Lizards Evolution From Snakes Essays - Snake, Lizard, Monitor

Reptiles Evolution From Snakes A huge number of years the planet was commanded by reptiles incredible and little. It was a spot administered by the laws of characteristic choice where the best way to endure was to have the option to protect yourself with what you had. It was a steady battle for food, haven, and matchless quality. It was about natural selection, in light of the fact that just on the off chance that you were most appropriate to your condition would you get an opportunity at living to repeat. At times adjusting to one's condition could make a totally different species through and through. During when dinosaurs strolled the earth littler reptiles must be innovative to protect their endurance. The dinosaurs, in light of their size where the domineering jerks of the earth. On the off chance that reptiles needed food they had to some how sneak around the huge dinosaurs so as to abstain from turning out to be food themselves. A types of reptile known as the Ear-less Monitor appeared to be very all around adjusted to neutralize this issue. Their eyes had a reasonable defensive focal point which permitted them to go into the water looking for food and sidestep the land wandering dinosaurs all together. One significant issue before long confronted the Ear-less Screens as they continued looking for sustenance. It appeared that the ocean staying animals had started to get on to the way that these reptiles were attacking their domain for food. The ocean tenants responded by imploring on the reptiles who came into the water to eat. After numerous passings adrift one keen little Ear-less Screen chose to attempt another methodology at acquiring food. This specific Screen was singled out by the entirety of different Monitors since he and his family had arms and legs that were shorter and littler than everybody else's. The would bother him and his family saying that their genetic stock had minimal hereditary variety. In any case, he didn't let that get him down. He figured that with his squat arms and legs that he could tunnel under ground to discover food. He utilized his reasonable defensive focal points over his eyes to keep out soil and shakes. He was certain that he could locate some tasty night crawlers and different things to take care of himself. It was like an everything you can eat buffet until the entirety of the other short equipped Monitors got the word. The short furnished Monitors lived cheerfully under ground while the remainder of the species rapidly ceased to exist. After some time hereditary changes happened which in the end left the Monitors without any appendages by any stretch of the imagination. They simply had long slim bodies which empowered them to tunnel effectively and rapidly. So as to disregard the torment that their precursors had been exposed to by the since quite a while ago outfitted Screens the gathering chose to be referred to starting there on as snakes. The snakes before long chose to give life on Earth's surface one more opportunity since now they were a lot faster than the dinosaurs who had eaten up the Monitors. They adjusted to their new condition rapidly with a leg-less method of headway. After some time they advanced and grew more safeguard components to turn into the Snakes we know them as today. A large number of years back the planet was overwhelmed by reptiles extraordinary and little. It was a spot managed by the laws of characteristic determination where the best way to endure was to have the option to guard yourself with what you had. It was a steady battle for food, safe house, and incomparability. It was about endurance of the fittest, in light of the fact that just on the off chance that you were most appropriate to your condition would you get an opportunity at living to recreate. Now and again adjusting to one's condition could make an entirely different animal groups through and through. During when dinosaurs strolled the earth littler reptiles must be inventive to safeguard their endurance. The dinosaurs, as a result of their size where the domineering jerks of the earth. In the event that reptiles needed food they had to some how sneak around the large dinosaurs so as to abstain from turning out to be food themselves. A types of reptile known as the Ear-less Screen appeared to be all around adjusted to check this issue. Their eyes had a clear defensive focal point, which permitted them to go into the water looking for food also, sidestep the land. Meandering dinosaurs all together. One significant issue soon confronted the Ear-less Monitors as they continued looking for sustenance. It appeared that the ocean staying animals had started to get on to the way that these reptiles were attacking their region for food. The ocean occupants responded by supplicating on the reptiles who came into the water to eat. After numerous

How can Ebola affect us Essay

Envision being detached from your own family and feeling uncertain with regards to whether you will ever observe them again. They would prefer not to come anyplace approach you, for you are a danger to their wellbeing. The main guests who come extremely close to you are outsiders in full on defensive apparatus. They would prefer not to uncover the scarcest piece of skin to you and you can't see anything other than their eyes. The world feelings of trepidation what you are and nobody needs to approach you. You realize demise is close, and you are isolated. You can see the heap of carcasses outside the wiry work window of your office, being scorched and tossed into mass graves, and you realize that you will before long be going along with them. This is the life of an Ebola casualty.. In the year 1976, Ebola moved out of its obscure concealing spot, and caused the demise of 280 out of the 318 individuals who got contaminated. That’s a 88% casualty rate. Dread grasped the people i n question, and tormented their brains. The individuals of Zaire held up outside facilities, temples and in their homes for a treatment of the unpleasant sickness, however there was no fix. They had to watch individuals kick the bucket, trusting that they would be spared from the vicious demise of the Ebola infection. From the time of 1976 till today, specialists have looked for root and fix of the infection. Researcher have done various examinations and examinations, yet nobody has had the option to locate the correct clarifications. There have been numerous others out breaks in the past however 2014/15’s episode has asserted a bigger number of lives than these different flare-ups together, with a stunning 8386 passing and checking. It has additionally spread between nations beginning in Guinea at that point spreading across land outskirts to Sierra Leone quieting 3,049 lives and Liberia causing 3,515 passings and to Nigeria causing 8 passings. It is accepted that the Ebolaâ virus may have at first been transmitte d to people from bats, and different types of shrub meat like monkeys ect.. from the wildernesses in focal Africa, I realize it must sount insane to you to hear that a few people eat monkeys yet In some remote zones of Africa it is a piece of their way of life and their lifestyle. In Africa’s Congo Basin, individuals eat an expected 5,000,000 tons of shrub meat every year. The explanation that bramble meat is so fatal is on the grounds that a few creatures generally bats, can be a host to explicit illnesses without being hurt, were as us people can't convey these ailments without getting tainted. At the point when an individual agreements Ebola they will begin to feel the side effects inside the following 2-21 days. The manifestations of Ebola are unmistakable and savage. If you somehow happened to contract Ebola, your experience would be terrible you would begin to get awful stomach torments, however it would simply be made look like a typical bug. after that they would then begin to intensify in torment until they would wake you up from your rest, which would be trailed by interminable heaving. Anything you gobbled would return up. These indications would proceed for a couple of days then you would begin to shed pounds at an outrageous rate. Chest agonies would now go with the stomach throbs, at this point you would be frail with for all intents and purposes no food in your body because of the regurgitating and your teeth would begin to drop out while you would build up a wicked rash and you would kick the bucket days after the fact after horrendous affliction. In any case, those are only the reactions of what’s truly occurring in your body. Ebola assaults each organ and the entirety of the tissue in the human body with the exception of the bones. You create blood clumps under the skin. Your organs go to mush and the under layers of your skin bite the dust and melt; this is the thing that causes the grisly bubbly careless. These things really happen to Ebola patients consistently. Ebola is an infectious ailment; this is the reason Ebola casualties must be kept contained in emergency clinics and treatment offices. With regards to transmission specialists take cleaning themselves subsequent to being in contact with a contaminated individual genuinely. Ebola is transmitted through the death of intensely liquids, which implies in the event that you get liquids from a contaminated person’s body onto your skin, you ought to be alright; yet we as people are continually scouring our eyes and eating with our hands so this implies we are as yet allowing the Ebola parasite to enter our body. Right now there is no fix or inoculation for Ebola. Examinations anyway are occurring to findâ a immunization utilizing antibodies of Ebola survivors. This is conceivable in light of the fact that like some other illness like little marks and the chicken pox, one you have endure Ebola u become invulnerable to it. Researchers are attempting to make sense of how to duplicate this into an inoculation. A great many people in the uk feel that they are totally sheltered from the illness, and right now yes they are. It is amazingly far-fetched that Ebola right now could arrive at the uk and spread quickly. Notwithstanding, every individual in West Africa, Sierra Leone, Liberia ect that gets tainted with Ebola gives it a chance to develop and transform, if not halted it will inevitably perhaps in the following year, possibly in the following 10 years become air conceived. This implies in any event, breathing close to an Ebola patient will give u the infection. When air conceived it will venture to the far corners of the planet and could calmly slaughter an enormous level of the earth’s populace. Counting you. I trust now you can perceive any reason why Ebola need stop be halted. A debt of gratitude is in order for tuning in

How to Write an APA Results Section

How to Write an APA Results Section Student Resources APA Style and Writing Print How to Write an APA Results Section By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on February 03, 2020 Verywell / Nusha Ashjaee More in Student Resources APA Style and Writing Study Guides and Tips Careers In This Article Table of Contents Expand Results and Claims Relevant Findings Summarize Tables and Figures Statistics Effect Sizes Additional Tips View All Back To Top The results section of an APA format paper summarizes the data that was collected and the statistical analyses that were performed. The goal of this section is to report the results without any type of subjective interpretation. Heres how to write a results section for an APA format psychology paper. The Results Should Justify Your Claims Report data in order to sufficiently justify your conclusions. Since youll be talking about your own interpretation of the results in the discussion section, you need to be sure that the information reported in the results section justifies your claims. As you write your discussion section, look back on your results section to ensure that all the data you need is there to fully support the conclusions you reach.   Dont Omit Relevant Findings Just as your results sections should sufficiently justify your claims, it should also provide an accurate look at what you found in your study. Be sure to mention all relevant information. If your hypothesis expected more statistically significant results, dont omit the findings if they failed to support your predictions.   Dont ignore negative results. Just because a result failed to support your hypothesis, it does not mean it is not important. Results that do not support your original hypothesis can be just as informative as results that do. Even if your study did not support your hypothesis, it does not mean that the conclusions you reach are not useful. Provide data about what you  found in your results sections, then save your interpretation for what such results might mean in the discussion section. While your study might not have supported your original predictions, your finding can provide important inspiration for future explorations into a topic. You might not have supported your hypothesis, but your findings may help you develop another hypothesis to explore in future studies. Summarize Your Results Do not include the raw data in the results section. Remember, you are summarizing the results, not reporting them in full detail. The results section should be a relatively brief overview of your findings, not a complete presentation of every single number and calculation. If you choose, you can create a supplemental online archive where other researchers can access the raw data if they choose to do so. Include Tables and Figures Your results section should include both text and illustrations. Presenting data in this way makes it easier for readers to quickly look at your results. Structure your results section around tables or figures that summarize the results of your statistical analysis. In many cases, the easiest way to accomplish this is to first create your tables and figures and then organize them in a logical way. Next, write the summary text to support your illustrative materials. Do not include tables and figures if you are not going to talk about them in the body text of your results section. Do not present the same data twice in your illustrative materials. If you have already presented some data in a table, do not present it again in a figure. If you have presented data in a figure, do not present it again in a table. Report Your Statistical Findings Always assume that your readers have a solid understanding of statistical concepts. Theres no need to explain what a t-test is or how a one-way ANOVA works; just report the results. Your responsibility is to report the results of your study, not to teach your readers how to analyze or interpret statistics. Include Effect Sizes The Publication Manual of the American Psychological Association recommends including effect sizes in your results section so that readers can appreciate the importance of your studys findings. More Tips for Writing a Results Section The results section should be written in the past tense.Focus on being concise and objective. You will have the opportunity to give your own interpretations of the results in the discussion section.Read more information on how to write a results section in APA format.Visit your library and read some journal articles that are on your topic. Pay attention to how the authors present the results of their research.If possible, take your paper to your schools writing lab for additional assistance. A Word From Verywell Remember, the results section of your paper is all about simply providing the data from your study. This section is often the shortest part of your paper, and in most cases, the most clinical. Be sure not to include any subjective interpretation of the results. Simply relay the data in the most objective and straightforward way possible. You can then provide your own analysis of what these results mean in the discussion section of your paper.

Economic Gaps Globalization A Real World View - 986 Words

Eric Novak Video Paper #1 Economic Gaps: Globalization-A Real World View The main sociological issue depicted in the video is globalization. Globalization deals with social changes that affect the world on an international scale. This is regarded as the most important social change of the 21st century because the entire world is connected and can communicate in a matter of seconds. This eases the flow of ideas, people, and material objects and allows a small change somewhere to spread and have far reaching effects. This video examines how globalization has unequal effects on the quality of life for different populations of people all around the world. The living situations for a citizen in Malawi is vastly different from that of a citizen living in Beverly Hills. A specific example of the how globalization was created and how it can having varying effects on populations is how the Europeans conquered America and extracted the resources by force. To the casual observer, globalization can be thou ght to have a positive impact on the entire world. This statement is definitely true for most of the developed countries, such as the United States of America. However, there are many countries that have suffered severe negative consequences as a product of globalization. For example, the â€Å"first globalization† occurred when Hernan Cortes conquered the Aztec Empire and exploited the local populations and African slaves to mine the silver reserves. China, the economic powerhouse atShow MoreRelatedGlobalization: An Ideology of Western Elitists? Essay examples1229 Words   |  5 PagesGlobalization, both as an ideology and process, has become the dominant political, economical and cultural force in the 21st century (Steger, 2002, 6). As a social and economic concept, globalization has its roots in neoliberalism which advocates: the primacy of economic growth, free trade to stimulate growth, a free market, individual choice, reduction of government regulation, and global soc ial development based on a western model (Steger, 2002, 9). Although globalization is not a new concept,Read Moreâ€Å"It’s a Flat World, After All† Analysis Essay699 Words   |  3 PagesIn Friedman’s â€Å"It’s a Flat World, After All†, Friedman in a trip Bangalore, India accidentally â€Å"encountered the flattening of the world†. The following paper will analyze â€Å"It’s a Flat World, After All† and the flattening of the world. To conclude the paper I will summarize my thoughts on the flattening of the world. According to Friedman globalization was classified into three time periods. Globalization 1.0 (1492 to 1800) was considered to shrink the world from large to medium due to countriesRead MoreAnalysis Of Friedman Friedman s The Forces That Flattened The World 1545 Words   |  7 Pagesforces that flattened the world: â€Å"The global competitive playing field was being leveled. The World was being flattened.† He describes how each force has affected the developed and developing countries. The concepts Friedman provides concerning the flattening and shrinking of the world seem to be accurately reflected in many aspects of our lives. The effects of globalization, whether positive or negative, are a daily career and personal reality most of us have to face. The world feels much smaller nowRead MoreIs Globalization Good for Workers? Definitions and Evidence from Latin America1118 Words   |  5 Pagesarguments and insights According to most economists, globalization is seen as a beneficial asset for workers, while on the other hand, various sociologists, anthropologists, and historians would beg to differ. Several data determines that even though globalization has increased average incomes in Latin America, the cases of employment quality still tend to be deteriorating. It is important to note the different dimensions of the effect globalization has caused and mechanisms that either benefit or harmRead MoreHow Globalisation has affected developing countries in the Asia - pacific region1609 Words   |  7 Pagesimportant trend occurring in the world economy is the process of globalization. Globalization is the progressive integration between national economies and the breaking down of barriers between trade and financial flows around the world, which will eventually lead to the emergence of a single world market. Globalization has affected many different nations in different ways, depending on their d egree of development and extent to which they are open to the flows of the world economy. China, which is oneRead MoreAn Analysis of Cultural Communication1120 Words   |  5 Pagescondense to create a blueprint for how communication has been infiltrating continents globally? It can be reiterated that given the diversification of political, socio-economic context, cultural issues have apparently been treated as the questionable point of global debate. It seems quite evident that other aspects of globalization or of localization are determined by the manifestation of culture. All in all, culture is bound to influence and have diverse effects on global communication in days toRead MoreCompare and Contrast the Current Era of Globalization with the First Age of Globalization (1850s-1920s). What Are the Advantages and Disadvantages of Globalization in Its Current Context?1720 Words   |  7 Pagescurrent era of globalization with the first age of globalization (1850s-1920s). What are t he advantages and disadvantages of globalization in its current context? Word count: 1530   Unit Coordinator: Dr Tony Ramsay I am going to contrast the current era of globalization with the first age of globalization in many different aspects, in the mean time analysis the merits and demerits of　globalization in its current context. John and Kenneth (2012, p. 28) find that the concept of globalization means theRead MoreInfluence that Created Globalization1626 Words   |  6 Pages Globalization is the result of... the integration among other countries involving the exchanges of goods, services, technology, information, culture and people as well. Globalization really began to take off as the demand for other countries products, goods and services to be traded with other regions around the world for their products and services rose significantly. In my opinion, the supply and demand principle has been a great influence in the result of globalization. The reason for thatRead MoreOn the Meaning of Globalization1827 Words   |  8 PagesOn the Meaning of Globalization The technological development that characterizes the past two decades has triggered a communicational enhancement around the globe. Interconnectedness between people is greater everyday; goods, services, money, and information are exchanged between the furthermost parts of the world. International travel and communication now represent ordinary aspects of life. This phenomenon is called globalization. The term entered common vocabulary in the 1980s and it grewRead MoreThe Meaning of Globalization Essay1811 Words   |  8 Pagesparts of the world. International travel and communication now represent ordinary aspects of life. This phenomenon is called globalization. The term entered common vocabulary in the 1980’s and it grew so popular that the economic, political and cultural background of today is now described as â€Å"The Era of Globalization.† However, this term needs to be thoroughly clarified as it means different things to different people. To some, it is a natural phenomenon of wide-spreading economic, social, and

Essay on Sleep Deprivation in America - 2096 Words

Sleep Deprivation in America Research indicates that America’s sleep problems have increased and might be the number one health problem. The average amount of sleep that people get per night can range anywhere from three to twelve hours. According to Dr. David Dinges at the University of Pennsylvania, it is a fact that people who get fewer than six hours of sleep a night do not live as long as people who get seven hours or more. Most people do not realize the importance of sleep or even realize that it is needed to survive. Many people experience sleep deprivation; however it is commonly seen in college students. Irregular sleeping patterns tend to occur in students, which can later lead to long-term effects.†¦show more content†¦This simply means that the body has a natural clock that runs it. The circadian timing system is no longer a twenty-four hour cycle, but it is just more of an individual timing system (Williams 111). As people have developed and changed, the system is no longer twenty-four hours, but it has become more personalized according to the individual. Circadian rhythms have a large impact on our sleeping patterns and if the system is changed, it can be the beginning cause of sleep deprivation. Many disorders and diseases can result from abnormal sleeping patterns that are triggered from sleep deprivation. The most common forms of sleep disorders include insomnia, sleep apnea, restless legs syndrome, and narcolepsy (NINDS 10). All of these sleep disorders begin from sleep deprivation and can be managed once they are diagnosed correctly. According to Urban, â€Å"Nervousness, dizziness, and sleeplessness may occur†, as a result of sleep deprivation (1). This proves that the slightest health changes can occur if sleep deprivation becomes a problem. According to NINDS, â€Å"The disorders and the resulting sleep deprivation interfere with work, driving, and social activities† (10). This shows that the effects of being sleep deprived can drastically change one’s everydayShow MoreRelatedStudents All Over America Are Suffering From Sleep Deprivation1078 Words   |  5 PagesAre you a student who has a school start time before 8:30 a.m.? Do you get tired during the school day because you did not get enough sleep? You are not alone. Students all over America are suffering from sleep deprivation. This is causing teens to do poorly in school and causes emotional and health issues. Most schools are restricted from having a later school start time because of extra-curricular activities including sports and marching band. But is this a valid sacrifice? School start times shouldRead MoreThe Dangers Of Lack Of Sleep Deprivation913 Words   |  4 Pagesof Lack of Sleep in Highschoolers Sleep deprivation in high school students is creating a long list of problems in their health and academic areas. Sleep deprivation has been linked to many different health effects, and a major cause of sleep deprivation in high schooler s is the start time of their first morning class. Many different studies have been conducted concerning start times in schools and the current time that schools begin classes, is wreaking havoc on student health. Sleep has been shownRead MoreThe Effects Of Sleep Deprivation On Sleep Disorders926 Words   |  4 PagesCommission on Sleep Disorders Research, â€Å"at least 40 million Americans suffer from chronic, long-term sleep disorders† (Sleep Disorders and Sleeping Problems†). There are several causes for the increase in lack of sleep or sleep deprivation; which include, using electronics late at night, using your bed for more than just sleeping, and anxiety. As a result of modern technology, there are many people who every now and then don’t sleep well, but there are several who experience what is called sleep deprivation:Read MoreThe Effects Of Sleep Deprivation On College Students Essay1319 Words   |  6 Pages Sleep deprivation is a frequent obstacle that many college students in America face. Insomnia in college students can have an immense impact on psychological and physical health, which greatly influence academic success. Research shows that 70% of college students qualify as sleep deprived. Sleep deprivation has also been linked with several diseases/disorders, including: depression, anxiety, and obesity. Our research question investigated how sleep deprivation in college students affectsRead MoreLack Of Sleep And Sleep Deprivation865 Words   |  4 PagesSleep is an essential, fundamental process that has been programmed in almost all life forms since the early development of birth. The importance and benefit s of sleep lies paramount in comparison to other functions we do as humans including eating! Some scientist even say that you will die from sleep deprivation before you will die from food deprivation because when a person sleep your body is still very much awake and undergoes numerous functions. When health functions like memory consolidationRead MoreThe Effects Of Sleep Deprivation On Children974 Words   |  4 PagesIntroduction 1. My opening/attention getting material is as follows: Sleep deprivation was a factor in some of the biggest disasters for example the 1979 nuclear accident at Three Mile Island, the massive Exxon oil spill, and the 1986 nuclear meltdown at Chernobyl. Sleep deprivation is affecting many Americans today especially college students. â€Å"A study in the Journal of Adolescent Health found that only 30 percent of students sleep at least eight hours a night, which is the average requirement forRead MoreSleep Deprivation And Sleep Disorders976 Words   |  4 Pagesbecome more about of society there has been a trend in people who are not getting a full night’s rest. According to the National Commission on Sleep Disorders Research, â€Å"at least 40 million Americans suffer from chronic, long-term sleep disorders† (Sleep Disorders and Sleeping Problems†). There are several causes for the increase in lack of sleep or sleep deprivation; which include, using electronics late at night, using your bed for more than just sleeping, and anxiety. As a result, of more American’sRead MoreThe Effects Of Sleep Deprivation On Sleep Disorders971 Words   |  4 Pagesbecome more about of society there has been a trend in people who are not getting a full night’s rest. According to the National Commission on Sleep Disorders Research, â€Å"at least 40 million Americans suffer from chronic, long-term sleep disorders† (Sleep Disorders and Sleeping Problems†). There are several causes for the increase in lack of sleep or sleep deprivation; which include, using electronics late at night, using your bed for more than just sleeping, and anxiety. As a result, of more American’sRead MoreSleep Deprivation Essay1250 Words   |  5 PagesSleep deprivation is defined as the situation or condition of suffering from lack of sleep. Sleep deprivation is super common now days. People begin at such a young age. Most people can recall the first time they wanted to stay up super late to watch television, or hang out with their friends at a sleep over. Kids are constantly seeing older sibling and parents staying up and choosing other things over sleep. They’re taught at such a young age that sleep deprivation is an okay thing to do. We aren’tRead MoreSleep Deprivation And Its Effects On Society1443 Words   |  6 PagesIntroduction Very nearly everybody encounters sleep deprivation occasionally, which is a developing issue, can influences a huge number of individuals on the planet particularly found in ladies, and more established. Additionally individuals who are separated or widowed have a more noteworthy chance than the individuals who are hitched to be casualties of sleep deprivation. A sleeping disorder originates from the Latin words for no slumber, which can be characterized as a reason or evident multifaceted

Semiotic Analysis Free Essays

2012 Unit Profile Unit Code Unit Title Provider Unit Type Level of Study EFTSL Delivery Method SGY110 Australian and Global Society Macquarie University UGRD Undergraduate Level 1 0. 125 Fully Online Unit Overview Commence your studies of society by learning about the sociological framework and establish skills for life. You will be introduced to many of the ways in which sociologists think about the most intimate aspects of life – such as sexuality, the family and gender – as well as to larger and often impersonal structural features, such as social class, the labour market and social policy. We will write a custom essay sample on Semiotic Analysis or any similar topic only for you Order Now You will also have the opportunity to use social research techniques such as interviews and observation in the real world, as well as to uncover the secrets often hidden in other sources of information and data. Topics 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. What is sociology? History of sociology and key ideas What is a social fact? Australian families Gender, language and domination The life course – growing up in the 21st century Religion and social change Media, race and ethnicity Class and inequality Work, employment and society Crime and society Globalisation: the world as social context Learning Outcomes At the completion of this unit students will: 1. be familiar with the key sociological concepts as they are applied to the study of Australian society 2. be aware of existing patterns of social structure and the processes and nature of change currently taking place 3. ave developed a broad understanding of the nature and methods of social science 4. be able to use basic social research skills to undertake some types of original, primary research under supervision. Page 1 2012 Unit Profile Assessment – Non-Invigilated Exam – Take Home Exam (30%) Online Discussion (15%) Report1 – Investigative Report (40%) Report2 – Thematic Activity Report (15%) Textbooks Prerequisites Spe cial Requirements This unit does not have a prescribed textbook(s). – Broadband access Page 2 How to cite Semiotic Analysis, Essay examples

How does Shakespeare create tension in Act 1 Scene 5 Essay Example For Students

How does Shakespeare create tension in Act 1 Scene 5 Essay This coursework will concentrate on Act 1:5 of one of Shakespeares most famous plays Romeo and Juliet. It will go in to detail on how Shakespeare creates interest and tension in the scene. This scene is a vital scene in the play as it is the first time Romeo and Juliet set eyes upon each other. It is also an interesting scene as Romeo, a Montague, goes to a Capulet party. All this helps to keep the audience engaged and curious to know what happens next. There are many clever ways Shakespeare creates tension and all are different to build up interest in different ways All throughout the play and especially in this scene there are links of love and fate, all going back to the premonition and Prologue. This reflects upon the era and the setting of the play keeping in mind all the traditions that used to go on at that time. The following piece of writing will go in to detail to show the understanding of the scene and the effects of the context in the play. Romeos love for Rosaline makes him want to attend the feast because he knows Rosaline is going to be there. We know this, as before in the play Benvolio says to Romeo At this same ancient feast of Capulets, sups the fair Rosaline. This creates suspense, as we want to find out whether Romeo meets Rosaline or not. Capulet hosts the feast and Romeo is a Montague, so he could get into serious trouble for attending the feast. This creates a lot of tension in the scene as Romeo could get caught any moment in the feast. The prologue outlines the enmity between the two households by saying ancient grudge. This shows that it is a quarrel that has been going on for very long so Romeo getting caught would be a news-breaking incident. As Romeo knows that this is a Capulet ball he wears a mask to hide his face. This creates the suspense of secrecy and on the other hand the fear of being revealed. The mask also highlights the time of the play, as masked balls would have been quite popular and important at that time. It was traditional in the Elizabethan times, which was when the play was written. From the prologue we know that Romeo and Juliet are destined to meet as they are described as a pair of star-crossd lovers. Fate and destiny plays an important role throughout the play and especially in this scene as lots of people believed in God at this time and believed that everything was destined to be. As Romeo has gone to the ball to see Rosaline there is a lot of suspense of how Romeo and Juliet will meet and when they will meet. When Romeo catches first sight of Juliet he immediately falls in love with her as he describes her as a rich jewel in Ethiops ear, which shows the contrast of her beauty. This creates suspense as the audience start to wonder whether Romeo has forgotten Rosaline or not. At this moment Romeo seems to forget everything and only focuses on Juliet. As soon as Tybalt sees Romeo he is no longer hidden from his identity. This causes tension as this intrigues the audience and they are expecting the worse to happen because they are from rival families. Tybalt has been bought up to hate Montagues and his hate for them is very deep as he says as I hate hell, all Montagues and thee, previously in the play which shows how much he hates Montagues. Therefore Tybalt gets very angry and shows his rage by what he says. He uses the word villain to describe Romeo, where as Romeo hasnt even done anything wrong or caused any harm or trouble. He wants to throw Romeo out as he says Ill not endure him. .ube1bf8b0987a5eabdde8950c140db042 , .ube1bf8b0987a5eabdde8950c140db042 .postImageUrl , .ube1bf8b0987a5eabdde8950c140db042 .centered-text-area { min-height: 80px; position: relative; } .ube1bf8b0987a5eabdde8950c140db042 , .ube1bf8b0987a5eabdde8950c140db042:hover , .ube1bf8b0987a5eabdde8950c140db042:visited , .ube1bf8b0987a5eabdde8950c140db042:active { border:0!important; } .ube1bf8b0987a5eabdde8950c140db042 .clearfix:after { content: ""; display: table; clear: both; } .ube1bf8b0987a5eabdde8950c140db042 { 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; } .ube1bf8b0987a5eabdde8950c140db042:active , .ube1bf8b0987a5eabdde8950c140db042:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ube1bf8b0987a5eabdde8950c140db042 .centered-text-area { width: 100%; position: relative ; } .ube1bf8b0987a5eabdde8950c140db042 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ube1bf8b0987a5eabdde8950c140db042 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ube1bf8b0987a5eabdde8950c140db042 .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; } .ube1bf8b0987a5eabdde8950c140db042:hover .ctaButton { background-color: #34495E!important; } .ube1bf8b0987a5eabdde8950c140db042 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ube1bf8b0987a5eabdde8950c140db042 .ube1bf8b0987a5eabdde8950c140db042-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ube1bf8b0987a5eabdde8950c140db042:after { content: ""; display: block; clear: both; } READ: Do not go Gentle into that good nigh EssayOn the other hand Capulet stays calm and says good things about Romeo like Verona brags of him. This difference is important and shows how Tybalt makes the mood of the scene tense and full of anger where as Capulet tries to calm it down. Capulet wants to maintain his respect and dignity and does not want to cause a scene at his ball. He is also a high status character and wants to keep his pride. This is because his status would have been very important to him and a slight mistake could ruin his reputation. More tension is created when Tybalt swears to get revenge as he says Now seeming sweet convert to bitterest gall. This shows the contrast of love and hate as sweet and sour. This creates a lot of suspense, as we know that Tybalt is going to take revenge but we do not when and how. When Romeo and Juliet talk for the first time the mood of the scene turns away from tension and goes towards love. Romeo and Juliet finish off each others line for the iambic pentameter to show closeness. Religion is also mentioned a lot between them to show how important it was to them. Juliet says you kiss by the book, this metaphor shows stronger love and shows what Juliet thinks of Romeos kiss because the play is believed to be written around 1595 when there was no TV etc around. So this means that everyone read books and they were seen as important as it was one way out of very few of getting information or being entertained. An example of a book is the bible, which was very important at that time as everyone was very religious and saw the book as guidance, this also links back to religion. Dramatic irony causes suspense, as we know that they are from rival families but Romeo and Juliet do not. Later Romeo finds out from the nurse. The nurse plays an important role, as she is the one who reveals the truth about their enmity. At the end Juliet says My grave is like to be my wedding-bed. This takes us back to the premonition where Romeo says By some vile forfeit of untimely death this causes tension, as the audience want to know how they die and who dies first or do they die together. When Romeo and Juliet find out that they are enemies it makes the scene tense as it makes you wonder if they will be able to meet again. Conclusion Overall this scene is very important because it is the first meeting of Romeo and Juliet. Due to all the things that happen in this scene tension is created and builds up to keep the audience engaged. It leaves the audience wondering what will happen next if they will ever meet again and how do they die, as they know that death takes place from the prologue as there love is described as Death Marked Love. We know that time is running out for them.

20150616 750 Disc2 Essay examples

20150616 750 Disc2 Essay examples 20150616 750 Disc2 Essay examples Read Ch 3 & 4 of your Text: Organization Development and Change- Cummings & Worley. Answer the following questions. Explain your answers with specific examples from work and personal experiences. Connect your answers to the readings from your text. 1) What is your personal definition of OD? Organizational development is a research practice dedicated to developing systematic changes through data collection in an organization to improve performance. Organizational development studies behaviors and norms and creates plans to change ineffective standards and expand knowledge in ways that can produce evidentiary-based improvements. 2) In what ways do the definition(s) of OD as described in your text apply to your experiences and definition of OD? Explain. In my department there tends to be a lot of internal consulting, employees working from within assessing processes and behaviors to continuously improve process flow and organizational standards. As interruptions to processes occur, a review process is created to study, plan and change flows that aren’t working optimally. The following definition speaks to my understanding of organizational development within my organization. â€Å"Organizational development refers to a long-range effort to improve an organization’s problem-solving capabilities and its ability to cope with changes in its external environment with the help of external or internal behavioral-scientist consultants, or change agents, as they are sometimes called (French).† A current push is to improve process documentation throughout our department. We found that we are really underprepared when individuals retire or leave the department and that their knowledge base is leaving with them. This is a change that will always need to be monitored and reviewed as processes and systems continue to change. 3) What needs to be added or changed to the definition in regard to your experience and/or industry? Explain. I think that an element of flexibility needs to be added into the definition. Perhaps flexibility creates a looseness that is undesirable but it seems that as soon as we hone a process or

MP3s the wav of the future essays

MP3s the wav of the future essays If you're a big "net junkie" you may have noticed that many sites are offering files called MP3s. Just what is an MP3 you may ask? MP3 is the shortened, more popular name for the Mpeg Layer 3 file compression format. MP3s are highly compressed sound files. While the Mpeg compression format has been out for awhile now, the Mpeg Layer 3 has compressed these sound files so greatly that they are now being widely distributed, and are just now making it into the public eye. MP3 compression has been a major contribution to how people distribute music. This high compression, "...1/10 of the original dat file's size." , brings "CD quality music at bit rates ranging from 128 to 384 KB/sec." Distinguishing an MP3 file encoded at these high bit-rates from a real CD, is nearly impossible for the un-aided ear. MPEG compression is also used in the encoding of movies for digital media. To better explain just what MPEG compression does, I will quote Stephen A. Booth from his article How Compression Works. "In a movie, for example, a vast expanse of blue sky needn't be encoded bit for bit; identical pixels in the scene are mapped and bit-coded to repeat, while only differences need be registered uniquely." What makes MP3s such a major break-through is the fact that you don't need any high-tech equipment to create and play them. All that is needed is a computer, and special software which can be downloaded from the internet. The music industry has the most to gain from the MP3 compression format. MP3s will greatly increase the distribution of music samples, one of the leading ways that music companies increase their profit margins with. MP3s are so greatly compressed that low-bandwidth users browsing the internet from home can download music samples quickly. This will greatly increase the reach of the music industry and convince more people to buy music from them. The web site known as GoodNoise has already jumped on this chance t ...

Implementation plan Case Study Example | Topics and Well Written Essays - 500 words

Implementation plan - Case Study Example In an effort to ensure efficiency, effective project planning is a critical step in the implementation of any project. This involves the definition of tasks for the market, planning, and development teams (Pfeiffer, 2008). Market research was the first main task, which sought to outline the opportunities and the potential challenges in the Qatar market. This is a critical step because businesses need to understand a foreign market well before venturing into its opportunities. After successful market research, the definition of the specifications, which involves the identification of target customers as well as the distribution channels followed. These two tasks are the responsibilities of the marketing team, and marked the first milestone after five weeks. The next steps involved the design of a website and extensive project planning. Project planning in this case involved budget and export planning. The completion of these tasks marked the achievement of the second milestone, which happened in four weeks. The development team was involved in the launching of the product. In the first two weeks, the initial launching was conducted, which was accompanied by rigorous promotional activities. After the in itial launch, the VOSS premium product was then fully launched into different distribution channels that targeted top hotels and restaurants. This marked the third and most important milestone in launching the VOSS brand in Qatar, and took about five weeks. After the full launch, the teams indulged in assessment of the product performance within different distribution channels. Moreover, the product was actively monitored and customer feedback sought by the marketing team (Lodato, 2008). The last three weeks of the project involved analysis of the customer feedback to gain information that would be used in improving the product distribution in Qatar. Pfeiffer, E. (2008). VOSS Water and Retail Expansion:Implications for a

The future of helthcare depends on the role of nurses Research Paper

The future of helthcare depends on the role of nurses - Research Paper Example The United Nation targets to have a transformed health system by 2015. Nurses contribute to the emotional, psychological, physical, and social being of people seeking medical attention and the society. Strategies in the health sector run in hierarchy from the policy makers, to the practitioners and then to the public. Nurses and midwives are the last practitioners in the hierarchy and next to the patients. This position makes their role very critical. Whether health care will improve in society is dependent on the responsibility of all individuals in the hierarchy. However, nurses and midwives, being the majority and considering their position in the hierarchy, are the main determinants of the effects of change felt on the ground (Ogilvie and Sare, 2010). An analysis of the contribution of nurses to the future of health care is necessary. According to the global development goals set for achievement by 2015, there is a target to reduce child mortality, which is rampant in some region s of the world. Many of the strategies in place touch on the responsibility of nurses in provision of primary health care. The UN summit stipulated that the cause of most of these deaths was malaria, diarrhea, and malnutrition. The public needs education on how to handle these key causes of death of children under then age of five. In the hospital setting, the nurses play the most crucial role in prevention of child mortality (Barclay, 2010). Nurses offering pediatric care should be more aware and offer relevant advice to mothers on proper nutrition and basic hygiene. Nurses also partake in the distribution of nets in the prevention of malaria and offer advice on frequent treatment of the nets to the public (Sines, Saunders, and Janice, 2009). Without the efficiency of nurses, it is difficult to achieve this millennium goal. In order to achieve the development goal of ensuring maternal health care in all societies, it is the responsibility of nurses and midwives to provide the prima ry care to ensure that mothers no longer die from hemorrhage, infection, obstructed labor, and hypertensive pregnancies. Nurses specializing in midwifery are of key contribution to promoting maternal health. It is essential to ensure that they are qualified and are competitive for improved maternal health to become a reality. Nurses should provide quality prenatal and postnatal care comprehensively in the societies they are working in realizing that their roles are very important (Ball, 2000). HIV effects have increased in the recent past. This increase has forced leaders in the health sector to work tirelessly to reduce cases of new infections. Further, they aim at maximizing the care of people living with HIV to lengthen their lives. There are several fields in addressing the HIV epidemic. The first is prevention of the disease, which involves educating the public on modes of transmission and potential strategies in prevention. This is a responsibility of nurses assigned to volunt ary counseling and testing centers. In addition, nurses are involved in the testing process and the crucial responsibility of post testing counseling. Scholars denote that nurses go a mile further to motivate and encourage HIV patients for them to undergo behavioral and attitude change. They also administer advanced care to patients who are in the final stages of the disease. Additionally, nurses do not relent as they advise relatives of patients on home based care to HIV patients.

As Predictors of Implicit Leadership Theories

As Predictors of Implicit Leadership Theories This study seeks to investigate how employed individuals form Implicit Leadership Theories (ILTs), or personal assumptions about the characteristics of a business leader. The existing literature consistently explains that employed individuals, through socialization and past experiences with leaders, develop ILTs. However, such studies have neglected to examine directly how ones past leaders have affected the formation process, therefore leading to a hypothesis examining this formation process. As a competing hypothesis, subordinates personalities will also be assessed on the extent to which subordinates form ILTs congruent with their own personality and how having a leadership self-image affects this relationship. Lastly, it is also predicted that subordinates share a common element when assessing ILTs, such that they will rate participative leadership behaviors higher than any other leadership behaviors. Personality and Past Experiences As Predictors of Implicit Leadership Theories Introduction Employees perceptions, prior expectations, and cognitive prototypes regarding the leadership process have dominated part of the leadership literature (Foti Lord, 1987; Kenney, Schwartz-Kenney, Blascovich, 1996; Larson, 1982; Lord Maher, 1993). Based on such literature, it has been determined that working individuals, through socialization and past experiences with leaders, develop Implicit Leadership Theories (ILTs), or personal assumptions about the traits and abilities that characterize an ideal business leader (Epitropaki Martin, 2004 PAGE NUMBER). ILTs stem from cognitive structures, or schemas, that specify traits and behaviors that followers believe an ideal leader should exhibit. They are stored in the memory, and when followers interact with a person in a leadership position, such schemas become stimulated (Kenney et al., 1996). These leadership schemas provide organizational members with a cognitive basis for understanding and responding to supervisor behavior, and they are essential elements of organizational sense-making (Poole, Gioia, Gray, 1989; Weick, 1995). The potential role of ILTs within organizational settings has been highlighted in the literature (Bass Avolio, 1989; Epitropaki Martin, 2004; Lord Maher, 1993; Offermann, Kennedy, Wirtz, 1994). Implicit leadership theories have been represented as a recognition-based approach to leadership (Lord, 1985). Based on this approach, employees compare their implicit leadership theories with their leaders traits and behaviors (Calder, 1977). This matching process is expected to form the impressions employees hold for their leaders. Each individual develops a unique schema (which is sometimes referred to as a prototype) on what traits and behaviors constitute an ideal leader, specifically in the business world. A prototype is an abstract conception of the most representative member or most widely shared features of a given cognitive category (Phillips, 1984, p. 126). These leadership prototypes are said to be formed through exposure to social events, interpersonal interactions, and prior experiences with leaders (Epitropaki Martin, 2004). Therefore, the general definition of ILTs has led to the belief that past experiences predict the formation of such theories. Such prototypes are formed by role schemas (or normative expectations) that allow followers to understand and interpret leaders traits and behaviors (Calder, 1977). As such, it is proposed that leadership is a common label applied to the traits and behaviors congruent with the observers ILTs. When a person exhibits potential leadership characteristics (as defined by the ILT), subordinates assess the potential leader for distinctiveness (as in distinct leadership attributes and behaviors) regarding that behavior (Calder, 1977). If the behavior is distinguishable from the behaviors of other group members, then leadership may be attributed to the person. Similarly, it has been suggested that the perception of leadership involves the activation of a leader category (Phillips Lord, 1981). As such, a persons attributes and/or behaviors are compared to prototypical leader characteristics, activating the leader category if there is a match between attributes and the prototypical attributes and behaviors. In this regard, Lord and his associates (e.g., Lord, 1985; Lord Maher, 1993; Phillips Lord, 1981) have contributed to the ILT field. On the basis of Roschs (1978) theory of cognitive categorization, such literature suggested a categorization theory to leadership and argued that leadership perceptions form a number of hierarchically organized schemas or cognitive categories, each of which is represented by a set of prototypes. Additionally, once a person is categorized as a leader, the activated leader prototype causes followers to selectively attend to, encode, and retrieve schema-consistent information and to provide consistent information where such information does not exist (Phillips Lord, 1981 cited in Kenney, Blascovich, Shaver, p.411). Moreover, Lord and others (Lord et al., 1984; Phillips Lord, 1982) have found that people use categories to differentiate between leaders and non-leaders and between effective and ineffective leaders, which seems essential to the formation of ILTs. Other cognitive categorization theories (e.g., Barsalou, 1985; Smith Medin, 1981) however, argue that classification occurs as observers compare stimuli with ideals or specific examples stored in memory. An ideal includes characteristics that category members should exhibit if they are to serve as a representative to the category (Barsalou, 1985). As such, a category members prototypicality increases with its similarity to the categorys ideal. Therefore, in some cases, categories may be organized around ideal prototypes rather than typical prototypes. For example, a follower might judge a leader based on an ideal notion (ILT) when evaluating whether a leader is worthy of influence (Barsalou, 1985). Similarly, the closer the stimulus is to a categorys ideal, or the more category exemplars the stimulus resembles, the more likely the observer will classify the stimulus as a member of that category (Kenney, Schwartz-Kenney, Blascovich, 1996). In this example, the category is a leader w ho is worthy of influence. It has also been argued that there is a possible feedback loop between employees categorization of a supervisor as congruent to the implicit leadership profile and their perceptions of the supervisors behavior (Lord Maher, 1993). Leadership categorization processes can have an influence on perceptions of actual leader behavior, but they are also likely to be affected by a persons general day-to-day experiences with a manager. It might be through their exposure to their actual leaders behaviors that employees engage in a categorization process and make active comparison between their actual supervisor and the implicit profile stored in memory. Furthermore, perceivers may then rely on existing categorizations and evaluations of congruence to further simplify the processes required to recognize leadership in others. Once someone is categorized as close or distant to a perceivers ILTs, the relevant leadership schema generates further assumptions about the persons behavior, affecting per ceptions of that behavior. Additionally, once people attach a label to an object, person, or event, this process of categorization guides how they interpret much of the subsequent information they encounter concerning that object, person, or event. Over time, this additional information tends to strengthen the original categorization (Lord Maher, 1993). Measure of ILTs and Effects on Validity To date, there is no single and widely accepted measure of implicit leadership theories. Several researchers have developed independent lists of traits to measure ILTs, but such lists are rarely replicated in other research, and they often use different clusters of traits. However, attributes such as intelligent, honest, dynamic, and motivated seem to exist in all the lists elicited, and a distinction between positive (prototypic) and negative (anitprototypic) traits has been made by most researchers (Epitropaki Martin, 2004; Offermann, Kennedy, Wirtz, 1994). In addition, ILT trait lists can be fairly long, as in Lord et al.s (1984) scale of 59 items, the Schein Descriptive Indexs (SDI; Schein, 1973) 92 item scale, and Offermann et al.s (1994) scale of 41 items (Epitropaki Martin, 2004). Other scales include the Campbell Leadership Indicator (CLI; Campbell, 1991), Kenney et al.s (1996) Leaders Described as Worthy of Influence, and House et al.s (1999) Culturally Endorsed Implicit Leadership Theories (CILTs). It is important to note here that leadership instruments as a whole have used both traits and behaviors to measure the construct. Specifically, the trait approach emphasizes attributes of leaders such as personality, motives, values, and skills, whereas the behavior approach emphasizes the importance of what leaders actually do (e.g., activities, responsibilities, functions, etc.; Yukl, 2002.). However, behavioral theories are often considered a stronger approach in leadership literature, and thus will be the approach taken in the present study. Specifically, a meta-analysis examining the Ohio State leadership behaviors of Consideration and Initiating Structure dimensions illustrated important support for the validity of Initiating Structure and Consideration in leadership research (Judge, Piccolo, Ilies, 2004). Generalizability of ILTs A variety of individual difference variables have been considered as potentially being related to ILTs. The present study primarily examines personality as individual differences in relation to ILTs. If individual differences do not affect ILTs, then the ILTs would be generalizable across different groups of people. Such generalizability has been examined in relation to some groups of people, including gender, type of role or job, and culture. However, the generalizability of ILTs is supported by contradictory evidence. Generalizability findings have mainly focused on the areas of consistency across gender (Deal Stevenson, 1998; Offermann et al., 1994), consistency from students to professional samples (Offermann et al., 1994), and consistencies across cultures (Bryman, 1987; House et al., 1999). All three areas are generally supported across the generalizability studies, as findings support claims that ILTs remain unaffected by individual and contextual differences, and the degree to which employees resort to categorical thinking and use ILTs as a map to evaluate their actual supervisors behavior does not vary as a function of context or individual differences (Epitropaki Martin, 2005). However, other findings argue that some variations do exist. For example, even though men and women have similar perceptions of prototypic leaders, men rated traits such as aggressive, competitive, and feelings not easily hurt higher than women did, and women rated traits such as being aware of others feelings, helpful, and self-confident higher than men did (Deal Stevenson, 1998). In other words, one groups ILT is not necessarily the same as another groups. In addition, there is much discrepancy in ILT ratings in the cross-cultural literature on leadership. For instance, Gerstner (1994) compared leadership prototypes of a business leader across several countries using an attribute-rating task. Results indicated that there are reliable differences in the prototypical leadership perceptions of members from the various countries sampled. Such findings were built upon other literatures asserting that perception is not solely an innate, physiological function of the cognitive process, but is also a subjective process reflecting the self, including cultural background (Markus Kitayama, 1991). Likewise, it was also previously found that characteristic traits of a leader in one culture may be very different from prototypical traits in another culture (Shaw, 1990). Additionally, Hofstede (1976) has proposed that the more similar two individuals are in terms of nationality, the more likely they are to perceive their social environment similarly. Overall, therefore, the generalizability claims of ILTs appear inconclusive, but pertinent information may be lacking. As such, further investigation should be undertaken. Additionally, other hypotheses by Eptriopaki and Martin (2005) examined the degree to which people use ILTs as a benchmark to make sense of their supervisors behavior, and suggested that it might change as a function of context. For instance, a limited capacity model has been applied to leadership perceptions and leader behavior ratings (Epitrokpaki Martin, 2005; Lord Maher, 1990). This model acknowledges peoples limited memory capacity and their reliance on general cognitive simplification mechanisms (such as ILTs), particularly in conditions of high cognitive load. Furthermore, it was also proposed that employees in jobs of high demand will rely more on their ILTs to rate the quality of the leader-member exchange (LMX) relationship they develop with their manager (Epitropaki Martin, 2005). It was further proposed that employees in exchanges of short duration would rely more on their ILTs to rate the quality of the relationship they develop with their supervisors than those in ex changes of long durations. Such variations have not been examined further, and there is still a clear need for future examination of all demographical variables. When considering the formation of ILTs, the present proposal will hold cultural differences constant, as only U.S. residents will serve as participants. Ethnicity and gender differences will be controlled. As described above, the definition and illustration of ILTs often refers to past experiences playing a role in the formation of such theories. However, studies have neglected to examine directly how ones past leaders have affected the formation process. The first hypothesis in the present study attempts to explain how the role of past experiences affects the ILT formation process by examining ratings of subordinates most and least effective leaders. Therefore, the following is hypothesized about the effects of experience on predicting implicit leadership theories: Hypothesis 1: Subordinates past experiences with various types of leaders will predict their implicit leadership theories. ILTs will be more strongly related to descriptions of ones most effective leader than to descriptions of ones least effective leader. The Formation of ILTs Expanded: The Effects of Personality The present study also examines how ILTs could be formed by personality. Historically, results of investigations relating personality traits to leadership have been inconsistent and often disappointing. Most reviews of the literature have concluded that the trait approach has fallen out of favor among leadership researchers. The original source of skepticism with the trait approach is often attributed to Stogdills (1948) influential review. Although Stogdill did find some consistent relations, he concluded, The findings suggest that leadership is not a matter of passive status or of the mere possession of some combination of traits (Stogdill, 1948, p. 66). As Bass (1990) noted, after Stogdills (1948) review, situation-specific analyses took over, in fact, dominating the field of leadership theory and research (p. 59). Many attempts have examined the personality traits in effective leaders (Hogan, 1994; Judge Bono, 2000; Tett Burnett, 2003), but the definition of what comprises an e ffective leader may be partly responsible for theory abandonment. Perhaps this is because there are unique differences among individuals personalities, it seems likely that individuals implicit leadership theories, or their expectations of an effective leader, will be differ from person to person, and these differences could be related to personality of the person whose ILT is examined. The ILTs approach reflects a resurgence of interest in leadership traits, but the emphasis is now placed on the perceptual processes underlying the conceptualization of leadership. When defining ideal leadership, it is important to remember that ones personality may affect what behaviors he or she thinks are most effective for leading others (Cucina, Vasilopoulos, Sehgal, 2005). A similar case has already been argued for the role that supervisors implicit theories play on performance appraisals (Borman, 1987; Cronbach, 1955; Uggerslev Sulsky, 2008). For instance, it has been found that raters often use their own distinctive dimensions to evaluate the performance of their employees (Borman, 1987). Such evidence has led to the implementation of frame-of-reference (FOR) training, or a training program that helps raters hold a common understanding of how to rate an organizations performance dimensions. FOR training has been shown to help increase the accuracy of performance ratings, thereby countering the effects of supervisors implicit theories of performance. Therefore, if it has been found that supervisors have implicit theories based on their own personal performance ideology, it only seems logical that subordinates could too have their own personal theories on the performance of leaders. Social Perceptions based on Similarity Some of the ILT literature has suggested that implicit theories can provide stability to dyadic relationships when they fulfill a similarity paradigm (Epitropaki Martin, 2001; Turban et al., 1990). For instance, the similarity-attraction paradigm (Byrne, 1971) states that similarity between individuals with regard to personal attributes or other characteristics is linearly related to interpersonal attraction, such that similarity gives rise to attraction while dissimilarity engenders repulsion. In the context of outcomes, it has been argued that interpersonal attraction fosters supervisor-subordinate compatibility and in turn, performance. For instance, the resulting interpersonal connection encourages accurate perception of supervisor performance expectations and, consequently, improved subordinate performance (Deluga, 1998). In addition, there is evidence that perceptions of similarity, both in a general sense (Wexley Pulakos, 1983) and with regard to specific attributes such as demographic characteristics (Epitropaki Martin, 2001), attitudes (Phillips Bedeian, 1994), values (Ashkanasy OConnor, 1997), competence (Kim Organ, 1982) and personality traits (Bauer Green, 1996; Keller, 1999), have been associated with perceptions of leader-member exchange quality. Moreover, it has been found that subordinates who regard themselves as being similar to their supervisors communicate more with them, and are rated as higher performers than those who do not (Turban et al., 1990). This may describe the previously mentioned gender differences found in terms of individual ratings on effective leader attributes. Other relationships, like mentorships, have also evidenced success based on attraction due to the similarity of race and gender, and perceived similarity of beliefs and attitudes (Turban, Dougherty, Lee, 2001). Overall, perceived similarity in a dyad (such as a supervisor-subordinate pair) is often related to favorable or pleasurable outcomes. Social Perceptions and Self-Serving Biases Individuals often believe that what they do, or how they contribute at work, is important. For instance, literature on positive self-illusions suggests that individuals may prefer leaders similar to the self, because such individuals tend to hold unrealistic, positive illusions of the self (Taylor Brown, 1988). Assuming that becoming a leader and leadership are construed as socially desirable, individuals may keep unrealistic expectations of assuming a leadership position and project their own traits onto idealized leadership images. In other words, as individuals tend to view themselves in an overly positive manner, believing that they themselves could be leaders, they may be most satisfied and most likely to want to continue working with leaders who are similar to them (Taylor Brown, 1988). They might judge such leaders to be more effective, which is similar to ILT perceptions. The social cognition literature also suggests that individuals engage in self-serving biases when describing attributes that are necessary for performance (Cucina, Vasilopoulos, Sehgal, 2005). It has been suggested that individuals tend to indicate that their own personality traits are those that are necessary for successful performance. Research in this domain initially (Lewicki, 1983) examined self-serving biases when looking at prototypes of social categories. It was evidenced that if an individual has a favorable impression of a target (e.g., a leader), then he or she will be more likely to assume that the target has the same characteristics as ones self. In addition, she will ascribe her own strengths and positive attributes to the target. While there is currently no available literature on self-serving biases and implicit leadership theories, several studies have examined how self-serving biases affect ratings of leadership orientation (Dunning, Perie, Story, 1991; McElwee, Dunning, Tan, Hollman, 2001). In these studies, participants tended to rate leaders as goal- or people-oriented depending on which orientation the participant possessed. Interestingly, such self-serving biases were only present when rating leadership performance, as opposed to leadership creativity (Dunning, Perie, Story, 1991). In addition, liking the target leader was not found to mediate or moderate the relationship between orientation of the leader and orientation of the participant (McElwee, Dunning, Tan, and Hollman, 2001). Perhaps the trait activation model (Tett Burnett, 2003) can assist in explaining how people develop the previously discussed self-biased belief systems, and consequently, their expectations. For instance, according to the trait activation model, a person will rate specific behaviors high on importance for successful performance, because those specific behaviors (and their underlying personality trait) are what make him or her effective. Because of such beliefs, those behaviors become valued by the individual. For example, a conscientious person will likely engage in organizational behaviors and work in a methodical fashion, because that is what he or she thinks is necessary in order to perform successfully on a job. When a persons traits are valued by ones organization (or perhaps ones leader), the person will probably experience more satisfaction with the job (Tett Burnett, 2003). In return, an individual may expect a leader to have similar traits as the self if these traits are seen as valuable and related to performance. Applying this rationale, it is hypothesized that a self-serving belief system will affect the formation of followers implicit leadership theories in terms of trait-based principles. Such a hypothesis lies on the foundation that personality is the underlying driving force behind how individuals behave, or why certain types of behaviors are valued. In other words, it is speculated that a subordinate will rate how an effective leader should perform (i.e., ILT), based on implicit assumptions about the behaviors that make the subordinate most effective. It is proposed that followers will hold implicit leadership theories based on a self-serving bias: that is, a bias that successf ul people are like themselves. Thus, followers will expect an effective leader to exhibit behaviors congruent with the followers own personalities. Hypothesis 2: Subordinates personalities will affect the formation of their implicit leadership theories. As such, subordinates will rate leaders who exhibit behaviors that correspond to their own personality traits as more effective than leaders whose behaviors do not correspond to the subordinates personality traits. Specifically: Subordinate conscientiousness is positively associated with rating a business leader high on initiating structure. Subordinate agreeableness is positively associated with rating a business leader high on consideration. Subordinate extraversion is positively associated with rating a business leader high on inspiring commitment. Subordinate agreeableness is positively associated with rating a business leader high on participative style. The rationale for this hypothesis rests on inferences about the relationships between specific personality traits and specific (leader) behaviors. Regarding Hypothesis 2a, the correspondence between scoring high on conscientiousness and rating a business leader high on initiating structure stems from the constructs definitions. For instance, because those who score high on conscientiousness are said to have high levels of thoughtfulness, with good impulse control and goal-directed behaviors (Goldberg, 1992), it seems feasible to assume that such persons would assign high ILT ratings for leader dimensions like initiating structure. Initiating structure refers to leader behaviors such as encouraging the use of uniform procedures and maintaining definite standards of performance (Stogdill, 1963), leader behaviors that parallel the definition of conscientiousness. Similarly, because those who score high on agreeableness are said to have high levels of trust, altruism, kindness, affection, and other prosocial behaviors, it is predicted that such persons would have high ILT ratings for the leader dimension of consideration. Consideration refers to leader behaviors such as treating all group members as ones equal and looking out for the personal welfare of group members, behaviors that seem to parallel the definition of agreeableness. Similarly, it is also predicted that those who score high on agreeableness will have high ILT ratings for the leader dimension participative style. Leaders with a participative style consult with their subordinates when facing problems and ask them for suggestions concerning how ideas should be implemented (Northhouse, 2004). Lastly, because those who score high on extraversion are said to have high levels of excitability, sociability, assertiveness, emotional expressiveness, and optimism, it is predicted that such persons would assign high ILT ratings for leader dimensions like inspiring commitment. Inspiring commitment refers to the leader behaviors of proposing change with great enthusiasm and exerting optimism when describing a difficult activity or mission for a work unit (Yukl, 1998). These behaviors seem to parallel the definition of extraversion. Leadership Self-Image Self-schemas are sets of cognitive structures that provide for individual expertise in particular domains of social behavior (Markus, Smith, Moreland, 1985). As schematicism increases in a conceptual domain, such as leadership, so does sensitivity to the behavior of others in that domain. Thinking of oneself as a leader may make ones own characteristics more salient for judging leaders. As a result, it will be important to note whether or not individuals see themselves as leaders, because it may affect if they expect a leader to be like them. That is, if the people think of themselves as leaders, then the Hypotheses 2 are more likely to be true. If, on the other hand, the person has no self-image as a leader and does not ever want to be a leader, the self-serving hypothesis might be less true. It would not be very self-serving to see another person being effective at something (e.g., leadership) as similar to oneself if leadership plays no part in ones self-image. Therefore, the relationships in Hypotheses 2 should be moderated by ones self-image regarding leadership. Hypothesis 3: Subordinate leadership self-image will moderate the relationship between subordinate personality and formation of implicit leadership theories. The relationship between personality and the formation of implicit leadership theories will be stronger when subordinates have a leadership self-image. A proposed model that is consistent with the preceding hypotheses can be viewed in Figure 1. By examining how ILTs may be formed, especially if ones past experience plays a role, important implications could be explored. For instance, Eptiropaki and Martin (2005) noted the potential role ILTs could play in the socialization of newcomers. As such, ILTs can potentially have a significant impact on the development of interpersonal relationships during the organizational socialization process (Eptiropaki Martin, 2005, p. 673). Subsequently, current training programs of leadership could seriously benefit by including some form of ILTs training to increase managers awareness of their subordinate ILTs. Figure 1. The effects of personality and experience on predicting implicit leadership theories. Experience with Behaviors of Multiple Leaders Personality of Subordinates Implicit Leadership Theory Leadership Self-Image Demographic Considerations Previously mentioned generalization issues will be considered when conducting the study. Gender effects on ILTs are of interest in past research, as are age and experience. Younger and less experienced employees might have different conceptions of ideal leadership from employees with more experience and more exposure to organizational leaders (Brown Lord, 2001). Age, education level, occupational title, and years employed will therefore be examined and controlled if necessary. In addition, ethnicity will be recorded, but the sample will be limited to United States residents to avoid previously found cross-cultural differences. Participative Leadership Even though there are often individual differences among people, maybe working individuals just generally prefer a participative leader over a certain type of leadership that is based on their personalities or past experiences. For instance, practicing participative leadership offers a variety of potential benefits, including likelihood to increase the quality of decision-making (Scully, Kirkpatrick Locke, 1995), to contribute to the quality of employees work life (Somech, 2002), and to increase employees motivation (Locke and Latham, 1990), commitment (Armenakis, Harris, Mossholder, 1993), and satisfaction (Smylie, Lazarus, Brownlee-Conyers, 1996), all of which suggest that subordinates react well to participation leadership. Participative leadership is based on the process of joint decision-making by two or more parties in which the decisions have future effects on those making them. The amount of participation by any individual is the amount of influence he or she has on the decisions and plans agreed upon (Vroom, 1959). Specifically, participative leadership involves the efforts of a supervisor to encourage and facilitate participation by subordinates when making decisions that could have been made by the manager alone. Participative leadership can take many forms, such as revising a tentative decision after receiving protests, asking for suggestions before making a decision, or allowing others to make a decision subject to a supervisors final authorization (Yukl, 2002). Field and House (1990) examined the validity of the Vroom-Yetton decision-making model of leadership, and found it was validated for managers, but not for subordinates. Although they were not explicitly studying ILTs, their results sug gest that because the model was developed and validated on managers perceptions of leader styles in relation to their perceptions of effectiveness, it is biased towards managers implicit leadership theories. Subordinates in their study, however, perc

The Harmful Educational Tracking System Essay -- Education, Curriculum

In this day and age, the United States, leader of the free world, is not leading. Our economic system is failing. Even worse, our educational system falls short compared to other nations. Consequently, our literacy rate and mathematical abilities are far behind; and even more embarrassing is the fact that education is not doled out equally despite our rather relentless fight against inequality. When academic achievement is examined on the basis of race, class, and gender, widening academic gaps are evident. * If this continues, there will be nowhere to go but down, economically and educationally. In order to prevent this foreboding future, we must get rid of the practice behind it - Tracking. Tracking, or homogenous grouping, is a process in which groups of students are assigned to different sets of classes, or tracks, based on factors such as academic performance, teacher recommendation, and potential for acquiring more knowledge (Oakes 3; Gamoran and Mare 1152). Schools use tracking to determine class placement for students for optimal instruction. The placement of these students is, supposedly, meant to meet their varying needs. In some schools tracking is done based on subject, meaning a student can be a quick learner in math, but slow in language, etc (Lockwood 2; Oakes 3). While tracking can serve as an effective means of organization within a school, it also harbors many detrimental effects for students. This brings me to the purpose of this paper, that tracking is not a practice worth continuing and should be discontinued? Tracking must be terminated. In this paper, in order to understand why we must detrack, I will first examine tracking in terms of race and class. Second, I will consider the effects of tracking as... ...Web. 14 Oct. 2011. Page, Reba Neukom. Lower-Track Classrooms: A Curricular and Cultural Perspective. New York: Teachers College, 1991. Print Petrilli, Michael. â€Å"All Together Now? Educating High and Low Achievers in the Same Classroom.† Education Next 11.1 (2011): 48-55. Web. 4 Nov. 2011. Pool, Harbison, and Jane A. Page, eds. Beyond Tracking: Finding Success in Inclusive Schools. Bloomington, Indiana: Phi Delta Kappa Educational Foundation, 1995. Print. Schofield, Janet Ward â€Å"International Evidence on Ability Grouping With Curriculum Differentiation and the Achievement Gap in Secondary Schools.† Teachers College Record 112.5 (2010):1492-1528. Wheelock, Anne. Alternatives To Tracking and Ability Grouping. Virginia: American Association of School Administrators, 1994. Print.

National Association for the Advancement of Colored People (

A landmark court case that occurred in the early 1950†³s resulted in the desegregation of public schools. This historic Supreme Court case was known as Brown vs. Board of Education. The place was Topeka, Kansas, 1951. A little girl named Linda Brown and her father, Oliver Brown, attempted to enroll Linda in a neighborhood elementary school that accepted whites only. The request was denied, by the White elementary school. The little girl only lived a few blocks from the White elementary school, which would have been a good fit for her. Instead, she ended up traveling about a mile each day to attend the nearest Black school. Mr. Brown decided to request the help of the National Association for the Advancement of Colored People (NAACP). The NAACP was glad to help in the fight. Mr. Brown and the NAACP moved forward and challenged the segregation law. In 1892, the Plessy vs. Ferguson decision had set a precedent for the issue of â€Å"separate but equal,† which had been applied to school in the Southern states since then. Parents in other states were also pursuing the challenge to the â€Å"separate but equal† doctrine in South Carolina, Virginia, and Delaware. Mr. Brown†s case was heard by the U. S. District Court for the District of Kansas. The request by Mr. Brown was to prohibit segregation of the public schools in Topeka. The NAACP argued to the court that separating Black children from White children was sending a wrong type of message to the Black children. The message being sent was that Black children were somehow inferior to Whites and that there was no way that the education being provided could be equal. On the other hand, the Board of Education argued that segregation was a fact of life in the states where these children attended school, and that segregated schools helped prepare the children for the reality of what their adult lives would be like (Robinson 2005). The Board of education went on to cite different successful educated American, none of whom attended integrated schools, such as Frederick Douglass, George Washington Carver, and Booker T. Washington. In handing down their decision, the judges in this case wrote that â€Å"colored children†¦ † suffered a â€Å"detrimental effect† from segregation of the schools (Robinson 2005). However, they believed that the legal precedent set by the Plessy vs. Ferguson case prevented them from issuing the requested injunction and the result was that they ruled in favor of the Topeka Board of Education. Mr. Brown and the NAACP appealed the case and it went to the United States Supreme Court in the latter part of 1951. The case was combined with the Delaware, Virginia, and South Carolina cases. The Supreme Court handled this case very delicately and deliberated for quite sometime. The case was first heard by the Supreme Court, but a decision was not made at that time. Various interpretations of the Fourteenth Amendment were discussed and whether the Plessy vs. Ferguson case had violated it. The case was heard again by the Supreme Court in December of 1953. Thurgood Marshall, who was the first African American Supreme Court Justice, gladly argued for Brown and the NAACP. Finally, a decision was made. On May 17, 1954, the U. S. Supreme Court issued the following decision: â€Å"†¦ Does segregation of children in public schools solely on the basis of race, even though the physical facilities may be equal, deprive the children of the minority group of equal education opportunities? We believe that it does†¦ We conclude that in the field of public education the doctrine of â€Å"separate but equal† has no place†¦ (Brown vs. Board 1954). The Supreme Court tasked the nation with implementing this historic decision with deliberate speed. Recognizing the value of education, the court ruled unanimously in favor of equity. The Supreme Court declared that education is perhaps the most important function of state and local governments. It prepares our children for later professional training and in helping him to adjust normally to his environment. The court also declared that it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. But the vagueness of the phrase combined with continued bigotry slowed the process, in some cases to a standstill. With the segregation of public schools declared unconstitutional, segregationists across the South sprang into action to prevent the implementation of public school integration. Some states began to pass state laws to uphold segregation, which then had to be challenged in court by the federal government, one by one, delaying black children from attending White schools. Councils began to be developed, by segregationists, to fight against desegregation. One of the most dramatic occurred in Little Rock, Arkansas, in 1957, when White mobs screamed threats at nine Black high school students and blocked them, as they tried to go into their new school for the first time. The Black students were unsuccessful, unfortunately. The president at the time was President Eisenhower, of whom ended up calling in the National Guard to protect them so they could enter the school. President Eisenhower had to call in the National Guard to escort black children to an Arkansas school that refused to integrate. Other communities used different tactics to resist. In Virginia, schools closed rather than desegregate. Elsewhere, some white families migrated to suburbs. Some black parents kept their children in the same black schools to avoid conflict. Families who chose white schools under freedom of choice plans, allowing black children attend any school in a district, received threats. In at least one instance, a cross was burned outside the home of a family. Across the nation, the 1954 Supreme Court decision brought forth dreams of heightened hope and yet resistance, as well. According to Benjamin Mays, the backbone of segregation had been broken. Martin Luther King expressed that the decision was a joyous day-break after a long desolate midnight (Moss 2004, 63). In conclusion, school desegregation was not an issue that was resolved overnight; rather, it was the persistence of those against segregation and the realization of the unequality that it was enduring upon our children that pushed the historic decision that will never be forgotten. Fifty years after the decision was made, it stands to reason that generations of U. S. students have benefited from its relief. The ruling spawned other protectionist laws, Title IX, for example, which specifically extends Brown's principles to gender, that prohibit noncompliant institutions from receiving federal funds, and it cleared the educational paths of millions of minority students. Yet today, people's impressions of the impact of the decision vary as widely as their personal experiences. Baby boomers recall a time of expanded opportunity and change, while younger generations, nowadays, feel that the current classroom compositions are what they are, with the law behind them, the issue simply fills the pages in their history books. Although the Brown case directly addressed racial discrimination in public schools, the case has had great significance for women, as well. The Brown vs. Board of education decision was the legal decision necessary to stop segregation in its tracks. By the time the decision was handed down by the Supreme Court, Linda Brown had already moved on to attend middle school.

Defining Risk Management Capabilities And How Risk...

This essay would start by defining risk management capability and how risk maturity model can be used to assess and enhanced an organisation risk management capability. Then it will go on and discuss the importance of enterprise risk management and discuss the role of chief executive risk officer. It is important to know how to define risk management capability. (Hillson, 1997) developed a risk maturity model for organisation to assess their current maturity, identifying new ways of improvement of risk management capability. There are four levels of risk maturity which are Naà ¯ve (level 1), Novice (level 2), Normalised (level 3) and Natural (level 4). The description of risk management maturity level are as follow. Naà ¯ve : Unaware of the†¦show more content†¦External parties might not be welcome as there are no record of success to compare with since there was not any proper risk management in place before. (Hopkinson,2011) added that level 2 does not set a particularly demanding standard. It requires creating value greater than the cost of implementing the risk management process. Advancing from level 2 to level 3 requires using a risk register. The Risk Register is a tool to assist Project Managers in identifying likely sources of risk and the impact they may have on achieving objective. (Government office from the North West,2008). The first step is a brainstorm session to identify risk that may affect the project. It is important that the risks are clearly defined so that the risk is understood clearly and can be tackled. Secondly, consequence and probability of risks need to be rated (e.g. 1-5) and define each rating by their impact or likelihood. Finally, multiply the ratings of consequence and impact, rank the risks from highest severity to lowest severity. (Government office from the North West,2008). Every risks should be assigned to a risk owner which is responsible for managing the risk, a risk response to minimise both the likelihood and impact of the risk and a target completion date for the mitigation. Regular risk reviews need to be done becau se risks might emerge or become no longer relevant constantly. However, the impactShow MoreRelatedThe Principles Of Project Management1748 Words   |  7 PagesIntroduction NTCP Model is closely related to PMBOK principles of project management, it incorporates the basic belief and put forward a framework for addressing risk and uncertainties within project management domain. This model has been formulated by undertaking serious research involving multiple dimensions. 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