needs some kind of coverage, including bystanders. Plastic goggles are cheap and effective. Use the right hammer. The rock youre addressing will behave best under a hammer of the right weight, handle length and head design. Geologists choose one or two appropriate hammers before setting out, considering the type of rock they expect that day. Have your procedure planned. Are you following the most effective strategy for your goals? Can you get your hands free quickly if you slip? Are your chisel and magnifier handy? Hammer the Right Way Dont take chances. If you havent brought a helmet, dont go under overhangs. If you have to stretch out on one foot to reach a rock at arms length, stop- youre going about things the wrong way. Use tools the way theyre meant to be used. Never hammer another hammer- the two hard metals can strike nasty splinters off each other. The butt end of a chisel is made of softer steel than the hammer for that reason. Swing deliberately. Treat each blow like a play in a card game: know what you want to happen and have a plan for when it doesnt happen. Dont stand in a way that exposes your legs to accidental blows or falling rocks. If your arm is tired, take a break. Dont miss. A missed blow can send out splinters, strike sparks or hit your hand. A plastic hand guard fits on the chisel and helps prevent mishaps. Worn-out, rounded chisels and ââ¬â¹hammer heads can slip, too, so old tools should either be touched up or replaced. Hammer no more than necessary. Your time is better spent making observations, thinking about what you see, and enjoying your day in the field. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-14562406890893714582020-02-16T11:17:00.001-08:002020-02-16T11:17:02.303-08:00Entomology Essay Example | Topics and Well Written Essays - 750 words - 3Entomology - Essay Example It is because of this collective effort that they are able to organize and build structures. In cases, altruism has been observed in the biological world. Altruism is where an organism or person puts its own safety in jeopardy in benefit of its kin or social organization (Okasha, 2009).. In the animal kingdom, prairie dogs will often watch and sound an alarm when a predator approaches. This gives away itââ¬â¢s position, but allows all the others to get to safety (McGinley, & Caley, 2007). In terms of insects, bees will fight to defend their comb from predators, which usually results in the death of the bee. Humans display these altruistic traits daily (Okasha, 2009). I believe that there are certain lines that can be drawn for me personally when considering the traits associated with altruism. In terms of my family, I would do anything. The social support and relationships have been in place since birth. One could argue that on some unconscious biological level that I would be fig hting to preserve the integrity of my personal gene pool. As we move up from family to community and then the state, the level of necessary altruism lessens due to the fact that the responsibility becomes less personal and this responsibility of altruism spreads equally among all members, not only being my responsibility. The reason that the line is drawn is that ââ¬Å"blood is thicker than waterâ⬠. The ties of family are almost impossible to break, therefore the altruistic behavior, which would be displayed would be for familial relationships versus societal relationships. Like what was said before, the aspect of self-sacrifice is a rare event that occurs on a daily basis in human culture. The same can be said for the animal world. Often, the concept of sacrificing oneself for the collective comes as a result of a protection toward the others. The example, being cited above, is bees that protect their kin, food, and future offspring from predators. Predators that attack the c omb threaten not only personal kin, but also the entire society. Knowing that they will die, they still fight off predators to protect everything for the good of the community. In humans, for me in particular, I would consider self-sacrifice to be a last time alternative. I feel like this would apply to situations that would literally be a life and death issue regarding my family. If it meant that I would have to sacrifice my life so that a family member could continue on, I would. In the case of the community, it would have to be such a threat that I would know that the destruction of our community would be imminent. Altruism can serve as a beneficial trait in regards to a society both in the animal world as well as in the insect communities. Depending on the respective behaviors of both communities, each would act in a way that was typical of the community. In the case of the natural world, organisms are more altruistic than humans are; yet they lack all the cognitions and social structures that as humans we have in place. References McGinley, M, & Caley, K. (2007). Altruistic Behaviors. The encyclopedia of earth. Retrieved April 6, 2011, from http://www.eoearth.org/article/Altruistic_behaviors?topic=58074 Okasha, Samir, (2009) "Biological Altruism", The Stanford Encyclopedia of Philosophy Retrieved April 6 Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-78858753289519320272020-02-02T19:58:00.001-08:002020-02-02T19:58:03.882-08:00Behavioural Influence of Executive Pay Plan EssayBehavioural Influence of Executive Pay Plan - Essay Example While economists tend to place importance on money as a strong motivator, behavioural scientists tend to consider it weak. Pendleton, A. notes in his book: "achieving change in employee attitudes and behaviour has often been an important objective of those introducing employee share ownership schemes. It is thought that share-owning employees will feel greater commitment to the firm and a greater sense of identity with its aims"(154). The idea of inculcating a higher sense of ownership among employees to enhance overall company performance seems to be the underlying reason for this new plan. Whether there is a direct relationship between share ownership and greater employee motivation and commitment is debatable. It is however likely that ownership which encompasses employee participation can make the employees react in a positive manner. "Consistent with incentive theory, the evidence also shows that firms and workplaces with shared compensation practices have a higher incidence of shared decision-making/information sharing practices" (Conyan and Freeman 1). From the employee perspective, making employees stakeholders, can induce a higher sense of responsibility among them and give them a sense of greater role in decision-making. However if this expectation is not met, it could then lead to a sense of frustration and discontentment. The other reason for employee discontent could be related to share value. If it falls for reasons that employees perceive as beyond their control it could work as a demotivator and impact employee morale. Aptly pointed out by Cooper and Rousseau: As the destiny of employees becomes more tightly integrated through ownership via financial participation, issues of work/life separation (shared futures with the fortunes of the organization) and the very meaning of work will be raised. What will be the consequence for employees in terms of role confusion, wellbeing and stress levels, work values, commitment, cooperative versus competitive behaviours The confusion in identities also comes hand-in-hand with an increasing diversity of psychological contracts at work-or certainly the attitudinal stances within these contracts towards HRM policies aimed at a performance culture, and shared risk policies and practices (Sparrow 2000a). Not all employees seek increased financial participation or involvement in their organization. The assumptions of generic improvements in motivation, commitment, and engagement with the commercial process that seem to underlie much of the popular discussion of employee ownership are by no means proven. Inde ed, there are more grounds to expect wide individual differences in the in the attractiveness of such a concept, and the relevant outcomes noted above ( 52). The new reward system is bound to influence employee perceptions and impact behavioural factors which will influence motivation, performance and morale. This is discussed below. Commitment and Recognition versus Individual Goals Mitchie, Oughton and Bennion note that "the positive effect that involvement and participation policies have on motivation and commitment may be enhanced and made more effective and Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-86267031763247926752020-01-25T16:22:00.001-08:002020-01-25T16:22:06.156-08:00Rhetorical Analysis Of Native American Poverty Politics EssayRhetorical Analysis Of Native American Poverty Politics Essay Despite the alarming data used to convince the reader that the plight of the Native Americans in poverty is due to government neglect, inattention and lack of aid, Tom Rodgers fails to succeed in his argument for more support. This rhetorical analysis, using a number of sources will counter Rodgers arguments that the government has failed to support and protect the Native Indian and provide more than adequate aid for the success and betterment of this group of indigenous peoples. Introduction Driving through virtually any Native American reserve, one can see the poverty that this group faces. Despite the beauty of this culture and the sense of community, it is not an easy existence. Nowhere has the distance between the haves and have-nots been more evident than on the native reserves of North America. Native Americans are suffering from a dearth of jobs, high poverty rates, and little education. The poverty rate among Native Americans is 28.4%. For the nation as a whole, the corresponding rate was 15.3 percent (United States Census Bureau, 2011). With this poverty have come the inherent poor housing, inferior education, lack of jobs, poor health conditions, and host of other problems typically seen in struggling communities. The Bureau of Indian Affairs was established to promote agricultural and economic development, provide health programs, social services and Native American schools. However, in recent years Native Americans have begun actively protesting their dissatisfaction with the bureau and have accused the government of mismanaging the monies to be given to the tribes and directly contributing to the dire poverty on the reservations. In Tom Rodgers piece, he declares that Poverty is both the cause and consequence of all the ills visited upon Native Americans. Failure to address poverty causes deprivation and hardship in these communities today, and robs the next generation of any opportunity to succeed and thrive tomorrow (Rodgers, 2008). Rodgers, a Native American and member of the Blackfeet tribe, is an advocate who works on the behalf of tribal governments, and a previous congressional staffer to a senator. Rodgers has declared that Native Americans are living in untenable situations and that it is time for the US government to make good on its promises of support. His piece goes on to say that although we have moved beyond wanton neglect and violence, our national response to the problem of poverty in Native American communities remains woefully inadequate (Rodgers, 2008). Rodgers tells us that Native Americans are some of the poorest in the entire nation and feels that support is needed for basic services an d that the United States, although one of the wealthiest nations of the world, has not adopted the United Nations proposal for adoption of the Declaration on the Right of the Indigenous Peoples (Rodgers, 2008). Rodgers deems that there is a need to expand formal rights and a better federal performance. Essentially Rodgers decries the level of awareness and recognition of Americans and the need for more aid. While one would never suggest that historically the Native Americans did not lose much when they were stripped of their lands, one could submit that ongoing government subsidies have perpetuated the cycle of poverty seen today on native reserves. In this piece, Rodgers neglects to show that funds given to tribes have been woefully mismanaged, fraudulently spent by the native councils, and have directly contributed to a general decline. Government officials designed many programs to alleviate conditions of desperation and poverty among Americas indigenous populations (Thompson, 2005). The result of Rodgers ignoring the fact that Native Americans have historically been one of the most funded groups in North America undermines his suggestion that more aid is the answer. Rodgers taps into our moral outrage and tries to evoke our sympathy using pathos by citing an example from 1862. In a time of starvation in a Dakota Sioux tribe, members were told, when the U.S. government failed provide the money owed to them by an Indian Agent, If they are hungry, let them eat grass or their own dung (Rodgers, 2008). While anyone would agree that this is a most heinous statement in response to rampant starvation, it is taken from a statement made 152 years ago! This is in no way a current sentiment, and just manages to underline Rodgers use of past transgressions to absolve natives from responsibility for the situation they are in today. This non sequitur, while shocking, does nothing to explain the situation as it exists today and leaves the reader wondering if this substantiates or gives credence to any argument that natives are not well funded and thereby neglected by The US government. In fact, in a piece written by John Stossel, he maintains that Yes, the gove rnment signed treaties with the tribes that make Indians special. But that specialness has brought the Indian socialism. Its what keeps them dependent and poor (Stossel, 2011). Rodgers argues that it is the due to Native Americans for more aid. He reasons that ethically and historically it is their appointed right. Yet, it is interesting to note that Africa, a nation amongst the poorest in the world, has adopted a new tradition of trade not aid. On the Good African website it states, We passionately believe that Trade is the only viable strategy for Africas economic and social development. Africa has received over US$ 500 billion in Aid over the last 50 years and yet despite these huge inflows, the continent remains mired in poverty, disease, and systemic corruption. There are many problems in using Aid as a vehicle for development. This is because handouts have never been an effective way to achieve economic transformation (Good African, n.d.). The website explains that aid undermines independence, erodes accountability and leads to dependency on donors. Whoever can say they have pride in something they did not earn? Rodgers does not take the time in his article to examine the generations who have received aid, and why despite the monies received, this society has been seemingly irrevocably broken down. By only stating that more aid is needed, it does not address the reasons why, à ¢Ã¢â ¬Ã ¦when tribes as virtual wards of the state, and who have a government that à ¢Ã¢â ¬Ã ¦ manages their land, provides their healthcare, and pays for housing and child care, still manages to have the highest poverty rate, nearly 25 percent, and the lowest life expectancy of any group in America (Stossel, 2011). His part for the whole argument cannot stand when we see that while Africas solution of no longer relying on aid seems counterintuitive, its working, while the standard of giving aid to the natives in North America is not. Socialism will destroy America the same way it has destroyed the American Indian. If we are going to learn anything from the tribes and nations, it should be that the experiment h as failed (American Indian Tea Party Nation, 2010). Rodgers rally cry in his missive is his statement that The invisibility, silence, and neglect must end (Rodgers, 2008). His belief that Native Americans have no recognition of their plight bears no witness. The article further expresses his wish that as Barack Obama ascends to the White House, now is the significant moment to address the many problems Native Americans endure, including systematic poverty (Rodgers, 2008). This provokes the reader to believe that there is simply no recognition of the problem at hand, however, if one reads John Stossels depiction of the treatment of North American Natives; he debunks Rodgers statement with, The US government has helped no group more than it has helped the North American Indians. It stuns me when President [Barack] Obama appears before Indian groups and says things like, Few have been ignored by Washington for as long as Native Americans (Stossel, 2011). Clearly, the Native American issue has not only been recognized, it has been acknowl edged by government as high as the President of the United States. To state that there is no awareness or recognition as Rodgers has done is a fallacy and one that falls flat as the reader realizes that Rodgers has not succeeded in his argument and in fact only magnifies the embarrassment of riches that the Native American has received by comparison of any other group of people in the United States. Tom Rodgers does manage to evoke thought and compassion in the Natives plight. It awakens the reader to become more informed in regards to the extreme poverty issues surrounding this group of peoples. Where he fails to convince the reader that society is basically ignorant to the issues, and would have us believe no aid is forthcoming, he would have bettered his argument by relying on facts rather than playing on our sympathies. No one would deny the problem, but perhaps this piece would have been better received if solutions were put forth, rather than blame. There is and has always been aid provided, the tribes have been recognized, and every level of government has conceded that there are problems which continue to perplex. Rather than divisive argument to what devolves into finger pointing, it would behoove us to be creative in our solutions and continue to work together despite Rodgers conviction of our current inaction. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-73579432956843219192020-01-17T12:46:00.001-08:002020-01-17T12:46:05.226-08:00Christian Service Reflection PaperChristopher Leveratto May 26, 2012 Scripture: Christian Service Reflection Paper Through the course of five weeks I have tutored a third grader by the name of Willy one hour each Thursday. Willy is a high-spirited kid who loves to learn. He goes to a school named Corpus Christi, a school I spent my sixth through eighth grade years at, and is also the organization I volunteered for. I chose this particular work because I love working with kids considering I have 4 younger brothers and sisters. This also gave me an opportunity to put my knowledge to good use and to be a good role-model towards Willy.What I gained from this experience is satisfaction from helping a young student cope with his academic struggles and learn to surpass them in order to be successful. I most definitely would do this project again if I had the chance. For the remaining five hours that I needed to serve I had a close friend of mine shadow me during school. I chose this particular work because Iââ¬â¢ve alway s regretted not getting to know what school at Bishop Ireton was like so I offered my friend the opportunity to do so.What I gained from this experience is happiness from seeing my close friend again and the guarantee that sheââ¬â¢ll be coming to our school next year. I would love to do this again so I may encourage as many students to come to our school so they may be a part of our Salesian community. Moses the prophet was a very loyal servant of God and he was the one who set the example for the Israelites while they were on his journey to the Holy Land. Since his encounter with God in the burning bush he was chosen to lead the Israelites out of slavery in Egypt.In this encounter God says to him, ââ¬Å"I have indeed seenà the miseryà of my people in Egypt. I have heard them crying out because of their slave drivers, and I am concernedà about their suffering. So I have come downà to rescue them from the hand of the Egyptians and to bring them up out of that land into a good and spacious land,à a land flowing with milk and honeyà ââ¬âthe home of the Canaanites, Hittites, Amorites, Perizzites, Hivitesà and Jebusites. And now the cry of the Israelites has reached me, and I have seen the way the Egyptians are oppressingà them.So now, go. I am sendingà you to Pharaoh to bring my people the Israelites out of Egypt. â⬠(Exodus 3:7-10) Once Moses rescued the Israelites he took them on a journey of 40 years to the Holy Land. The Israelites grew tired and started to regret coming with Moses. God then sent the 10 comandments to establish a guide line for the Israelites to follow. God explained these guidelines by saying, ââ¬Å"I am theà Lordà your God,à who brought you outà of Egypt,à out of the land of slavery. You shall have no other gods beforeà me.You shall not misuse the name of theà Lordà your God, for theà Lordà will not hold anyone guiltless who misuses his name. Remember the Sabbathà day by keeping it holy. Honor your father and your mother,à so that you may live longà in the landà theà Lordà your God is giving you. You shall not murder. You shall not commit adultery. You shall not steal. You shall not give false testimonyà against your neighbor. You shall not covetà your neighborââ¬â¢s house. You shall not covet your neighborââ¬â¢s wife, or his male or female servant, his ox or donkey, or anything that belongs to your neighbor. (Exodus 20) Moses was an example of a person who followed Godââ¬â¢s every word and kept faith when all was lost. He guided those who needed him and were having trouble learning the ways of the Lord. This person inspired me to help others like Willy and my close friend so they may adapt to what theyââ¬â¢re learning and have an opportunity to experience something new so they would be more comfortable when they do it. I continue to strive to be like Moses so I also can be a messenger of God who spreads kindness and knowledge to those arou nd him. I strive to be a prophet of God. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-31984129181697570542020-01-09T09:09:00.001-08:002020-01-09T09:09:03.301-08:00Symptoms And Symptoms Of Adhd - 904 Words An individual thought to have ADHD will possess a series of symptoms contributing to this a later diagnosis. One of the most recognizable symptoms of ADHD is hyperactivity. Hyperactivity can be described as the abnormal behavior that is disruptive to others. Another common symptom of ADHD, which is in the disorderââ¬â¢s name, is attention deficit. This symptom describes the individualââ¬â¢s difficulty with trying to focus on one item at a time, meaning that their minds will wonder from one thing to another without actually stopping to pay attention to the details of an item in from of them. Doctors warn that it is important, as a parent, to notice what the child is having trouble focusing on; if the item is causing the child to become bored, and then ADHD might not be the initial cause of the childââ¬â¢s attention deficit. Another symptom of ADHD is distractibility. Gupta (2005) explains that distractibility can be caused by ââ¬Å"â⬠¦a lack of sensory filtration at the level of the caudate nucleusâ⬠¦Ã¢â¬ Because an individual with ADHD has been known to have smaller brain structures, this could stand out as the influencer of being distracted. An individual who has ADHD is known to have impulse problems as well. What it means to be impulsive is that the individual reacts to situations, or behaves, in a manner that is qualified as ââ¬Å"not thinking,â⬠they react without any thought. Gupta (2005) notes that an impairment in an individualââ¬â¢s working memory sector of their brain causes the impulsive behavior;Show MoreRelatedSymptoms And Symptoms Of Adhd, Depression, And Anxiety1311 Words à |à 6 PagesDiscussion This study examined whether SCT symptoms are significantly associated with poor study skills and EF deficits in college students over and above demographics and symptoms of ADHD, depression, and anxiety. This study also examined whether deficits in EF mediate the association between symptoms of SCT and poor study skills over and above demographics and symptoms of ADHD, depression, and anxiety. The current study adds to extant research regarding SCT in a number of ways. This is the firstRead MoreSymptoms And Diagnosis Of Adhd920 Words à |à 4 PagesADHD is one of the most studied psychiatric disorder, and one of the most common cognitive disorders, yet there are still concerns and questions about the validity of ADHD diagnosis. 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Furthermore, this will explainRead MoreSymptom Presentation For Children : Attention Deficit Hyperactivity Disorder ( Adhd ) Essay2085 Words à |à 9 PagesSymptom Presentation for ADHD in Girls Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder prevalent among 5% of all children that affects their behavior, concentration, or academic functioning (Comer, 2016, p.477-479). An individual with a neurodevelopmental disorder is affected by a ââ¬Å"group of disabilities in the functioning of the brain that emerge early on during birth or early childhood,â⬠which can significantly impact his or her life into adulthood (cite). Most ofRead MoreAttention Deficit / Hyperactivity Disorder Essay1121 Words à |à 5 PagesDisorder (ADHD) Ailene M. Broadbent Mohave Community College Attention-Deficit/Hyperactivity Disorder (ADHD) ADHD is one of the most common neurological disorders diagnosed and treated in children. ADHD often affects a childââ¬â¢s ability to focused for any amount of time and can affect their life adversely if not diagnosed and treated properly. One of the problems with ADHD is that it can be difficult to diagnose and treat, because there are many different conditions that may have the same symptoms as ADHDRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )872 Words à |à 4 PagesAttention Deficit Hyperactivity Disorder, also known as ADHD, is a neurobehavioral disorder that develops during childhood and can continue through adulthood. ADHDââ¬â¢s characteristics include inappropriate levels of inattention, impulsivity and motor overactivity. It appears to be the most common childhood behavior disorder today with an estimate of 3-7% of school-aged having ADHD. (Miller, N.J., Thompson, R. 2013). Through the years, ADHD has had several names, including minimal brain damage,R ead MoreAttention Deficit Hyperactive Disorder ( Adhd )1210 Words à |à 5 PagesADD/ADHD, better known as Attention Deficit Disorder/ Attention Deficit Hyperactive Disorder, is a growing disorder in children and adults alike in the United States. So many people have this disorder now a days that it isnââ¬â¢t a rare thing for a child to be diagnosed with it. In this paper I will go over the cause of ADD/ ADHD, the details about what it actually is and how it affects people, when you need to have the child checked for this disorder, and the many signs and symptoms of ADD/ ADHD disorder Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-61772785523704745622020-01-01T05:35:00.001-08:002020-01-01T05:35:03.880-08:00The Assassination Of John Fitzgerald Kennedy Essay The term conspiracy theory is defined as a belief that powerful people or groups are responsible for events or situations due to secret plans that are illegal or harmful. There are many conspiracy theories that captivated the American people, but the most controversy conspiracy theory that leaves many unanswered questions for years is the assassination of John Fitzgerald Kennedy. Friday on November 22, 1963, the 35th President of the United States, JFK, was shot at 12:30 PM while traveling in Dallas, Texas to appear in the next presidential campaign. Thousands of Americans whom was present at Dallas, Texas just witness the murder of the United States president. Many Americans believed that the United States government was behind the JFK assassination. Thousands of important evidence about the JFK assassination has been locked and sealed from the public eye at the National Archives Museum in Washington, D.C for decades. There is a major debate as why the government should or shouldnâ â¬â¢t withhold many secrets from the public and basically, the government hiding many secrets from the American people is to protect the national security and to keep the nation organized. If the possibility that the government secrets were to be exposed to the public, the American people would riot and the nation would be disorganized. The conspiracy theory of the JFK assassination is indeed credible through a fabrication in the medical records of JFK autopsy from x-rays photographs, a possibilityShow MoreRelatedThe Assassination Of John Fitzgerald Kennedy873 Words à |à 4 PagesThe assassination of John Fitzgerald Kennedy, also known as JFK, is one of the most infamous and tragic events in American history. JFK was one of the United Statesââ¬â¢ most influential politicians, and in the year 1961 he was appointed to be president. Less than a thousand days later, JFK was assassinated in Dallas, Texas, by gunman Lee Harvey Oswald. JFK was beloved both by many Americans and tho se abroad, and thus his death came as a terrible shock to many across the globe. JFK was a great and stalwartRead MoreThe Assassination Of John Fitzgerald Kennedy1632 Words à |à 7 PagesMorgan Oates Professor Holland United States History II 3 March 2015 The Assassination of John Fitzgerald Kennedy John Fitzgerald Kennedy, formally known as JFK, was born on May 29th, 1917 in Brookline, Massachusetts. He successfully attended Choate Boarding School and his Alma Mater was Harvard University, After completing his education he decided he wanted to help society somehow. As a result of that, he enlisted in the United States Army the night before World War two began. After his Navy daysRead MoreThe Assassination Of John Fitzgerald Kennedy1719 Words à |à 7 Pagesdeath of John Fitzgerald Kennedy. On the day of November 22, 1963 the history of the United States was changed forever. This event was the assassination of President John Fitzgerald Kennedy and is one of the most interesting topics in American history because there are conspiracy theories surrounding the event despite no actual evidence behind a cover up of the assassination. Looking back on Kennedyââ¬â¢s and Oswaldââ¬â¢s (his killer) lives and deaths, the reasons why there was an assassination, and theRead MoreThe As sassination of John Fitzgerald Kennedy2042 Words à |à 9 Pages1963, John Fitzgerald Kennedy had five days tour in Taxes. He planned to make a speech in commercial business center in Dallas. President Kennedy was sitting in an open top limousine. The motorcade drove a very slow speed in the streets of Dallas. Many residents watched and welcomed John F. Kennedy and his wife. After making a turn in the main street, a sniper hided in the sixth floor window in the City Library, shot President Kennedy by two bullets, one on the head one on the neck. Kennedy was declaredRead MoreThe Assassination of John Fitzgerald Kennedy1689 Words à |à 7 PagesIn 1961 John Fitzgerald Kennedy would be sworn in as the 35th President of the United States. He was a young, Catholic, democrat. Needless to say, many people were wary of whether or not his religion would influence his decision or if he would become an advocate for Catholic beliefs. Unlike many of the past Presidents, the first lady will pla y a major role for the duration Kennedy was President. Being the leader of the United States was very important and many precautions were required to keep theRead MoreThe Assassination Of John Fitzgerald Kennedy2088 Words à |à 9 PagesJohn Fitzgerald Kennedy was not the first US president to be murdered, three presidents before him had died after being shot by an assassin. They were Abraham Lincoln in 1865, James Garfield in 1881, and William McKinley in 1901. Kennedyââ¬â¢s death seemed particularly shocking because he was still young and seemed to have so much still to do as a President, there seemed to be no motive for his killing. The Kennedys came from Boston, Massachusetts. John was born 29th May 1917, the second of nine childrenRead MoreThe Assassination Of President John Fitzgerald Kennedy Assassination865 Words à |à 4 Pageswere not born, for one reason. The assassination of President John Fitzgerald Kennedy transpired in Dallas, Texas. His assassination became a topic of controversy as the idea of a lone sniper committing the act was hard to accept. The assassin would go on to die a few days later. Media outlets around the nation were in shock. The local Metroplex stations panicked like everyone else. As a native Texan, correction native Dallasite, I view the Kennedy assassination differently than most Americans. IRead MoreWas The Assassination of John Fitzgerald Kennedy a Conspiracy?794 Words à |à 4 Pages Was The Assassination of John Fitzgerald Kennedy a Conspiracy? On November 22nd, 1963 at 12:30 p.m in Dallas, Texas, one of the most horrific events in American History took place. The assassination of John F. Kennedy. Crowds were cheering as JFK was on a ten mile route that would pass through Dallas, Texas. John Kennedy was in the back seat of a 1961 four door Lincoln Continental convertible when this tragic event occurred. The driver took a left off of Main street passing by the Texas SchoolRead More Conspiracy Behind The Assassination of John Fitzgerald Kennedy3295 Words à |à 14 Pages John Fitzgerald Kennedy, 46, President for 1,026 days, was assassinated on November 22, 1963 in Dallas Texas. He, his wife, Jackie, the Vice President and many others were in Dallas for a reelection campaign for the upcoming election in 1964 when the horrible incident happened. Sadly, there is no decent explanation of the assassination from the government ââ¬â The Warren Report is a 26 Volume Report that claims that Lee Harvey Oswald is the lone assassin ââ¬â I do not agree with this. The CIA wasRead MoreThe Assassination Of The War And Formation Of Civil Rights1550 Words à |à 7 Pages Political Assassination Danielle Ferreira U.S Government Date Introduction Political assassination is defined as the act of killing a political figure mainly for political reasons. In most cases, the motive behind political assassinations is beyond the person who is killed. Assassinations have been rampant across the globe for ages and these assassinations do cause lots of political instabilities in a country especially when key personalities such as heads of states are the victims Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-35698554615705929282019-12-24T01:21:00.001-08:002019-12-24T01:21:02.927-08:00Ending The Aid Of Substance Abusers - 1727 Words Grime 1 Carys Grime Professor Youngpeter Composition 2 April 21, 2015 Ending the Assistance of Substance Abusers The United States of America is a great nation, with many great opportunities for our countryââ¬â¢s vastly diverse citizens. One of these opportunities is the provision of welfare for those citizens that need that little bit of extra help to keep going. However, this welfare is also a cause of great discontent among some of the other citizens of our country. These citizens opposing welfare may sound like they may be cruel or unsympathetic people, but they may have a solid basis for their disagreeing attitude. Some of the recipients of this welfare are not citizens unable to do work and provide for themselves. and many taxpayers doâ⬠¦show more contentâ⬠¦They come in the form of child support, medical benefits, utility benefits and numerous other benefits as well (US Welfare System). Although the regulations and restrictions vary between states, there are some basic guidelines for becoming eligible for and continuing to receive this welfare money. These guidelines include that the children of the receivers attend school for full days, five days a week, the recipients must be 18 years of age or older and a citizen of the United States, the head(s) of the household must make a commitment to become self-sufficient within a certain time frame, and making all monetary resources known to the government are all examples of basic requirements of becoming eligible for welfare (US Welfare System). The overall goal of these programs is to help the participants work towards becoming self-sufficient within in set amount of time. Despite the goal of these programs, to aid those with financial need and assist them in raising their quality of life, more and more people are taking advantage of the good nature of these programs. Many of the people receiving these benefits are people that are legitimately in need of government assistance in order to be able to live their life. However, others are people that are abusing drugs, a lcohol and other narcotics on a daily basis and are unwilling to Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-88332464702694604242019-12-15T21:49:00.001-08:002019-12-15T21:49:04.647-08:00Prevention of Absenteeism in Organisation Free Essays How to reduce absenteeism in organisations 1. Identify the causes for an employeeââ¬â¢s absenteeism. If you can find out why an employee is consistently absent, then you can deal more effectively with the problem. We will write a custom essay sample on Prevention of Absenteeism in Organisation or any similar topic only for you Order Now For example, if an employee is often absent because of issues with childcare, you could offer them the option of more flexible working hours. 2. Implement a thorough record system. For every employee, you should record the date, duration and reason for each case of absenteeism. This way you will have evidence of each absence if you need to refer back to it. 3. Meticulously follow up on each case of absenteeism. You should write a letter recording each case of absenteeism and distribute it to the employee. This will make them aware they are being monitored and make them more likely to think before they take a sick day. 4. Properly inform and regularly update your employees about your standards and policies regarding absenteeism. If you make a change to your absenteeism policy, make sure you let your employees know. Even if you donââ¬â¢t make a change, you should still remind your employees regularly of the standards you have in place. You could do this via a company-wide email or memo. Employee absence is a significant cost to 90% of businesses, according to the survey. This section outlines ten tips to help you in managing absence and tackling poor performance in the workplace. Top 10 Absence Management Tips: Create an absence policy and communicate it 2 Record and measure absence 3 Reduce absenteeism by enforcing and managing the staff absence policy 4 Follow employee absence with return to work interviews 5 Proactive absence management ââ¬â reward excellent attendance 6 Be realistic ââ¬â plan for unscheduled staff absence 7 Consider unpaid leave or options to buy more holiday time 8 Minimise absence by improving their working conditions 9 Make controlling absenteeism a business priority 10 Keep your staff absence policy up-to-date How to cite Prevention of Absenteeism in Organisation, Essay examples Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-41467462379015131602019-12-07T18:33:00.001-08:002019-12-07T18:33:03.452-08:00Personality (1356 words) Essay Example For Students Personality (1356 words) Essay PersonalityPsychology covers a vast field, and one interesting aspect of it is personality. Personality by itself involves various issues. Some of which basic aspects arePsychoanalytic, Ego, Biological, Behaviorist, Cognitive, Trait, Humanistic andInteractionist. Though personality as a subject fascinates me a lot, whatinterests me the most in this subject is behaviorism. For me different types ofbehaviors are amazing to learn about, mainly the behavior therapy, collectivebehavior, crime and punishment, and Social behavior and peer acceptance inchildren. I chose Behaviorism over the other aspects because I believe Behaviordetermines human personality and is very interesting. You can tell what one isby his behavior, and one behaves according to what place he has in society. Bydoing this paper on Behavior, I hope to get a better understanding of, ifbehavior develops a personality or if personality guides behavior. I also seebehaviorism helping me in the future with my personal and professional career byunderstanding human personality and behaviour better than I do. No matter whatyour major is, if you can determine one`s personality by his behavior you canreally get your work done from that person and understand the better than youwould otherwise. This person could be your employee or your employer. BehaviorTherapy Behavior therapy is the application of experimentally derived principlesof learning to the treatment of psychological disorders. The concept derivesprimarily from work of Russian psychologist Ivan Pavlov. Behavior-therapytechniques differ from psychiatric methods, particularly psychoanalysis, in thatthey are predominately symptom (behaviour) oriented and show little or noconcern for unconscious processes, achieving new insight, or effectingfundamental personality change. Behavior therapy was popularized by the U.S. psychologist B.F. Skinner, who worked with mental patients in a Massachusettsstate hospital. From his work in animal learning, Skinner found that theestablishment and extinction of responses can be determined by the wayreinforcers, or rewards, are given. The pattern of reward giving, both in timeand frequency, is known as a schedule of reinforcement. The gradual change inbehavior in approximation of the desired result is known as shaping. More recentdevelopments in behavior therapy emphasize the adaptive nature of cognitiveprocesses. Behaviour-therapy techniques have been applied with some success tosuch disturbances as enuresis (bed-wetting), tics, phobias, stuttering,obsessive-compulsive behavior, drug addiction, neurotic behaviours of normalpersons, and some psychotic conditions. It has also been used in training thementally retarded. Collective Behavior Much of collective behaviour is dramatic,unpredictable and frightening, so the early theories and many contemporarypopular views are more evaluative than analytic. The French social psychologistGustave Le Bon identified the crowd and revolutionary movements with theexcesses of the French Revolution; the U.S. psychologist Boris Sidis wasimpressed with the resemblance of crowd behavior to mental disorder. Many ofthese early theories depicted collective behaviour returned to an earlier stageof development. Freud retained this emphasis in viewing crowd behaviour and manyother forms of collective behaviour as regressions to an earlier stage ofchildhood development; he explained, for example, the slavish identificationthat followers have for leaders on the basis of such regression. Moresophisticated recent efforts to treat collective behavior as a pathologicalmanifestation employ social disorganization as an explanatory approach. Fromthis point of view collective behavior erupts as an unpleasant symptom offrustration and malaise stemming from cultural conflict, organizational failure,and other social malfunctions. The distinctive feature of this approach is areluctance to take seriously the manifest contest of collective behaviour. Neither the search for enjoyment in recreational fad, the search for spiritualmeaning on a religious sect, nor the demand for equal opportunity in aninterest-group movement is accepted to face value. An opposite evaluation ofmany forms of collective behaviour has become part of the analytic perspectivein revolutionary approaches to society. From the revolutionistà ¦Ã ¦spoint of view a much collective behavior is a release of creative impulses fromthe repressive effects of establish social orders. à ¦Ã ¦Revolutionarytheorists such as Frantz Fanon depict traditional social arrangements asdestructive of human spontaneity, and various forms of crowd and revolutionarymovements as manà ¦Ã ¦s creative self-assertion bursting its socialshackles.à ¦Ã ¦ (MSN behaviorism Search/types of behaviors.) Crime andPunishment Psychologists have approached the task of explaining delinquentbehavior by examining in particular the processes by which behaviour andrestraints on behaviour are learned. (MSN behaviorism Search/crime andpunishment) Criminality is seen to result from the failure of the superego, as aconsequence either of its incompletes development or of unusually stronginstinctual drives. à ¦Ã ¦The empirical basis for such a theory isnecessarily thin. Behaviour theory views all behaviour criminal and otherwise aslearned and thus manipulable by the use of reinforcement andpunishment.à ¦Ã ¦ Social learning theory examines the manner in whichbehaviour is learned from contacts within the family and other intimate groups,from social contacts outside the family, particularly from peer groups, and fromexposure to models of behavior in the media, particularly television. Mentalillness is the cause of a relatively small proportion of crime, but itsimportance as a causative factor may be exaggerated by the seriousness of someof the crimes committed by persons with mental disorders. Severe depression orpsychopathy may lead to grave offenses of violence. Social Behavior an d PeerAcceptance The peer relations literature is replete with studies showing thatchildren who demonstrate certain kinds of social behaviors while refraining fromother types of behaviors tend to be liked by their peers. For example, childrenwho play cooperatively and show leadership abilities usually enjoy high peeracceptance (Hatzichristou Hopf, 1996; Lass, Price, Hart, 1988). Onthe other hand, children who display high levels of aggressive behavior or whointeract with their peers in argumentative, disruptive, and sociallyinappropriate ways are often rejected by their peers (Coie Dodge, 1988;Dodge, 1983; Dodge, Coie, Pettit, Price 1990). Shy and withdrawn behavior,such as not playing interactively with peers, watching peers play rather thanjoining in, and wandering around a classroom or playground, also tends to beassociated with low peer acceptance (Lemerise, 1997). A study was designed toisolate the types of social behaviors that predict kindergartenchildrenà ¦Ã ¦s peer ac ceptance when considering several types of socialbehavior simultaneously. The outcome of that question is important to helpparents, teachers, and others who work with young children understand whatsocial skills to specifically foster and promote in order to enhancechildrenà ¦Ã ¦s perceptions of their peer acceptance. Previous researchhas discovered developmental differences in the associations between socialbehaviors and peer acceptance. Aggression, for example, is linked withproblematic peer relations from early childhood through adolescence, whilesocially withdrawn behavior begins to be associated with low peer acceptance inmiddle and late childhood (Rubin, Bookwork, Parker, 1998) Adultperceptions of childrenà ¦Ã ¦s confidence in their own peer acceptancealso may influence their social behaviors. Adults who believe children are notconfident about their peer acceptance might provide more opportunities to helpthese children develop play and friendship skills that could, in turn , lead tomore confidence in their peer acceptance. For example, a teacher who believes achild lacks confidence in his or her peer acceptance might pair the child withanother child who is confident about her peer acceptance, in order to provide amodel of behavior. In summary, this study investigated the associations betweenaggression, shyness/ withdrawal, prosocial behavior, friendship skill, andsocial behavior problems and peer acceptance in kindergarten students. .ue1eb92ab00416eab21c2c701784d3ae1 , .ue1eb92ab00416eab21c2c701784d3ae1 .postImageUrl , .ue1eb92ab00416eab21c2c701784d3ae1 .centered-text-area { min-height: 80px; position: relative; } .ue1eb92ab00416eab21c2c701784d3ae1 , .ue1eb92ab00416eab21c2c701784d3ae1:hover , .ue1eb92ab00416eab21c2c701784d3ae1:visited , .ue1eb92ab00416eab21c2c701784d3ae1:active { border:0!important; } .ue1eb92ab00416eab21c2c701784d3ae1 .clearfix:after { content: ""; display: table; clear: both; } .ue1eb92ab00416eab21c2c701784d3ae1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue1eb92ab00416eab21c2c701784d3ae1:active , .ue1eb92ab00416eab21c2c701784d3ae1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue1eb92ab00416eab21c2c701784d3ae1 .centered-text-area { width: 100%; position: relative ; } .ue1eb92ab00416eab21c2c701784d3ae1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue1eb92ab00416eab21c2c701784d3ae1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue1eb92ab00416eab21c2c701784d3ae1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue1eb92ab00416eab21c2c701784d3ae1:hover .ctaButton { background-color: #34495E!important; } .ue1eb92ab00416eab21c2c701784d3ae1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue1eb92ab00416eab21c2c701784d3ae1 .ue1eb92ab00416eab21c2c701784d3ae1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue1eb92ab00416eab21c2c701784d3ae1:after { content: ""; display: block; clear: both; } READ: Purpose Of Life EssayChildrenà ¦Ã ¦s own feelings of peer acceptance, sociometric ratingsfrom peers, and teacher and parent perceptions of childrenà ¦Ã ¦sconfidence in their peer acceptance were included in the regression analysis toisolate the social behaviors that predict kindergartnersà ¦Ã ¦ peeracceptance across informants. The present study also investigated differences insocial behaviors and peer acceptance among children of different genders andvaried ethnic backgrounds in a diverse school and community. After doing thispaper I came to the conclusion that behavior shapes personality. The researchinvolving children to learn social acceptance, showed us clearly that how onebehaves makes him what he is. I believe the same for adults. I believe if onebehaves in a certain way for a long time, not only society with believe you arewhat you are behaving as but he himself will start believing he is what he isbehaving as. Also I have learnt to be more patient with people because I take astep in the further and think why a person would behave in a particular way. Inow can see a clear difference between normal and abnormal behaviours to theknowledge I have gathered by reading about Skinner, Freud, Dollard and Miller. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-66431758493812012542019-11-30T06:15:00.001-08:002019-11-30T06:15:05.150-08:00U.S Involvement In The Vietnam War Essays - Vietnam War, U.S Involvement in the Vietnam War "No new taxes." This is a quote that most all of us remember from the 1992 presidential election. Along with it we remember that there were new taxes during that presidents term in office. There are a myriad of promises made and things done in a presidential election year that have questionable motives as to whether they are done in the best interest of the people or in the interests of the presidential candidate. These hidden interests are one of the biggest problems with the political aspects of government in modern society. One of the prime examples of this is the Vietnam War. Although South Vietnam asked for our help, which we had previously promised, the entire conflict was managed in order to meet personal political agendas and to remain politically correct in the world's eyes rather than to bring a quick and decisive end to the conflict. This can be seen in the selective bombing of Hanoi throughout the course of the Vietnam War. Politically this strategy looked very good. However, militarily it was ludicrous. War is the one arena in which politicians have no place. War is the military's sole purpose. Therefore, the U. S. Military should be allowed to conduct any war, conflict, or police action that it has been committed to without political interference or control because of the problems and hidden interests which are always present when dealing with polit United States involvement in the Vietnam War actually began in 1950 when the U. S. began to subsidize the French Army in South Vietnam. This involvement continued to escalate throughout the 1950's and into the early 1960's. On August 4, 1964 the Gulf of Tonkin incident occurred in which American Naval Vessels in South Vietnamese waters were fired upon by North Vietnam. On August 5, 1964 President Johnson requested a resolution expressing the determination of the United Sates in supporting freedom and in protecting peace in southeast Asia ( Johnson ). On August 7, 1964, in response to the presidential request, Congress authorized President Johnson to take all necessary measures to repel any attack and to prevent aggression against the U. S. in southeast Asia ( United States ). The selective bombing of North Vietnam began immediately in response to this resolution. In March of the following year U. S. troops began to arrive. Although the Gulf of Tonkin Resolution specifically stated that we had no military, political, or territorial ambitions in southeast Asia, the interests back home were quite a different story ( Johnson ). The political involvement in Vietnam was about much more than just promised aid to a weak country in order to prevent the spread of communism. It was about money. After all, wars require equipment, guns, tools and machinery. Most of which was produced in the United States. It was about proving America's commitment to stop communism. Or rather to confine communism in its present boundaries But most of all it was about politics. The presidential political involvement in Vietnam had little to do with Vietnam at all. It was about China for Eisenhower, about Russia for Kennedy, about Washington D.C. for Johnson, and about himself for Nixon ( Post ). The last two of which were the major players in America's involvement in regards to U. S. Troops being used ( Wittman ). The military involvement in Vietnam is directly related to the political management of the military throughout the war. The military controlled by the politicians. The micro management of the military by the White House for political gain is the primary reason for both the length and cost, both monetary and human, of the Vietnam War ( Pelland ). One of the largest problems was the lack of a clear objective in the war and the support to accomplish it. The predominant military opinion of the military's role in Vietnam in respect to the political involvement is seen in the following quote by General Colin Powell, "If you're going to put into something then you owe the armed forces, you owe the American People, you owe just you're own desire to succeed, a clear statement of what political objective you're trying to achieve and then you put the sufficient force to that objective so that you know when you've accomplished it." The politicians dictated the war in Vietnam, it was a limited war, the military was never allowed to fight the war in the manner that they thought that they needed to in order to win it ( Baker ). To conclude on the Vietnam War, the political management of the war made Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-30276010134296206562019-11-26T01:21:00.001-08:002019-11-26T01:21:04.822-08:00The uk authorities and the cfa criminal law and civil law The WritePass JournalThe uk authorities and the cfa criminal law and civil law Introduction The uk authorities and the cfa criminal law and civil law IntroductionBIBLIOGRAPHYRelated Introduction Insider dealing is considered to be legally and morally wrong by the UK authorities and the CFA. In UK, both criminal law and civil law cover the regulation for insider dealingï ¼Å'many investment analysts who are the members of CFA Institute behave under the CFA Code of Ethics and Standards of Professional Conduct. Before the description and effectiveness analysis of UK laws and CFA ethical rules which regulate insider dealing, it is necessary to discuss the reasons for regulating insider dealing. Although there are many arguments and reasons against regulation, it is generally acknowledged that insider dealing is detrimental to common investors, listed companies and stock market. Firstly, stock market is a just, fair and open market, but insider dealing violates this essential principle. With a convenience access to insider information, some use the information to trade in the market, it is not fair for other investors without access to insider information; Insider dealing makes the few profitable and the great majority unprofitable, it is not just; Insider information is not public and open for every investors. Secondly, insider dealing causes losses for investors by misleading them. To some extent, this would discourage investment by undermining investor confidence in stock market and even scare investors away. Thirdly, insider dealing does incalculable harm to reputation and market value of company. When a company scandal of insider dealing is exposed publicly, investors p robably believe that they have been treated unequally even cheated by this company, so investors will lose confidence in this company, causing damages to company reputation. Moreover, common investors lack of capital, time and professional skill, on purpose of risk reduction, they are willing to buy stock of the company with good reputation and without scandals of insider dealing. For the whole stock market, if there are no regulations for insider dealing, it cannot function normally and healthily, because investors will lose confidence in the fairness and profitability of stock market and then decrease and even stop doing transactions to prevent them from being victims of insider dealing. Finally, insider dealing may bring about moral hazard problem. Overall, there is no doubt that regulations for insider dealing are essential. In UK, insider dealing is regulated under the criminal law by Part V of the Criminal Justice Act 1993 (ââ¬Å"the 1993 Actâ⬠). The structure of part V of ââ¬Å"the 1993 Actâ⬠is shown below: Table of Contents of part V of ââ¬Å"the 1993 Actâ⬠1 The offence of insider dealing 52. The offence. 53. Defences. Interpretation 54. Securities to which Part V applies. 55. ââ¬Å"Dealingâ⬠in securities. 56. ââ¬Å"Inside informationâ⬠, etc. 57. ââ¬Å"Insidersâ⬠. 58. Information ââ¬Å"made publicâ⬠. 59. ââ¬Å"Professional intermediaryâ⬠. 60. Other interpretation provisions. Miscellaneous 61. Penalties and prosecution. 62. Territorial scope of offence of insider dealing. 63. Limits on section 52. 64. Orders. S52 and S53 state the general definition of the offence of insider dealing, and in what circumstances, an individual who has information as an insider is (not) guilty of insider dealing. If an individual who has information as an insider, in the circumstances mentioned in subsection (3), deals in securities that are price-affected securities in relation to the information; encourages another person to deal in those securities; discloses the information to another person improperly, he is guilty of insider dealing.2 If an individual has information as an insider shows that he did not at the time expect the dealing to result in a profit; he believed on reasonable grounds that the information had been disclosed widely; he would have done what he did even if he had not had the information; he did not at the time expect any person, because of the disclosure, to deal in securities in the circumstances mentioned in subsection (3), he is not guilty of insider dealing.3 The sections of ââ¬Å"Interpretationâ⬠expound the definition and explanation of several terms for the purposes of this Part. Briefly speaking, these sections tell us what are securities and ââ¬Å"dealingâ⬠in securities mentioned in this part; what is ââ¬Å"insider informationâ⬠and information ââ¬Å"made publicâ⬠; who is ââ¬Å"insiderâ⬠and ââ¬Å"professional intermediaryâ⬠; interpretations of other terms such as ââ¬Å"regulated marketâ⬠, ââ¬Å"issuerâ⬠, ââ¬Å"companyâ⬠and ââ¬Å"public sector bodyâ⬠. S61 states the penalties for an individual guilty of insider dealing: on summary conviction, to a fine not exceeding the statutory maximum or imprisonment for a term not exceeding six months or to both; on conviction on indictment, to a fine or imprisonment for a term not exceeding seven years or to both.4 It also states that proceedings for offences under this Part shall be instituted in England and Wales by or with the consent of the Secretary of State or the Director of Public Prosecutions.5 S62 states that an individual is guilty of an offence of insider dealing if: he was within the United Kingdom at the time of alleged dealing; the regulated market on which the dealing is alleged to have occurred is regulated in the United Kingdom; the professional intermediary was within the United Kingdom at the time of the offence committed; the alleged recipient of the information or encouragement was within the United Kingdom at the time of receiving the information or encouragement.6 In UK, the system of civil law of insider dealing involves legislations of ââ¬Å"Financial Services and Markets Act 2000(FSMA)â⬠, ââ¬Å"The Code of Market Conduct of FSA (Financial Services Authority)â⬠and ââ¬Å"The Market Abuse Directive Instrument 2005 of FSAâ⬠. First of all, Part VIII of ââ¬Å"FSMAâ⬠created the ââ¬Ëcivil offenceââ¬â¢ of ââ¬Å"market abuseâ⬠which includes insider dealing. According to Section 1 in Part I of ââ¬Å"FSMAâ⬠, the body corporate known as the Financial Services Authority (ââ¬Å"the Authorityâ⬠) is to have the functions conferred on it by or under this Act.7 This means that ââ¬Å"FSAâ⬠is the regulator of the financial services industry in the UK, given statutory powers by the Financial Services and Markets Act 2000. Part VIII of ââ¬Å"FSMAâ⬠states the general definition of market abuse, and gives the authority power to prepare and issue a code containing such provisions as the Authority consi ders will give appropriate guidance to those determining whether or not behaviour amounts to market abuse,8 and to impose penalties in cases of market abuse. It also gives the authority power to investigate and court power to impose penalty in cases of market abuse. In the next place, ââ¬Å"The Code of Market Conductâ⬠given by FSA provides us the descriptions of different behaviours of market abuse. As the description stated in ââ¬Å"The Code of Market Conductâ⬠, insider dealing is where an insider deals, or attempts to deal, in a qualifying investment or related investment on the basis of inside information relating to the investment in question.9 In the sector of MAR 1.3 Market abuse (insider dealing), it provides several descriptions of behaviours and relevant factors and some examples of insider dealing, which give appropriate guidance to those determining whether or not behaviour amounts to insider dealing. Finally, about ââ¬Å"The Market Abuse Directiveâ⬠, ââ¬Å"FSAâ⬠makes this instrument in the exercise of the powers and related provisions in relevant sections of the Financial Services and Markets Act 2000 and defining terms of market abuse. Overall, ââ¬Å"FSMAâ⬠is a frame Act, and gives the power to ââ¬Å"FSAâ⬠to publish the ââ¬Å"Code on Market Conductâ⬠which has been amended to implement the ââ¬Å"Market Abuse Directiveâ⬠. As a professional organisation, CFA Institute has issued self regulatory ââ¬Å"Code of Ethics and Standards of Professional Conductâ⬠for their members and candidates. In the first place, standard I (A) provides that members and candidates must understand and comply with all applicable laws, rules, and regulations of any government, regulatory organization, licensing agency, or professional association governing their professional activities. In the event of conflict, members and candidates must comply with the more strict law, rule, or regulation. Members and candidates must not knowingly participate or assist in and must dissociate from any violation of such laws, rules, or regulations.10 So the members and candidates of CFA in UK are responsible for understanding and complying with UK criminal law and civil law of insiderdealing. Next, standard II (A) provides that members and candidates who possess material nonpublic information that could affect the value of an investment must not act or cause others to act on the information.11 According to S56 of the ââ¬Å"1993 Actâ⬠, the material nonpublic information that could affect the value of an investment is insider information, and according to S57 of the ââ¬Å"1993 Actâ⬠, those members and candidates who possess insider information are insiders. Specifically, guidance for Standard II (A) gives members and candidates of CFA below contents for more attention. (1)Members and candidates must be particularly aware of information that is selectively disclosed by corporations to a small group of investors, analysts, or other market participants. Information that is made available to analysts remains nonpublic until it is made available to investors in general. Corporations that disclose information on a limited basis create the potential for insider trading violations.12 (2)Issues of selective disclosure often arise when a corporate insider provides material information to analysts in a briefing or c onference call before that information is released to the public. Analysts must be aware that a disclosure made to a room full of analysts does not necessarily make the disclosed information ââ¬Å"publicâ⬠. Analysts should also be alert to the possibility that they are selectively receiving material nonpublic information when a company provides them with guidance or interpretationof such publicly available information as financial statements or regulatory filings.13 (3) A financial analyst gathers and interprets large quantities of information from many sources. The analyst may use significant conclusions derived from the analysis of public and nonmaterial nonpublic information as the basis for investment recommendations and decisions even if those conclusions would have been material inside information had they been communicated directly to the analyst by a company. Under the ââ¬Å"mosaic theory,â⬠financial analysts are free to act on this collection, or mosaic, of inf ormation without risking violation.14 Part V of the Criminal Justice Act 1993 defines insider dealing as criminal offence, it is universally known that criminal offence is very severe illegal-activity, so to some degree just the existence of this criminal law of insider dealing can stifle some criminal offences of insider dealing. In event of insider dealing, this criminal would punish an individual who committed insider dealing to indirectly protect other investors without any compensation, but this indirect protection is not effectively enough. When control rights are concentrated, the restrictions may simply transfer profits from insiders to informed outsiders, leaving uninformed investors no better-off, unless the regulator ensures a concomitant improvement in investor protection standards.14 On the other hand, there are some problems and difficulties enforce this criminal law. First, insider dealing is happened in private and secret by just a phone call, a chat or something which do not leave any actual evidence, so if without effectively investigative techniques it is very difficult to detect or to collect evidence. Even though this can be done, the process will be costly. Moreover, for an individual who seriously committed insider dealing, fines and seven-year sentences is too light when compared with millions of pounds profit. UK civil law in some cases supplements criminal law, FSA can impose penalties of return of profit and restitution for those who can establish loss, but actually few victims can prove loss. CFA code of ethics and standards are self-regulations which have their own strengthens and weaknesses. There are six factors of self-regulation strengthen: flexibility, speed, expertise, acceptance, cost-efficiency, cross-border application, and of its weaknesses: contestability of markets, competitive distortions, insufficient scope, inadequate enforcement, regulatory arbitrage, conflicts of interest.15 Total word: 1912 (excluding word count, references, footnotes, endnotes, and bibliography) BIBLIOGRAPHY Part V of the Criminal Justice Act 1993 Part I of the Financial Services and Markets Act 2000 Part VIII of the Financial Services and Markets Act 2000 The Code of Market Conduct in Financial Services Authority Handbook Market Abuse Directive Instruments of Financial Services Authority CFA Study Session 1 Eva Hupkes, Journal of Business Law 2009 Regulation, self-regulation or co-regulation? Art A. Durnev and Amrita S. Nain, The Effectiveness of Insider Trading Regulation Around the Globe Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-85444664000948849472019-11-22T08:44:00.001-08:002019-11-22T08:44:07.047-08:00Analysis of Tyrells Potatio Chips businessAnalysis of Tyrells Potatio Chips business The team of the Tyrrell potato chips is very passionate about growing potatoes and turning them into delicious chips. Having travelled the world in the last nineties in search of the perfect potato chips production method and equipments. Therefore later on the equipment and methods were brought to Tyrrellââ¬â¢s court farm and launched a product that would be Britainââ¬â¢s best loved ââ¬Å"premiumâ⬠snack product. The main objective of the Tyrrellââ¬â¢s potato chips was to get closer to the customers. Therefore as a result Tyrrell potato chips developed a more sophisticated chip. He mainly cut the potatoes thicker so that it retained more potato flavor. Due to this the final product was very different from other products and therefore the customers were happy to pay a premium price for a superior quality and a better tasting product. Since the launch of Tyrrell potato chips in 2002, it has built over 4000 customers. They include independent retail customers and many pr estigious food retailers. Therefore Will Chase continues to evolve his dream and remain devoted to develop the Tyrrellââ¬â¢s brand using his Herefordshire farm. What advice would you offer Will Chase, the owner of ââ¬Å"Tyrrellââ¬â¢s chipsâ⬠, as to how to develop and grow its customer base amongst customers from higher social grades, without either changing or losing the perception of its product coming from a Herefordshire farmer. With reference to: http://en.wikipedia.org/wiki/Customer_base 2010 11:30am customer base is defined as: The customer base is the group of customer and/or consumers that a business serves. In the most situations, a large part of this group is made up of repeat customers with a high ratio of purchase over time. These customers are the main source of consumer spending. In many cases, the customer base is considered the businessââ¬â¢s target market, where customer behaviors are well understood through market research or past experience. All act ions the company takes would be through consideration of its customer base. Companies with a customer base consisting mainly of large companies may increase their customer base by pursuing small and mid-size companies Businesses in war zones may temporarily expand their customer base to include military personnel, but ongoing violence can drive away a local customer base. The advice offered by me to Will Chase will be based on three main points i.e.: Maintaining companyââ¬â¢s image Customer relationship management (CRM) Emphasis on core benefits of unique selling proposition (USP) Maintaining companyââ¬â¢s image means that whatever action is taken by the members of the company it should make sure it gives a rise to the companyââ¬â¢s name and not a fall. The companyââ¬â¢s image can be maintained by considering the 4pââ¬â¢s of marketing, the 4pââ¬â¢s of marketing are as follows: product, price, place and promotion. Customer relationship management (CRM) is the overal l process of building and maintaining profitable customer relationships by delivering superior customer value and satisfaction. Unique selling proposition (USP) is a marketing concept that was first proposed as a theory to explain a pattern among successful advertising campaigns of the early 1940s. It states that such campaigns made unique propositions to the customer and that this convinced them to switch brands. The term was invented by Rosser Reeves of Ted Bates & Company. Today the term is used in other fields or just casually to refer to any aspect of an. object that differentiates it from similar objects Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-46057548617603359322019-11-20T22:00:00.001-08:002019-11-20T22:00:03.207-08:00Lack of communication between students and academic advisors EssayLack of communication between students and academic advisors - Essay Example First, students are not assigned to ââ¬Ëindividual advisorsââ¬â¢; in other words, they keep on changing advisors as the course of their study progresses; hence, the problem crops up as a result of inconsistent communication. For sure, there are differences in advising strategies from one advisor to another so once a student is not being assigned to his or her individual advisor throughout the entire duration of the study, it only blurs the approaches that students will have to implement in their studies. Second is record keeping: the downside of having to be assigned to various teachers is the lack of constant communication and the disarray of record-keeping. As aforementioned, each advisor has varying counseling and advising strategies; and this only cause nothing but potential confusion on the part of the student. Because they are not assigned to a single advisor, chances are they are not going to develop a singular approach towards their study or research. And that is aside from the fact that they do not get to meet their advisor on a permanent basis. Lastly, the issues on policies whether to employ individual advising or one on one advising or not only exacerbate the situation: academic institutions should be able to address this concern once and for all. Lack of communication between students and advisors is a result of inconsistency of meetings between students and advisors. If we can get the students assigned to a single advisor throughout the entire duration of their study, then there is a greater chance that they will be able to complete their degrees; but again, the decision entirely depends on the policies of the schools. The above argument proves that each student should be given a separate student and not a horde of people who just care to get done with their work without much caring about the probable outcomes of their research. Coming to our main issue, dealing with the biased attitude towards students that are not assigned to individual ad visors. Coming to other questions which state that since this is such a small proportion of people so why such big enforcements are needed? The answer is that they are citizens too and thence it is their right to have everything that is destined for them. Though, this is agreed that there are laws for the disabled but how many people respect them? And how many universities; both private and state universities, follow the instructions laid down by the ADA act? So the duty falls upon the fellow students to minimize their biases and help push the implementation of policies that encourage assignment to individual advisors. Contentions on Policy Changes One particular reason as to why assigning students to individual advisors cannot be carried out is that the student to teacher ratio suggests it cannot be done. Well, that is if the intention is to assign one student per advisor and that is it. However, assignment of students to individual advisors should not be defined by claiming the en tire exclusivity of the advisor for the students advising needs for the entire duration of the study. The point is that students needs to have ââ¬Å" Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-10572166648813955122019-11-19T02:19:00.001-08:002019-11-19T02:19:02.796-08:00Consumption and convergence Essay Example | Topics and Well Written Essays - 750 wordsConsumption and convergence - Essay Example Consequently the concept now commands preponderance over format. The ensuing fusion of till now estranged media has finally made way for the virtual world that is far more interesting and tangible as compared to the utterly scattered version of reality offered by the analogous media. Murdock celebrates the advent of digitization by declaring that, ââ¬Å"This age of analogue communications is now coming to an end. It is giving way to a new media landscape based on digital technologies (2008: 35).â⬠Convergence is a natural and direct outcome of the homogenization of format made possible by digitization. Merriam-Webster dictionary defines ââ¬Ëconvergenceââ¬â¢ as, ââ¬Å"the merging of distinct technologies, industries or devices into a unified whole (2009).â⬠Hitherto the concept of convergence had certain negative connotations associated with it because of the fear of a possible concentration of power and the annihilation of diversity. Yet, the fact is that convergence is a direct response to the needs and preferences of the contemporary consumer who thrives in a scenario where the line between work and entertainment is very think and the enhanced access facilitated by the compatibility of variegated portals is in high demand. It will get really feasible to grasp this idea by pragmatically comparing two recent instances of media convergence i.e. PS3 and Nintendo WII videogame consoles. On November 11, 2006, Sony Entertainment officially released its much anticipated Play Station 3 (PS3) video console in Japan. This was followed by a US release on November 17, 2006 and then in Europe on March 23, 2007. The PS3 was not being marketed as just a video game console but as a home multimedia system. This is because the PS3 is packed with various technologies that can readily be consumed through other platforms. The PS3 console is manufactured with an inbuilt BLUE RAY disc Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-12696914084236246392019-11-16T14:50:00.001-08:002019-11-16T14:50:07.620-08:00The murders in Mary Shelleys Essay Example for Free The murders in Mary Shelleys Essay There were however, moments when his conscience surfaced often did my human nature turn with loathing from my occupation this obviously shows us that Frankenstein was not completely enthralled by his work and that he did have some of his morals intact. But eventually his true reasoning behind his experiments surfaces. Frankensteins whole intention was to play God and to create a creature different from humans. `A new species would bless me as its creator. This shows us that Frankenstein feels that by completing his experiments he could become almost God-like by holding the power of life and reviving the dead. This can also be seen through the title of the novel Frankenstein or The Modern Prometheus, as Prometheus stole fire from the Gods, Frankenstein stole creation from the Gods for the betterment of humanity. The stronger theme is that of discrimination to outsiders. The character of Frankenstein is not represented as evil. He is self-centred and single minded in his pursuit to create perfection and learn, the secrets of heaven and hell. He doesnt consider the implications of his hazardous research or believe that anything could possibly go wrong, his intentions he believed were good. Shocked at his failure and unable to accept his loss of control over his creation Frankenstein runs away from the problem. He is too vain to confess that what he has done is wrong and will not reveal his secrets to even his most loyal friend Clerval. He almost lives in a dream world, believing that he can become an architect of life and respected by all. Frankensteins ultimate weakness is his failure to admit failure. In this way Frankenstein could be held partly responsible, inevitably it was the monster that had killed. His killings were premeditated and targeted in who he was to kill, he did not kill to defend himself but to cause pain to Frankenstein. When the creature is first brought to life, he is confused; he is quick to develop an understanding of the sense of pain, heat, hunger and cold. He marvels and delights like a child at the sights and sounds of nature. He is puzzled by the beating that he receives from the villagers and resolves to keep his distance and observe them, hoping that he will discover why they drove him away. We can clearly see that there is no anger or desire for revenge at this stage, the creature delights in their beauty and happiness and shares their sorrows, when they were unhappy, I felt depressed, when they rejoiced, I sympathised in their joys i He has no evil intentions towards anyone or anything at this stage, he is still very innocent. This could have been a deliberate portrayal by Shelley to make the creation like a child, impressionable by society. However, when the monster tries to help others, he is rewarded not by acceptation into society but by physical abuse. When he is shot after trying to save a small girl he vowed eternal hatred and vengeance to all mankind i The monster showed no hatred to mankind until he was repeatedly rejected by society and even the De Lacey family who he thought he was close to abandoned him, as had his creator. In this way we can see that throughout the novel society rejects someone who is different, which meant the monster could not live like others, but in stead live an existence where he sought human companionship even though they rejected him. The monster says that his reasoning for his murders was, ` the barbarity of man. so Shelley is trying to show us that monster murdered because he was rejected by man. The monster says ` I am malicious because I am miserable because he was outcast from the world forever. So society is partially responsible for the murders. In conclusion we can see that the question, Who is responsible for the murders in Frankenstein? cannot be answered by placing the blame wholly onto one character. In fact Frankenstein, his creation and society as a whole played a part in the deaths. Although it may have been the monster who strangled William and murdered both Elizabeth and Clerval it was Frankensteins inability to admit to his faults that led to the death of Justine. As Frankenstein could not be bold enough to let other people know that it was not Justine who killed William but his creation. If Frankenstein had divulged his secret then they would know it was the monster who perpetrated the murders. Furthermore, if Frankenstein had told Clerval of the monster then Clerval may not have died, but this can be said for all the murders that occur in the novel. So it was the monster that killed not to defend himself but to have his revenge on a society who judged him not by his morals but by the way he looked. As can be said for our society today which contains many people who discriminate others because of sex, age or race. I feel that Victor is mainly responsible, he started an experiment to which he had given no thought and when he was not happy with the result he ran away hoping that it would pass over but it didnt. Even though he had numerous chances to admit to his failure it was only when it was too late that he confessed. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0tag:blogger.com,1999:blog-5156714817611503698.post-54339668995478314632019-11-14T03:22:00.001-08:002019-11-14T03:22:03.593-08:00Fission Or Fusion :: essays research papers Fission or Fusion I think that right now, fission is the only way that we can get more energy out of a nuclear reaction than we put in. First, the energy per fission is very large. In practical units, the fission of 1 kg (2.2 lb) of uranium-235 releases 18.7 million kilowatt-hours as heat. Second, the fission process initiated by the absorption of one neutron in uranium-235 releases about 2.5 neutrons, on the average, from the split nuclei. The neutrons released in this manner quickly cause the fission of two more atoms, thereby releasing four or more additional neutrons and initiating a self-sustaining series of nuclear fissions, or a chain reaction, which results in continuous release of nuclear energy. Naturally occurring uranium contains only 0.71 percent uranium-235; the remainder is the non-fissile isotope uranium-238. A mass of natural uranium by itself, no matter how large, cannot sustain a chain reaction because only the uranium-235 is easily fissionable. The probability that a fission neutron with an initial energy of about 1 MeV will induce fission is rather low, but can be increased by a factor of hundreds when the neutron is slowed down through a series of elastic collisions with light nuclei such as hydrogen, deuterium, or carbon. This fact is the basis for the design of practical energy-producing fission reactors. In December 1942 at the University of Chicago, the Italian physicist Enrico Fermi succeeded in producing the first nuclear chain reaction. This was done with an arrangement of natural uranium lumps distributed within a large stack of pure graphite, a form of carbon. In Fermi's "pile," or nuclear reactor, the graphite moderator served to slow the neutrons. Nuclear fusion was first achieved on earth in the early 1930s by bombarding a target containing deuterium, the mass-2 isotope of hydrogen, with high-energy deuterons in a cyclotron. To accelerate the deuteron beam a great deal of energy is required, most of which appeared as heat in the target. As a result, no net useful energy was produced. In the 1950s the first large-scale but uncontrolled release of fusion energy was demonstrated in the tests of thermonuclear weapons by the United States, the USSR, Great Britain, and France. This was such a brief and uncontrolled release that it could not be used for the production of electric power. In the fission reactions I discussed earlier, the neutron, which has no electric charge, can easily approach and react with a fissionable nucleus ,for example, uranium-235. In the typical fusion reaction, however, the reacting nuclei both have a positive electric charge, and the natural repulsion between them, called Coulomb repulsion, must be overcome before they can join. Kendrick Sosahttp://www.blogger.com/profile/02230695887621163500noreply@blogger.com0