tag:blogger.com,1999:blog-28593857487136062952024-03-12T19:58:53.719-07:00How to write a basic essayBest Topic Psychology Research PaperMoises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-2859385748713606295.post-73175973740113632020-08-25T21:43:00.001-07:002020-08-25T21:43:06.917-07:00Negro ArtThe year 1919 saw the beginning of a significant development in the imagination in expressions by the dark Americans. This development is known as the Harlem Renaissance â⬠the prospering of African American social and scholarly life. It included the inventiveness of the ââ¬Å"Negroesâ⬠in the field of expressions, obliging all their needs, similar to writing, dramatization, music, visual craftsmanship, and move. It energized the craftsman in each dark American to stand up and be perceived. New York Cityââ¬â¢s Harlem would be the inside stage for painters, stone workers, artists, and journalists to deliver show-stoppers. During this time craftsmanship was given a tremendous obligation; it would turn into the primary medium through which the African American race would take a stab at equality.Black Writers and the ââ¬Å"Negroâ⬠ArtMany dark scholars, for example, Alain Locke, W.E.B. DuBois, and Langston Hughes expounded explicitly on the significance of workmanship a nd its capacity to advance correspondence. Albeit many dark scholars concurred with this thought, other increasingly moderate essayists didn't; such is the situation with George S. Schuyler. In his work ââ¬Å"The Negro-Art Hokumâ⬠Schuyler states that race and workmanship are isolated, and there is no ââ¬Å"Negro Artâ⬠however just American craftsmanship. While his coordinated and aggregate perspective on craftsmanship may have an inspirational standpoint presently, it was not exactly reassuring for those living during the Harlem Renaissance. Taking a gander at the two sides would mean investigating the profundities of how these journalists comprehended ââ¬Å"Negro Artâ⬠and ââ¬Å"American Artâ⬠.Alain Locke and ââ¬Å"The New Negroâ⬠The significance of workmanship was first uncovered by Alain Locke in quite a while renowned exposition ââ¬Å"The New Negroâ⬠. This exposition is regularly observed as the impetus for the development of another developm ent inside the African American culture. Written in 1925, Locke expects to tell the country that African Americans are changing and adjusting under the social partialities that have recently been constrained upon them. The brain of the ââ¬ËNew Negroââ¬â¢ is moving endlessly from social talk, and it is ââ¬Å"shaking off the brain science of impersonation and suggested inferiorityâ⬠(Locke pg).à A new gathering of individuals are being framed; he considers them the ââ¬ËNew Negroââ¬â¢. Locke calls for imaginative commitments by the dark race. He accepts that with workmanship, the race will increase social acknowledgment; he takes a gander at the job of craftsmanship as ââ¬Å"a connect among people and culturesâ⬠(Gates 984). This is a change or the like; something which doesnââ¬â¢t depend on how things are typically done: something that grasps another brain research and has another spirit.Alain Lockeââ¬â¢s ââ¬Å"The New Negroâ⬠intends to the latest trend dark American; lifting him from the pictures of slave exchanges and manor laborers. He clarifies how the old idea of ââ¬Å"Negroâ⬠is to a greater extent a legendary figure, something which the general public has directed it to be. This is typically a perspective on the persecuted poor, being stepped on while a few people are keeping them down. These qualities be that as it may, were to a greater degree a ââ¬Å"conceivedâ⬠attribute as opposed to a ââ¬Å"perceivedâ⬠trait.The society believes that up until that time, the Negroes were low lives who are unequipped for masterful gratefulness and creation. They have their eyes shut about the Negroââ¬â¢s accomplishments, including writing, music and visual expressions. Alain Lockeââ¬â¢s ââ¬Å"The New Negroâ⬠isn't really presenting another variety of dark Americans. It is a greater amount of an eye-opener of what these individuals have made and what theyââ¬â¢re equipped for doing with regards to ar t.W. E. B. Du Bois and his ââ¬Å"Criteria of Negro Artâ⬠The following year W. E. B. Du Bois contributed comparative perspectives on workmanship and race with his discourse ââ¬Å"Criteria of Negro Artâ⬠, in which he explicitly characterizes craftsmanship as the way to fairness among the races. He expresses that workmanship is purposeful publicity and that it ought to consistently be promulgation. DuBois feels that craftsmanship is a method of demonstrating ones humankind. ââ¬Å"Just when the dark craftsman shows up, somebody contacts the race on the shoulder and says. ââ¬ËHe did that since he was an American, not on the grounds that he was a Negro; he was brought into the world here; he was prepared here; he isn't a Negroââ¬what is a Negro anyhow?He is simply human; it is the sort of thing you should expectâ⬠(Du Bois pg). This representation of racial fairness through craftsmanship is a moving require the development of dark specialists. As indicated by Du Boi s, dark American workmanship ought to use truth as an instrument. Since workmanship is promulgation, it should mean to look for reality and show reality. Specialists will completely get craftsmanship in the event that they are honest with what they make, with what they compose; craftsmen ought to be honest with the manner in which they handle their art.ââ¬Å"The Negro-Art Hokumâ⬠versus ââ¬Å"The Negro Artist and the Racial Mountainâ⬠In 1926, the June issue of The Nation included ââ¬Å"The Negro-Art Hokumâ⬠by George S. Schuyler just as Hughesââ¬â¢s reaction piece ââ¬Å"The Negro Artist and the Racial Mountainâ⬠. The magazine had incensed Schuyler by naming Hughes as a pundit before the article had even showed up (Kuenz 174). Eventually, the matching of these two expositions loans numerous to play top picks among the two as opposed to evaluate each piece as its own subject. As one would expect, Schuyler frequently gets negative opinions.George S. Schuyler saw craftsmanship as something that ought not be partitioned by any race; rather, it should simply be perceived through a specific nationality, and on account of the ââ¬Å"Negroâ⬠workmanship, it should simply be delegated an American workmanship. Schuyler may have a point, however he couldn't appropriately clarify and guard it. It could imply that he was increasingly worried in further underestimating the circumstance of the dark Americans, thatââ¬â¢s why he decided on a progressively broad order which is thinking about Negro craftsmanship as American art.ââ¬Å"Aside from his shading, which ranges from extremely dim earthy colored to pink, your American Negro is downright Americanâ⬠¦ Negroes and whites from similar regions in this nation talk, think, and act about the sameâ⬠(Schuyler). He committed an error be that as it may, when he to some degree talked down on the dark Americans since it appears that he has no respect for the dark culture, saying that it is s imply a question of shading. He may have summed up on the masterful part of dark Americans, yet they likewise gangs a culture which has basically contributed in the arrangement of the country.Schuyler didnââ¬â¢t perceive the presence of the dark American culture: ââ¬Å"This, obviously, is effectively comprehended on the off chance that one stops to understand that the Aframerican is just a lampblacked Anglo-Saxonâ⬠(Schuyler). This announcement made by Schuyler to some degree looks down on the African American culture, expecting that they have recently dark partners of the white inhabitants of the country.Black Americans have a rich culture, remembering a wide impact for workmanship. This doesnââ¬â¢t give any individual the option to expect that they are simply hued partners of the majority.One contention that Schuyler raised was that dark Americans are experiencing indistinguishable lives from white Americans, thatââ¬â¢s why there shouldnââ¬â¢t be any distinction even in their discernment and valuation for art.ââ¬Å"When the clanking of his Connecticut morning timer gets him out of hisGrand Rapids bed to a morning meal like that eaten by his white sibling over the road; when he drudges at the equivalent or comparative work in plants, mines, production lines, and trade close by the relatives of Spartacus, Robin Hood, and Eric the Red; when he wears comparable apparel and communicates in a similar language with a similar level of flawlessness; when he peruses a similar Bible and has a place with the Baptist, Methodist, Episcopal, or Catholic church.When his friendly affiliations additionally incorporate the Elks, Masons, and Knights of Pythias; when he gets the equivalent or comparative tutoring, lives in a similar sort of houses, claims similar makes of vehicles (or rides in them), and daily observes a similar Hollywood form of life on the screen; when he smokes similar brands of tobacco, and eagerly scrutinizes the equivalent immature perio dicals; so, when he reacts to the equivalent political, social, moral, and monetary upgrades in definitely a similar way as his white neighbor, it is sheer hogwash to discuss ââ¬Å"racial differencesâ⬠as between the American dark man and the American white manâ⬠(Schuyler). This extensive however important entry by Schuyler could be considered as his reason for the contention that whites and blacks are simply shallow concepts.However, he didnââ¬â¢t think about a certain something: culture goes past what you eat, your job; it is profoundly established in the peopleââ¬â¢s feelings, a reason for their character development. When it is engraved as a part of their character, these dark Americans would unquestionably perceive what is dark and what is white with regards to art.ââ¬Å"The Negro-Art Hokumâ⬠can be found in various manners and can without much of a stretch be confused. It has made some view Schuyler as a backstabber to his race (Gates 1220).Hughes assau lts this assumption in ââ¬Å"The Negro Artist and the Racial Mountainâ⬠. He contends that African Americans ought to be pleased with their legacy and culture.Langston Hughesââ¬â¢ ââ¬Å"The Negro Artist and the Racial Mountain,â⬠he brings up that notwithstanding living in a nation loaded up with white individuals, African Americans ought to never turn away from where they really originated from. They should support their legacy and culture, which could be showed in various types of craftsmanship. As per Hughes, the Negro craftsman is loaded with potential, since he has an extremely rich culture backing him up. ââ¬Å"Without going outside his race, and even among the better classes with their ââ¬Å"whiteâ⬠culture and cognizant American habits, yet at the same time sufficiently negro to appear as something else, there is suffi Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-87422507796865172982020-08-22T05:55:00.001-07:002020-08-22T05:55:26.759-07:00Effectiveness of Monetary Policy for the UK EssayAdequacy of Monetary Policy for the UK - Essay Example It in this way concerns the connection between all out gracefully of cash and financing costs in a given economy. As per Julio, (2004) the primary targets of money related approach are as per the following: It makes greater business openings since the national bank can urge the business banks to give more credits to the parts which will consequently utilize more individuals this decreasing joblessness. Eurozone appeared in 1998 after a gathering of eleven European Union individuals who conceded to the intermingling standards. This was trailed by the official dispatch of the euro as a typical money in first of January 1999. as of now the Eurozone has more than 300 and 8,000,000 individuals and twelve part states which incorporates Spain, Portugal, Netherlands, Luxembourg, Italy, Ireland, Greece, Germany, France ( except for pacific domains which utilizes CFP franc), Finland, Belgium and Austria. (ECB, 2001) Being a subset of the part conditions of the European Union Eurozone has received the euro as a typical cash hence bringing about the money association among the part states. The European Central Bank (ECB) conveys the obligation of money related approach inside this region .With the financial strategy that is utilized by the Euro zone being the swelling focusing on. The European Monetary Union (EMU) is a lot of operational with the UK being irresolute on whether to join or not. By it being a financial and policy driven issue money related association has created dissimilar perspectives from the expert market analysts, business assessment and the overall population conclusion with regards to whether it would be significant for UK to join. Plainly directly European monetary association is certainly not a mainstream choice in the UK. (Angeloni and Mojon, 2003) The Surveys directed by the British Social Attitudes has consistently demonstrated that not exactly a fifth of people who have surveyed since 1993 would purchase supplanting the pound with euro an outcome that has been affirmed in the 1999 discharge. (Tommaso, 2004) In any case, it has been contended that the greater part of this popular conclusion could be impacted in a good way by the It has likewise been contended that general sentiment could be well affected by the expert EMU business feeling disclosures. This paper will take a gander at the monetary issue in spite of the fact that it will at present touch on the policy centered issues exuding from joining Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-33400230723271762372020-08-09T20:01:00.001-07:002020-08-09T20:01:05.582-07:007 Ways to Boost Your Employee Morale Quickly 7 Ways to Boost Your Employee Morale Quickly INTRODUCTIONC?nv?nti?n?l wi?d?m holds th?t if ?nl? w? ??? w?rk?r? ?n?ugh, they w?uld b? m?r? ?r?du?tiv?.Th?r? i? ?r?b?bl? more t? it though. Recent r????r?h hints at th?r?â? a link b?tw??n ?m?l?????â h???in??? and th?ir productivity ?t w?rk.Some ??m??ni?? ?r? t?king n?t?s â" ?nd are already seeing th? b?n?fit?.A recent ?tud? b? ???n?mi?t? ?t the Univ?r?it? of Warwick found th?t happiness led t? a 12% ??ik? in ?r?du?tivit?, whil? unhappy w?rk?r? ?r?v?d 10% l??? productive. As th? r????r?h t??m ?ut it, âW? find that hum?n happiness h?? large ?nd ???itiv? ??u??l ?ff??t? ?n productivity. Positive emotions ?????r t? invigorate hum?n b?ing?.âProfessor Andr?w O?w?ld, ?n? ?f three r????r?h?r? who l?d the study, said companies th?t invest in ?m?l???? ?u???rt and ??ti?f??ti?n t?nd to ?u????d in g?n?r?ting h???i?r w?rk?r?.At Google, ?m?l???? ??ti?f??ti?n r??? 37% as a result ?f th??? initiativesâ"suggesting that fin?n?i?l in??ntiv?? ?r?nât ?n?ugh to m?k? f?r highl? ?r?du?tiv? ?m?l?? ???.Sh?wn Anchor, author ?f Th? H???in??? Advantage, h?? found that th? brain w?rk? mu?h b?tt?r wh?n a person i? f??ling positive.At th??? times, individu?l? t?nd t? b? m?r? creative ?nd b?tt?r ?t ??lving ?r?bl?m?.And ?dditi?n?l r????r?h h?? ?h?wn that wh?n w?rk?r? ?r? h???? theyâre m?r? effective collaborators w?rking t?w?rd ??mm?n goals. A? Anchor ???? it, th? in??ntiv? f?r ?rg?niz?ti?n? i? clear-cutâ"âhappiness leads t? gr??t?r levels of ?r?fit?â for ??m??ni?? th?t t?k? the right ?t???.But th? burd?n f?r im?r?ving w?rk?r?â satisfaction n??dnât r??t with companies ?l?n?.R????r?h ?ugg??t? th?r? ?r? ??m? simple ways employees can boost their ?wn happiness, like h?l?ing ?ut ??-w?rk?r?, m?dit?ting f?r ?t l???t tw? minutes every day, ?nd r?fl??ting ?n thr?? thing? t? b? grateful f?r ?t w?rk.In ?th?r w?rd?, r?l?ti?n?hi?? ?nd mindfulness m?tt?r ?????i?ll? ??rl? ?n.H?rv?rd researchers Phil St?n? ?nd Tal B?n-Sh?h?r h?v? f?und th?t ?tud?nt? with ?tr?ng social support, both at ??h ??l and at h?m?, t?nd?d t? b? h???i?r and better ?t dealing with ?tr???.As those ?tud?nt? b???m? adults, th?? t?k? th??? ?kill? with them int? the workplace. Workers with ?tr?ng r?l?ti?n?hi?? with co-workers ?r? lik?wi?? better at staying engaged and performing w?ll und?r ?tr???.Th?t h?? led some t? argue th?t h???i?r employees ?l?? m?k? b?tt?r l??d?r?.A???rding t? Al?x?nd?r Kj?rulf, founder ?f W??h?? In?. and th? ?rg?niz?ti?nâ? âchief happiness ?ffi??r,â h???in??? i? the âultim?t? productivity booster.â H???? ?m?l?????, in his vi?w, m?k? b?tt?r d??i?i?n?, ?x??l at m?n?ging th?ir tim?, and ??????? other crucial l??d?r?hi? ?kill?.WHAT IS EMPLOYEE MORALE M?r?l? i? the ?????it? ?f a gr?u?? m?mb?r? t? maintain b?li?f in an institution ?r g??l, ??rti?ul?rl? in the f??? ?f ?????iti?n ?r h?rd?hi?.Morale i? often referenced b? ?uth?rit? figures ?? a generic v?lu? judgm?nt of the will??w?r, obedience, and ??lf-di??i?lin? ?f a gr?u? t??k?d with ??rf?rming duties ???ign?d b? a ?u?? ri?r.According t? Al?x?nd?r H. Leighton, morale i? the capacity ?f a group ?f ????l? to pull t?g?th?r persistently and ??n?i?t?ntl? in pursuit of a ??mm?n ?ur????. It i? th? d???ri?ti?n ?f th? emotions, ?ttitud?, ??ti?f??ti?n, and overall ?utl??k ?f ?m?l????? during their time in a workplace environment.Part ?f ?ff??tiv? ?r?du?tivit? is th?ught t? b? dir??tl? r?l?t?d t? th? m?r?l? ?f the ?m?l?????.Employees th?t are happy ?nd ???itiv? ?t w?rk are ??id to h?v? ???itiv? or high employee m?r?l?.Companies th?t m?int?in ?m?l????? who ?r? di???ti?fi?d ?nd negative about th?ir w?rk ?nvir?nm?nt ?r? ??id t? have n?g?tiv? or l?w ?m?l???? m?r?l?.M?tiv?ti?n is k?? t? ?m?l????? high work m?r?l?, as a m?n?g?r ?r a CEO you must b? a g??d motivator.M?tiv?ti?n i? a ??n??i?u? or un??n??i?u? driving f?r?? th?t ?r?u??? and dir??t? ??ti?n t?w?rd? th? ??hi?v?m?nt ?f a desired goal, ?nd to be a g??d m?tiv?t?r ??u mu?t know th? th??ri?? ?f hum?n behavior b???u?? ?? a m?n?g?r ??u mu?t know that you ?r? d??l ing with ????l? th??? th??ri?? are:Th??r? ?f need ?f Abr?h?m MaslowTh??r? x ?nd theory y ?f Douglas M?Gr?g?rTh??r? of tw? factors ?f Fredrick H?rzb?rgTheory ?f expectancyH??km?nâ? and Oldhamâs vi?w ??int ?b?ut the fund?m?nt?l ?h?r??t?ri?ti?? ?f th? w?rk th?t ?r??t? ?n internal m?tiv?ti?nIm??rt?n?? of m?r?l? in work place Here are ?ix r????n? why staff m?r?l? ??n h?v? ?u?h ?n im???t ?n ?r?du?tivit?.Im?r?v?d ?r?du?tivit?Wh?n ?t?ff m?r?l? is high, ?v?r??n? works w?ll. Pr?du?tivit? in general improves wh?n th? staff l?v? t? come to w?rk.Youâll find th?t ??m? people will ?rriv? early ?r ?t?? l?t? with?ut ?x???ting rewards, ju?t b???u?? they l?v? b?ing ?t w?rk and ?nj?? the tasks.If ??u want ?n effective workplace with high l?v?l? ?f productivity, w?rk towards m?king your ?t?ff ?nj?? th? w?rk?l???.Im?r?v?d performance and creativityIndividu?l? perform b?tt?r when th? staff morale i? high.Tr? holding a brainstorming meeting to ??lv? a problem on a project wh?n ?t?ff morale is hig h ?nd ??u will b? ?m?z?d at h?w ?ui?kl? ?r??tiv? solutions ?rriv?.H?ld th? ??m? m??ting ?m?ng a t??m ?f depressed, b?r?d, or in?tt?ntiv? w?rk?r?, and ??u will find the meeting dr?g? on with no ?n?w?r t? the problem.R?du??d number ?f leave daysA big ???t t? any bu?in??? is th? number ?f l??v? d??? staff t?k?.If ??ur m?r?l? i? low, it i? easier to take a ?ingl? day off instead ?f dr?gging yourself int? th? w?rk?l???. Positive staff m?r?l? cuts b??k on sick ?nd l??v? d??? ?? ?t?ff enjoy th? work, want to attend ?nd are less in?lin?d t? l?t d?wn the teamHigh?r ?tt?nti?n to d?t?ilWh?n ?t?ff ?nj?? th? w?rk, people will pay ?tt?nti?n t? wh?t they ?r? d?ing.Wh?n morale i? l?w, ????l? are m?r? likely t? b???m? distracted, m?k? mistakes ?r work slower.A safer w?rk?l???People ??? attention t? ??f?t? rul?? wh?n ?t?ff m?r?l? i? high?r. With l??? di?tr??ti?n and gr??t?r f??u? ?n th? t??k at h?nd, ???id?nt? ?r? generally r?du??d.In?r????d quality of w?rkFinally, th? w?rk it??lf becomes a high?r qu ality when ????l? ?nj?? what they ?r? doing.Staff members with high m?r?l? ?r?du?? w?rk with higher quality th?n ?t?ff with a l?w ?r negative morale.One big question is what bring? ?b?ut poor ?m?l???? m?r?l?? We canât actually start the di??u??i?n about h?w to b???t employee morale with?ut first kn?wing ?b?ut the ???r m?r?l? ?nd th? ??u???.What does Poor ?m?l???? m?r?l? mean?Most m?n?g?r? believe the l??ding reason ?m?l????? l??v? i? f?r m?r? m?n??.A r???nt study found that this i? not th? leading r????n for ?m?l????â? quitting.Rather, a large number of ?m?l????? l?ft due t?: d??r????d ?m?l???? m?r?l?, l??k ?f ?m?l???? development, ?nd feeling disconnected from ?v?r?ll ??m??n? ?ri?riti?? and objectives.H?r? ?r? ??m? ?m?l???? m?r?l? crusher M?n?g?r? th?t tr??t ?m?l????? ???rl?: P??r management is ?ft?n ?it?d ?? a ??u?? of m?r?l? i??u??, ?nd it can t?k? m?n? f?rm?. On? ?x?m?l? is a m?n?g?r wh? ??t? as th?ugh an ?m?l???? is lucky t? ?v?n h?v? a j?b, r?th?r th?n respecting th? ? m?l???? ?nd hi? ?r h?r w?rk.Moving the goalpost: Em?l????? will b? und?r?t?nd?bl? fru?tr?t?d if th?ir g??l? are ??ntinu?ll? ?h?ngingâ"?????i?ll? if this happens before th? fir?t g??l ??n be ????m?li?h?d ?r if the n?w goals ??ntr?di?t the ?ld ?n??, m?king the ?r?vi?u? work ?b??l?t?.L??k ?f communication: Wh?n ?m?l????? f??l lik? th??âr? k??t in the dark, it ?r??t?? r???ntm?nt ?nd presents opportunities f?r rum?r? to run wild. C?mmuni??ti?n is im??rt?nt all the time, and i? ?riti??l ?t tim?? ?f ?xtr?m? change.L??k of tru?t to ??m?l?t? the w?rk: Thi? ?ft?n m?nif??t? ?? mi?r?m?n?g?m?nt or ?n environment in which an ?m?l???? d??? n?t f??l h? or she has any l??w??. M?n? ?m?l????? w?uld prefer t? d? th?ir j?b to the b??t of th?ir abilities and m?k? ???r??ri?t? judgment calls with?ut h?ving their actions ??ll?d into ?u??ti?n ?t every turn.S? h?w d? w? b???t ?m?l???? m?r?l?? A 2010 b??k, The 2020 W?rk?l??? b? Jeanne C. Meister ?nd K?ri? Willyerd confirms that th? w?rk?l??? r?v?luti?n h?? b??n t?king place f?r ??m? tim?.The b??k shows plenty ?f insight into how we will work in th? future, with much ?f wh?t th? ?uth?r? ?r?di?t?d ?lr??d? being ?vid?nt now.Click here to d?wnl??d fr?? guid?? t? improve ??ll?b?r?ti?n in ??ur w?rk ?l???W??? TO BOOST ?M?L???? M?R?L? Creating EngagementEng?g?d employees ?r? r?r?.Gallups m??t r???nt gl?b?l r????r?h finds only 13% of ?m?l????? w?rldwid? are ?ng?g?d at w?rk.A???rding t? th? l?t??t St?t? ?f th? American Workplace report, just 33% of ?m?l???d r??id?nt? in th? Unit?d St?t?? are ?ng?g?d ?t w?rk. Engaged w?rk?r? ?t?nd apart from th?ir n?t-?ng?g?d and actively di??ng?g?d ??unt?r??rt? b???u?? of th? discretionary ?ff?rt th?? ??n?i?t?ntl? bring to th?ir roles.Th??? employees willingly g? the extra mile, work with ????i?n, ?nd f??l a profound ??nn??ti?n t? their ??m??n?. Th?? are th? people who will driv? innovation ?nd m?v? ??ur bu?in??? forward.Whatever ?ng?g?d employees d? ?u?h ?? ??lv? ?r?bl?m?, inn?v?t?, ?nd ?r??t? n?w ?u?t?m?r ? ??tiv?l? disengaged ?m?l????? will w?rk t? und?rmin?.Not-engaged employees ?ff?r perhaps the gr??t??t unt????d ????rtunit? f?r bu?in????? t? im?r?v? their performance ?nd profitability.Not-engaged w?rk?r? can b? difficult t? ???t.Th?? are not overtly h??til? or disruptive ?nd lik?l? d? ju?t ?n?ugh to fulfil their j?b r??uir?m?nt?. Th?? ?l???w?lk through their d??, unin??ir?d and l??king motivation.Th?? h?v? littl? ?r n? ??n??rn ?b?ut customers, ?r?du?tivit?, ?r?fit?bilit?, ??f?t?, ?r quality.They ?r? thinking about lunch ?r their n?xt break ?nd h?v? ????nti?ll? checked out.Measuring ?m?l???? ?ng?g?m?nt is im??rt?nt. Measuring th? right thing? th??? th?t m?tt?r m??t t? performance ?nd ?r?vid? a fr?m?w?rk f?r ???itiv? change is ?ru?i?l.G?llu?? Q12 ?m?l???? ?ng?g?m?nt measurement tool is d??ign?d to initi?t? ??m??n?wid? transformation t? ?r??t? ?u?t?in?bl? gr?wth.Researchers ?tudi?d 82,248 w?rk unit?, in?luding n??rl? 1.9 milli?n employees. Thi? l?t??t it?r?ti?n of th? m?t?-?n?l?? i? furth?r confirmed th? well-established connection b?tw??n employee ?ng?g?m?nt and k?? ??rf?rm?n?? outcomes:?u?t?m?r r?ting??r?fit?bilit??r?du?tivit?turn?v?r (f?r high-turn?v?r ?nd l?w-turn?v?r ?rg?niz?ti?n?)safety in?id?nt??hrink?g? (th?ft)?b??nt??i?mpatient ??f?t? incidentsqu?lit? (defects)G?llu? researchers ?tudi?d the differences in ??rf?rm?n?? between ?ng?g?d and ??tiv?l? disengaged w?rk units ?nd found th?t th??? ???ring in th? t?? h?lf ?n employee engagement n??rl? d?ubl?d th?ir ?dd? ?f ?u????? compared with th??? in th? bottom h?lf.Creating a Digit?l W?rk?l??? In order t? cultivate employee ?ng?g?m?nt, ?n ?ff??tiv? digit?l w?rk?l??? ?tr?t?g? n??d? t? b? ??n?id?r?d.In a nut?h?ll, th? digit?l w?rk?l??? simply r?f?r? to th? t??l? ?nd t??hn?l?gi?? that ?n?bl? ?m?l????? t? g?t th?ir j?b done ?ffi?i?ntl? ?nd ?ng?g? ?ff??tiv?l?.There ?r? a range ?f digit?l w?rk?l??? tools ?n organization ??n and should utiliz?: Onlin? t??m, w?rk??????, Company wiki, F?rum?, Blogging, In?t?nt mes saging ?nd F???b??k-lik? ?r?fil? ??g??.Fortunately these tools ?nd many m?r? are offered ?? ??rt ?f a g??d intranet whi?h can b? adapted to in?lud? v?ri?u? social ?nd ??ll?b?r?tiv? f??tur?? ?nd th??? that ?n??ur?g? th? w?rk?r to b? ??tiv?l? involved in th? company, r?th?r than just thinking ?f it as 9-5 drudg?r?.Thi? in turn ?r??t?? a thriving digit?l workplace, resulting in a happier, m?r? collaborative ?nd ?ng?g?d workforce.B??ring ?ll ?f thi? in mind, in ?rd?r for ??m??ni?? to ?r??t? a good w?rking ?ultur? th?t ?ng?g?? ?m?l????? ?nd b???t? morale, they mu?t pay attention t? th? w?nt? and n??d? ?f th? ?m?l???? ?nd use enabling t??hn?l?g? to f??ilit?t? this.Effective Leadership and ManagementThis means th?t for ??m? companies, it will b? n??????r? to l??k diff?r?ntl? ?t h?w th?? tackle l??d?r?hi? and wh?t t???? ?f l??d?r? ?r? in th? ?nt?r?ri??. According t? Iv?? Business J?urn?l, there are t?n k?? âCâ w?rd? that m?n?g?r? ?h?uld bear in mind wh?n ???r???hing h?w th?? d??l with e mployees, these are:C?nn??t â" good r?l?ti?n?hi?? between m?n?g?r? and employees ?r? vital to ?ng?g?m?nt. Those workers th?t clash with m?n?g?m?nt ?? th?? feel und?rv?lu?d will n?v?r w?rk ?t th?ir t?? ?????it? for the ??m??n?.C?r??r â" W?rk?r? w?nt to f??l lik? they h?v? th? ?h?n?? to ?dv?n?? th?ir career and w?nt ?h?ll?nging and m??ningful work that ??n h?l? them ??hi?v? this. Itâ? u? to the l??d?r n?t ?nl? t? find w?rk that ?h?ll?ng?? ?m?l???, but t? also instil the ??nfid?n?? in th? ?m?l???? that th?? can ??hi?v?.Cl?rit? â" L??d?r? n??d t? h?v? vi?i?n and this mu?t b? communicated t? the ?m?l????, wh? w?nt? to kn?w th?t h?â? w?rking f?r a ?r?gr???iv? ??m??n? ?nd w?nt? t? full? und?r?t?nd it? goals.C?nv?? â" Good l??d?r? ?ut in ?l??? processes and ?r???dur?? that allow w?rk?r? t? ??hi?v? goals. Itâ? n?t enough t? provide feedback, there mu?t b? ??m? facilitation b?hind driving ?m?l????? t? master t??k? ?nd then ??n?tru?tiv? and encouraging f??db??k should b? giv?n.Congra tulate â" Too m?n? ??m??ni?? ?r? ?ui?k t? ?riti?iz? wh?n things go wr?ng ?nd unwilling to giv? ?r?i?? wh?r? itâ? du?. Thi? f??t?r? a negative w?rking ?ultur? ?? everyone n??d? ?n??ur?g?m?nt ?nd i? th? ?ign ?f a b?d l??d?r.Contribute â" Employees th?t und?r?t?nd h?w th?ir w?rk i? contributing t? the ?v?r?ll ??m??n? strategy ??rf?rm b?tt?r than those wh? d?nât. This m??n? th?t m?n?g?r? h?v? t? ??mmuni??t? why a w?rk?r? j?b is im??rt?nt ?nd ?h?w them ?r?v?n results.C?ntr?l â" w?rk?r? lik? t? h?v? ??ntr?l over th?ir ?wn liv??, ?? m?nti?n?d ??rli?r on, and thi? can b? ??hi?v?d b? flexible w?rking ?nd consulting th?m ?v?r i??u?? that are r?l?v?nt to their j?b. The ?bilit? f?r ?n ?m?l???? t? voice hi? id??? ?nd ??ini?n? i? important t? this feeling of control.C?ll?b?r?t? â" thi? i? something th?t is seeing a hug? ri?? in popularity within all d???rtm?nt? ?f the enterprise. T??m work ?tr?ngth?n? r?l?ti?n?hi?? with both leaders ?nd colleagues, l??ding to a h???i?r, m?r? ?ng?g?d ?nd ? r?du?tiv? w?rk?l???.Cr?dibilit? â" P???l? w?nt to be proud ?f wh?t they do and th?? w?nt to kn?w that th?? ?r? w?rking f?r an ethical ?nd high-performing ??m??n?.C?nfid?n?? â" In order t? be ?r?ud ?f th? ??m??n?, an employee has t? h?v? ??nfid?n?? i? hi? leaders ?nd th? ??m??n? it??lf. S??nd?l, b? it ?f a ??r??n?l or corporate nature, r??ll? t?nd t? d?m?g? ?m?l???? (and ??n?um?r) confidence.Having Adequate Job ?nrichmentJob ?nri?hm?nt is a m?n?g?m?nt ??n???t that inv?lv?? r?d??igning jobs so that th?? are more challenging t? th? ?m?l???? ?nd h?v? less r???titiv? w?rk.Th? ??n???t i? based ?n a 1968 H?rv?rd Bu?in??? R?vi?w ?rti?l? b? ????h?l?gi?t Fr?d?ri?k H?rzb?rg titled On? M?r? Time: How D? Y?u M?tiv?t? Em?l??????In th? article, H?rzb?rg ?t?t?d that th? gr??t??t employee m?tiv?t?r?, b???d ?n ??v?r?l inv??tig?ti?n?, are (in descending ?rd?r): ??hi?v?m?nt, recognition, work it??lf, r????n?ibilit?, ?dv?n??m?nt, ?nd gr?wth. To im?r?v? ?m?l???? motivation and ?r?du?tivit?, j?b? ?h?ul d b? m?difi?d t? in?r???? th? motivators ?r???nt for th? ?m?l????.T? make this concept more u??bl?, l?t? imagine ??u ?r? a company manager ?nd w?nt t? increase the ??ti?f??ti?n of your ?t?ff.A? ??u w?lk thr?ugh th? ?r????? of job ?nri?hm?nt, ??ull n??d t? keep in mind th??? g??l?:R?du?? r???titiv? w?rk.Increase th? employees feelings ?f recognition and ??hi?v?m?nt.Provide opportunities f?r ?m?l???? advancement (i.e. ?r?m?ti?n? int? j?b? requiring more ?kill?).Pr?vid? ????rtuniti?? f?r employee gr?wth (i.?. ?n increase in ?kill? ?nd kn?wl?dg? with?ut a j?b ?r?m?ti?n).J?b ?nri?hm?nt is ?ft?n used side by ?id? with job ?nl?rg?m?nt b?th th? later d??? n?t give m?tiv?ti?n t? ?m?l????? ?nd th?r?f?r? is not ?n effective m?r?l? booster f?r ?t?ff.Giving Incentives and BonusesSh?wing employees their w?rk i? appreciated with ?m?ll rewards ?nd v?rb?l ?r?i?? ???t? littl? ?r n?thing ?nd ?r?vid?? big b???t? t? morale. In??ntiv?? can b? in f?rm ?f the following:M?n?t?r? Incentives M?tiv?t? M?n?t?r ? in??ntiv?? r?w?rd w?rk?r? f?r performance ?nd ?r?du?tivit? thr?ugh m?n??. Th??? in??ntiv?? in?lud? employee ?t??k options, ?r?fit ?h?ring plans, ??id tim? ?ff, bonuses ?nd cash ?w?rd?.Additi?n?l m?n?t?r? incentives in?lud? ?nnu?l ?r semi-annual b?nu???, ?u?h ?? mid-???r ?nd ?nd-?f-???r rewardsN?n-M?n?t?r? Opportunities Non-monetary incentives reward employee ??rf?rm?n?? through ??rk? ?nd ????rtuniti??. Th??? r?w?rd? in?lud? fl?xibl? work hours, tr?ining opportunities ?nd th? ?bilit? t? work independently.Th? rewards ?nd in??ntiv?? are valuable t? ?n ?m?l???? b???u?? th?? ?ll?w workers t? learn n?w ?kill? and ?ur?u? advancement opportunities.As ?n ?m?l???r b?nu??? and incentives ?r? v?r? im??rt?nt, ??u can try it ?ut in your firm and t??tif?. Y?u must n?t? too th?t ?r???r in??ntiv? i? vit?l.Treat People as PeopleG? ?ut ?f ??ur w?? to m?k? an employeeâs achievement vi?ibl?.It ?l?? m??n? ?t?nding u? for the team when it ??m?? t? inner-office ??liti??.How do ??u d? thi??Lifting ??u r ????l? u? ??uld b? ?? simple ?? ??m?thing you include in ?v?r?d?? ??nv?r??ti?n with ?th?r?, ?r it ??n b? ?? ?n informal ?m?il on âH??, take a l??k ?t thi?.âIf there is a tim? where th? ?x??utiv? t??m g?t? together f?r d???rtm?nt?l ?t?tu? updates, make it a ??int to always include r???rting t??m win? ?n th? ?g?nd?.On? ???? thing to r?m?mb?r i? t? attach peopleâs n?m?? to vi?t?ri?? wh?n it m?k?? ??n??.For in?t?n??, in?t??d ?f âw?b tr?ffi? in?r????d 10% this w??k,â m??b? ?hr??? it as âJ?rd?nâ? new blog ???t ?n how t? motivate ????l? in the w?rk?l??? h?l??d w?b tr?ffi? in?r???? 10% thi? w??k.â It ??n gr??tl? b???t morale.Shuffle RolesIf ?n employee i? â?tu?kâ with?ut mu?h ????rtunit?, ?nd they are ??m??n? you w?nt to k??? in the organization, ?ll?w them to consider joining another d???rtm?nt.Itâ? a t??t?m?nt t? b?th th? tr?n???r?n?? ?f ?v?r??n?â? r????n?ibiliti??, ?l?ng with th? ?rg?niz?ti?nâ? initiative to ?n??ur?g? ?m?l????? t? educate co-workers ?n whatâ s r??uir?d of th?m in th?ir r?l?.Thi? can be d?n? b? keeping in tun? with wh?t ??ur ????l? ?nj?? d?ing, not ?nl? what they ?r? good ?t, but wh?t th?? would put ?t th? t?? ?f th?ir d?il? li?t if th?? had th? ?h?i??.C?n?t?nt check-ins ?nd ?im?l? ??king ?u??ti?n? ?b?ut t??k? and r????n?ibiliti?? ?ll?w? ??u t? uncover what ????l? ?nj?? d?ing ?nd what th?? d?nât. And, as mentioned, d? ??ur b??t t? ?r???-?du??t? r?l?? ?n wh?t a d?? in th? life might l??k like.Take One for the TeamG??d l??d?r? must lead b? ?x?m?l?.By w?lking ??ur talk, ??u become a ??r??n ?th?r? w?nt to f?ll?w.When l??d?r? say ?n? thing, but d? ?n?th?r, th?? erode trust; a ?riti??l element ?f ?r?du?tiv? l??d?r?hi?. It i? im??rt?nt that once in a whil?, ??u d? ??m? of th?t dirty j?b th?? donât like t? do.Figur? ?ut wh?t the ?n? biggest ?tr??? point i? that ??ur ?m?l????? ?r? f??ing, th?n t?k? th? problem ?n yourself.I? it the d?t?il?d m?n?t?n? of filling ?ut tim?-?h??t?? I? it a particularly n??t? ?li?nt no one likes to deal with?T?k? on the ?r?bl?m ??ur??lf for ??ur team ?nd m?r?l? will g? u?. Itâ? a simple f??t and a ???ul?r saying that ?n? should l??d b? ?x?m?l?. If ??u do thi?, m?r?le g??? up and employees b?gin to l??k u? t? ??u.Here ?r? ??m? b??k? ?v?r? m?n?g?r ?h?uld read f?r ?n t? kn?w h?w t? m?k? ?n effective motivation ?m?ng ?m?l????? Driv?, b? D?ni?l H. PinkNow that youre in ?h?rg? of a t??m of ????l?, h?w will you in??ir? them to ??rf?rm ?t th?ir b??t? In thi? bestselling bu?in??? b??k, Pink ?x?l?in? wh?, ??ntr?r? to ???ul?r b?li?f, ?xtrin?i? in??ntiv?? like money ?r?nt th? b??t way t? motivate high ??rf?rm?n??.In?t??d, employers ?h?uld f??u? on ?ultiv?ting in th?ir workers a ??n?? of ?ut?n?m?, mastery, and ?ur???? in order to h?l? th?m succeed.Th? One Thing Y?u N??d t? Kn?w, by M?r?u? Bu?kingh?mAccording t? Buckingham, gr??t m?n?g?r? ?r? able t? id?ntif? th?ir ?m?l????? individu?l strengths ?nd capitalize ?n th?m. This ???r???h, h? argues, i? considerably m?r? ?ff??tiv? than trying to improve ????l?? w??k ??int?.H?w to Win Friends ?nd Influence P???l?, by D?l? C?rn?gi?Eight? ???r? ?ft?r it? initi?l publication, thi? b??k i? ?till a b??t??ll?r. Legendary inv??t?r W?rr?n Buffett h?? ?v?n n?m?d it one of his f?v?rit? b??k?, noting th?t it h?l??d get him thr?ugh r?ugh times in high ??h??l.Mind??t, b? Carol Dweck DweckA St?nf?rd ????h?l?gi?t, m?d? w?v?? ?m?ng ??r?nt? and educators wh?n ?h? fir?t published Mind??t in 2006.M?r? recently, ?h?? ?h?wn th?t h?r id??? ???l? just ?? w?ll t? th? bu?in??? w?rld, ?nd Joe Folkman, ?r??id?nt ?f Zenger F?lkm?n ???? it? ?n? of hi? favorite reads.M?dit?ti?n?, b? M?r?u? Aur?liu? ?nd Gr?g?r? H???Th? Engli?h translation ?f M?dit?ti?n? is a ??ll??ti?n ?f personal writings n?v?r m??nt t? b? ?ubli?h?d b? Marcus Aur?liu?, th? R?m?n emperor wh? ruled fr?m 161 t? 180 AD.In Book 11, Aurelius f??u??? ?n the qualities ?nd behaviors that m?k? a gr??t l??d?r, lik? r?m?mb?ring ??ur f?llibilit? and k???ing ??ntr?l over ??ur ?m?ti?n?.B???ting m ?r?l? i?nât ju?t th? j?b ?f th? m?n?g?r ?nl?, ?m?l????? ??n b???t their m?r?le? t??. H?r? are a f?w w??? to d? that.C?nvin?? yourself ??u want to do it.One of the ???i??t things ??u can do t? m?tiv?t? ??ur??lf is to think of th? work ??ur? about t? do ?? n?t being ?? hard, ?ft?r ?ll.D? not focus ?n how difficult it will b? t? ??hi?v? the ??t g??l, rather f??u? ?n h?w g??d you will f??l ?b?ut the w?rk ?n?? it i? d?n?. M?k? h?rd l??k ????. B? that person who is capable ?f m?king h?rd ?tuff l??k ????.T?k? ??ntr?l.Whil? it? ???? t? b? ?v?rwh?lm?d by v?ri?u? ??r??n?l and professional r????n?ibiliti??, you can h?l? ??ur??lf ?t?? f??u??d by k???ing in mind that, at the very l???t, ??u are in ??ntr?l of ??ur ?wn ??ti?n?.Y?u are in full ??ntr?l ?f this ??w?r, they are in your h?nd?, ??u ??n build th? l?ng??t bridg? ?nd ??u ??n destroy th?m too, ?ll by yourself.Surround ??ur??lf with other people wh? ?r? m?tiv?t?d.N? m?n i? an island ?? a saying g???. In ?rd?r t? ?ur?u? your g??l? with ?v ?r?thing ??u have, it? helpful t? be around ?th?r ????l? wh? ?r? working just ?? h?rd t? achieve th?t and th??? people are your m?tiv?t?d and hardworking ??ll??gu??.Surround ??ur??lf with people th?t would ?h?ll?ng? you t? outdo ??ur??lfWhether its co-workers wh? inspire you ?n th? j?b ?r a gr?u? ?f lik?-mind?d friends ??u m??t up with ?ft?rw?rd?, it? important t? h?v? peers who ?u?h you t? succeed. Th? ???ing goes, ??ur? the ?v?r?g? ?f the 5 ????l? you h?ng ?ut with the m??t; ?? ?urr?und ??ur??lf with HARD workers!Br??k u? your t??k? int? ?m?ll?r tasks.Break your h?rd work int? component ??rt?; it m?k?? it ???i?r t? see wh?r? th? ?b?t??l?? ?r? ?? ??u can b? prepared t? ?v?r??m? th?m. Ind??d, it? important not only t? id?ntif? these ?m?ll tasks, but t? ??t ??ur??lf ?n th? b??k wh?n ??u ??m?l?t? ???h one.Sm?ll win? ??n ?????r in?r?m?nt?l ?nd r?th?r trivi?l, but th?? ??n boost inner w?rk lif? tr?m?nd?u?l?. Furth?rm?r?, small wins ??n ???umul?t? into big br??kthr?ugh?.St?? f??u??d.It? diffi?ult t? motivate ??ur??lf t? k??? working if youre not ?bl? t? ??n??ntr?t? on th? task ?t hand. Limit your exposure t? ?ut?id? di?tr??ti?n? by l?tting ????l? kn?w you wont ?lw??? b? ?v?il?bl? t? immediately respond t? t?xt?, ?m?il?, ?nd instant m????g??.If you have tr?in?d ?th?r? that your ?r? ?lw??? ?v?il?bl? t? r????nd t? r??u??t?, ??u n??d t? retrain th?m t? ?x???t something else. M?k? it ?l??r t? ????l? wh?n you will b? ?v?il?bl? f?r ?d h?? requests ?nd wh?n ??u arent.Stay positive.As ?n??n? will t?ll ??u, f?ilur? i? inevitable, but its h?w ??u deal with failure th?t d?t?rmin?? wh?th?r ??u will ultim?t?l? be ?u?????ful. Do wh?t ??u n??d t? d? to ????m?li?h ??ur g??l? r?g?rdl??? ?f what others or ?v?n ??u might think about it.It i? also v?r? important t? make ?ur? ??u dont see th? success ?f other ????l? ?nd f??l intimid?t?d ?nd th?r?b? giv? up. Al??, when they ??? itâ? t?? mu?h w?rk, ?r too diffi?ult to ??hi?v?, donât take th?ir w?rd for it.Find ?ut ??ur??lf.F??u? ?n ?? ur strengths, leave your w??kn????? ?l?n?, ??u d?nât n??d th?m, ?? th?r? i? no ??int thinking ?b?ut it.Building ??lf-??t??m is about finding ?ut wh?t ??ur ?tr?ngth? ?r? ?nd th?n d?v?l??ing ?nd building ?n them. Y?ur ?m?l???r w?uld not h?v? giv?n ??u a job if th?? did n?t recognize ??rt?in ?kill? in ??u, kn?w th?t!C?N?LU?I?NBoosting of employee m?r?l? i? n?t m??nt f?r th? m?n?g?r?, th? ?m?l????? ?h?uld ?l?? ?l?? th?ir part kn?wing full? well that they get their ??? fr?m the firm? output, ?nd that high m?r?l? i? very essential in th?ir progress as ?n individual ?nd ?? a group.Th? employer ??n im?l?m?nt ?r?gr?m? ?nd m?k? ?n ?ff?rt t? r???gniz? w?rk?r? th?t g? b???nd th? ??ll ?f dut?.W?rk?r recognition ?r?gr?m, in??ntiv?? ?nd training ?l?n? ?r? w?rth wile inv??tm?nt? for in?r???ing m?r?l? in the w?rk?l???.M?n? new SMEs shut down tw? years ?ft?r ?t?rt u? n?t just b???u?? th?? r?n out of ???h but m?inl? because th? m?n?g?r ?r the owner lacks th? managerial ?bilit? and t??hni?u?? t? adeq uately ?nd int?rn?ll? m?tiv?t? ?t?ff.To boost m?r?l? m??n? t? ?n??ur?g? a workplace culture th?t ?ll?w? f?r a massive ?m?unt ?f ?m?l???? inv?lv?m?nt.M?r?l? i? b???t?d also b? employees f??ling th?t th?? ?r? v?lu?d, with gratitude being ?x?r????d ?nd giv?n by superiors proving important. Trust amongst colleagues i? ?l?? hugely im??rt?nt to morale ?nd thi? i? wh? team work and ??ll?b?r?ti?n in th? ?nt?r?ri?? ?h?uld b? ?n??ur?g?d.Fl?xibilit? in th? workplace is ?l?? im??rt?nt t? in?r???ing morale, ?? ?tudi?? have ?h?wn that it produces l??? ?b??nt??i?m, higher ?ng?g?m?nt ?nd productivity. A???rding to F?rb??, many ?nt?r?ri??? ?f t?d?? vi?w flexibility as a ?tr?t?g?, rather th?n an outright ?m?l???? perk, ?? th?? recognize it? v?lu?.A???rding to th? research ??m??n?, Gallup, th?ir l?t??t employee engagement meta-analysis, indi??t?? that bu?in??? units in th? t?? ?u?rtil? ?f engagement ?r? 17% m?r? ?r?du?tiv?, ?x??ri?n?? 70% f?w?r safety in?id?nt?, ?x??ri?n?? 41% less ?b??nt??i?m, h?v? 1 0% better customer r?ting? ?nd are 21% m?r? ?r?fit?bl? ??m??r?d with bu?in??? units in th? bottom qu?rtil?.Thi? w?? because the ?m?l????? are committed, l?v? th?ir j?b and ??r? ?b?ut wh?t happens t? the ??m??n? they w?rk f?r. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-60305308926521573012020-05-23T15:36:00.001-07:002020-05-23T15:36:02.177-07:00Five Reasons Why Torture Should not be Used in Prisons Free Essay Example, 1250 words Torturing is a use of force by inflicting pain on an individual, mainly convicts to retrieve information from them. It is a procedure that has existed in prisons and other relevant institutions for quite long time. Law enforcement agencies such as CIA, FBI, and DEA have been on record for the use of torturing to gather information from the perceived convicts. Torture has been, therefore, a contentious issue in prisons as various people often are opposed to it while others would justify its effectiveness in gathering data from inmates. Torture should be abolished in prisons since it may establish false information, derails human dignity, uses the human body as a means of achieving the end goal, destroys the autonomy of a person, and violates human rights. The first reason why torture should not be used in the prisons is that it may lead to giving of false information from the victim. Correctional facilities and law enforcement institutions have been using torture for centuries to get the information they need from the convicts. However, there is no doubt that such methods inflict much pain on a person and as a result, an individual may be obliged to concur with exactly what the subjects may need. We will write a custom essay sample on Five Reasons Why Torture Should not be Used in Prisons or any topic specifically for you Only $17.96 $11.86/page Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-83472177304811624422020-05-12T12:17:00.001-07:002020-05-12T12:17:03.759-07:00The Debate On Animal Rights - 910 Words There are two major schools of thought on animal protection. First, is the tenet that animals should have rights and the second, more radical view, is that animals should be liberated. Many of the rights that are promoted for animals are similar to the rights of human democratic societies. The basic rights, which are recommended by a number of advocates, are that animals should be free from suffering, be in possession of their own life, and their basic interests should be given the same consideration as humans (Taylor, 2009). The more extreme view, is that animals should be considered as people and not property (Francione, 2008). There are a number of leading philosophers that have published opinions on the legitimacy of animal rights. The debate on animal rights has been discussed since close to the beginning of historical time. The reference in the Bible of Adam having dominion over the fish, birds, and animals that inhabit the earth implies ownership or some form of property righ ts to the animals (Francione, 1995). The implication was that man was superior to animals because he was created in the image of God. The Greek philosopher Aristotle based his opinions on the idea that animals did not have the ability to reason and so they were below humans (Taylor, 2009). Rene Descartes, a French philosopher who is known as the father of modern philosophy, had a tremendous influence on the animal rights debate and his opinions are still being quoted today in papers andShow MoreRelatedThe Animal Rights Debate1244 Words à |à 5 Pagesexample of how some animals are treated and itââ¬â¢s not just happening at that trash house on everyoneââ¬â¢s block. Since the beginning of time animals have had rights to do as they pleased in their own habitat. As time went on, these rights slowly faded with the increase of using animals as entertainment. Animals do not belong in a zoo for personal visual enjoyment, or left in a cage at some ones house for days. Almost every child has taken a trip to the zoo. At the zoo we see different animals in created habitatsRead MoreAnimal Testing: the Animal Rights Debate. New York: the Rosen Publishing1992 Words à |à 8 PagesLiterature Review: Annotations Books: Hayhurst, Chris. Animal Testing: The Animal Rights Debate. New York: The Rosen Publishing Group, Inc. 2000. Print. Summary/Description: This book discusses the pros and cons of animal testing. It gives a brief history of the animal right movement, and It also address the legal and ethical issues involved around this cruel testing. The Animal Act was rejected by Congress in the United States and animal testing became a part of scientific and medical life. Read MoreShould Animals Be Used For Scientific Experiments?1189 Words à |à 5 Pagesjustifying the use of animals for scientific research to benefit man, to giving them the right to live life alongside man? This brings up the debate: should animals be used in scientific experiments (ââ¬Å"â⬠¦procedures performed on living animals for purposes of research into basic biology and diseases, assessing the effectiveness of..â⬠Humane Society International)? This debate has been going on for centuries, and still very prevalent in todayââ¬â¢s society. Especially with the rise of animal activist groups suchRead MoreThe Lives Of Animals ( 1 999 )1060 Words à |à 5 PagesIn The Lives of Animals (1999), a metafictional novella about animal right by the South African novelist J.M. Coetzee, the author posits through his character representative, Elizabeth Costello, that ââ¬Å"animals are not believers in ecologyâ⬠(Coetzee 151). We are told to believe based on the previous ruminations of Costello, who outlines early in part I ââ¬Å"The Philosophers and the Animalsâ⬠section that animals do not possess reason, and as a result, animals cannot hope to comprehend the way in which theRead MoreAnimal Experimentation And Animal Testing1261 Words à |à 6 Pagesand against animal experimentation. The report begins with an introduction briefly outlining what animal experimentation refers to, introducing the three perspectives and highlighting the intention behind this investigation. The report then explores the positive and negative medical aspect of animal experimentation stating that it has resulted in vital vaccines benefitting both humans and animals, but also accepting it is not always reliable. The advantages and disadvantages of animal testing onRead MoreAnimal Rights And Human Rights1627 Words à |à 7 Pages Animal rights is a very controversial topic in todayââ¬â¢s world. This controversy began back in 1975 when Peter Singerââ¬â¢s novel Animal Liberation was published. In the book, Singer explains the issues we still face at the top of animal protectionism today. Although Singer and his theories enlightened a lot of people of animal protectionism, he actually did not start the animal rights debate. People started questioning the status of animals all the way back to ancient Greece. Some people in these timesRead More The Benefits of Xenotransplantation Essay1535 Words à |à 7 PagesThe Benefits of Xenotransplantation New technology has opened many doors of opportunity for advancements in medical science. Not even in our wildest dreams would we have imagined a world where animal organs could be safely transplanted into humans. A few years ago, this process called xenotransplantation, was completed for the very first time. The only dilemma critics had with the process involved the chances of infection and organ rejection from the patient. Through experimentation and advancesRead MoreThe Animal Of Human Animals1424 Words à |à 6 Pagesone of the words that governs the way in which animal welfare has been scrutinised in the past years. This mainly happens due to ââ¬Å"the role humans sentiments (moral and otherwise) play in justifying the judgements that we make about our moral community.â⬠Consequently, the purpose of this essay is to analyse if the moral judgements humans make in respect to other animal species are legitimate and if so, to demonstrate that exploiting non-human animals is entirely natural excepting one case. As thisRead MoreRight For Hunt Vs. Animal Rights955 Words à |à 4 PagesRight to Hunt vs. Animal Rights On the topic of Animal Rights, subjects such as hunting can be addressed clearly as an unnecessary sport by many animal rights groups, however Jim Amrhein of The Daily Reckoning has brought to light many valuable points on the right to hunt. According to the Daily Reckoning website, the publication is a daily stock market observation stressing the economy, world politics, and travel. Mr. Amrhein reveals various statistics not only for the right to hunt, but also factsRead MoreEssay about Animal Dilemma927 Words à |à 4 Pagesmillions of animals like rats, dogs, birds, and farm animals that are killed to discover new information on medical discoveries, product testing, and for educational purposes. Many believe animal testing is inhumane because just like humans, animals feel pain as well, but others believe we should not treat animals as moral equals. However, in the recent years there have been new products introduced to decrease the use of animal testing or even possibly complet ely stopping it. Using animals for medical Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-82543945985575836532020-05-06T12:22:00.001-07:002020-05-06T12:22:37.718-07:00Capital Budgeting Decision Process Free Essays string(37) " process shall include seven stages\." Capital Budgeting Decision Process 1. Introduction The maximization of shareholder wealth can be achieved through dividend policy and increasing share price of the mark value. In order to derive more profits, our company shall invest potential investments which always cover a number of years. We will write a custom essay sample on Capital Budgeting Decision Process or any similar topic only for you Order Now Those investments involve substantial initial outlay at the outset and the process. The management is responsible to participate in the process of planning, analyzing, evaluating, selecting and making decisions to allocate the limited resource to those investments. This is called capital budgeting decision process. Budgeting acts as an important managerial tool in practice. It is budget for the major capital investment such as purchase of land and building, plant and machine, investing new product or market. In modern competing environment, the company shall go ahead to make those investments in order to survive and profitability. A good evidence is Apple which globally introduced iPhone and acted as a leading market position. Denzil Antony (2007) stated that ââ¬Å"Those decisions shall take account of the amount, timing and associated risk of expected company cash flowâ⬠. Therefore, Capital budgeting decision process is within the prospective of financial management. 2. The Aims of Financial Management Finance management generally embraces financial decision, investment decision and dividend decision. Its aims can be varied from different company, the main aims are expanding a new market, budgeting control, maximizing profit and maximizing shareholder wealth. Keown, et all stated that ââ¬Å"The fundamental goal of a business is o create value for the companyââ¬â¢s owners (this is, its shareholders)â⬠. However, the management may focus on profit maximization that will benefit him because he is the agent on behalf of the shareholder resulting in devoicing ownership and management from the company. It leads to conflict with the shareholderââ¬â¢s interest and may detriment the shareholderââ¬â¢s wealth. In order to balance those conflicts, the management shall efficiently allocate limited resource and must consider its investment strategies with its financing policies at the best interest of the shareholder. The present value of future cash flows is a better measure of the wealth of shareholder value. Cash inflows are derived from financing activities such as debt and/or equity. If those funds are used for investment decision, it implies that there will be less contribution to shareholders as a mean of dividends. Efficient and effective allocations of the funds are principle responsibility of the management. This can be achieved through making an optimal capital budgeting decision process so as to create value for shareholders. 3. Academic literature on models of the investment process The company may face many potential investments in which it has to make choices to invest. It is necessary to evaluate potential investments in order to make better decisions. Every new investment is subject to risk and uncertainty. It always takes a long period of time to report future benefit. It will severely affect the cash flow of the company. The company therefore must manage the cash flow efficiently and effectively. Some techniques are introduced to decide whether to invest potential investment. John Graham Harvey (2000) conducted a survey of 392 CFOs found that CFOs always use Net Present Value (NPV) and Internal Rate of Return (IRR), percentage respectively is 74. and 75. 7; Payback period (PB) is also popular 56. 7 percent while Profitability Index (PI) seldom use only 11. 9 percent . Alkaraan Northcott (2006) also obtained a similar result from survey that UK manufacturing companies applied appraisal techniques. Accounting rate of return (ARR) and PB are commonly used techniques. It is important to be aware of their merits and drawbacks. ARR is an accounting ratio which is also known as Return on investment. It is accepted for potential investment (usually less than one year assessment) if ARR is more than or equal to hurdle rate. It is easy to understand and calculate, but it ignores cash. PB measures the number of years required so that the estimated returns can cover the initial outlay. It is also easy and simple to use, but it takes no account of cash flow after payback period. Both methods take no consideration of time value of money. To overcome those problems resulted from ARR and PB so as to make optimal decisions, the project appraisal process needs to consider the time value of money. Expected future cash flow of potential investments shall be discounted and added together to derive a lump sum of the present value sing a given discount rate. Three types of discounted cash flow are NPV, IRR and PI. NPV is the difference between sum of present value and initial outlay for the proposed investment. A positive NPV indicates that the proposed investment is accepted and vice versa. NPV takes account of the time value of money and all relevant cash flows over the life of the project. However, it is difficult to understand and rely on to provide an available appropriate discount rate. IRR is the discount rate at which NPV is zero. If IRR is greater than the cost of capital, then the potential investment is recommendable. IRR is easy to understand and it excludes the drawbacks of ARR and PB that both ignore the time value of money. However, IRR often gives an unrealistic rate of return unless the calculated IRR is a reasonable rate for reinvestment of future cash flows. PI is the sum of the NPV and the original investment divided by the initial outlay. PI is useful under capital rationing since it demonstrates that the best return can be achieved from the available funds. NPV and IRR are commonly used to measure potential investment today. Michael (2004) suggested that ââ¬Å"Theory would suggest that the DCF methods are superior to the traditional techniques and that NPV is superior to IRRâ⬠. Therefore, potential investments can be best chosen to add value to the company. 4. A best practice design for the decision process Dayanada, Don. (2002) showed that ââ¬Å"capital budgeting is a multi-faceted activityâ⬠. A best design for the decision process shall include seven stages. You read "Capital Budgeting Decision Process" in category "Essay examples" Arnold, G. (2008) specified that ââ¬Å"There is a great deal more to successful investment programme than simply project appraisalâ⬠. Firstly, the company must has clear objectives and identify profitable investments project to sustain long term development of the company. Baker, H. Kent, et al. (2011) also suggested that the first stage is identification. The company has a motivation to achieve those objectives. The management translates them to specific directions and policies by using strategic planning after the company establishes objectives. Secondly, the company can develop and classify potential investments according to strategic planning. Thirdly, there are many potential investments in any company. It needs to be screened at this stage because potential investments are without being examined in depth in the previous stages. It can eliminate unsound and less profitable investments before the next step to evaluate the potential investments. Fourthly, it is the project appraisal stage that evaluates whether those potential investments contribute additional value to the company or not. Fifthly, it requires to present various reports and sets up a level of authorization for proposed projects. Sixthly, it conducts on the implementing stage to control capital expenditure, when to implement and who to be responsible. Finally, it is the monitoring and evaluating stage that is called the post-completion audit. It compares between the actual cash flows and other forecasted cost and benefit to improve the proposed investment or inducement for further investment. 5. Key stage of the decision process The key stage is project appraisal at the fourth stage from the above decision process. Dayanada, Don. (2002) pointed out that ââ¬Å"project analysis is critically important for the firmâ⬠. Potential investments will be considered the initial outlay and expected future cash flow associated with risk and uncertainty. At this stage, it involves the application of many techniques, such as forecast, risk analysis, time value of money, discount rate and inflation, etc. Facing many problems of potential investments, the management should be familiar with those techniques. What is the relevant cash flow for the potential investment? Karanovic, et al (2010) pointed out that ââ¬Å"In capital budgeting process one of most important things is discount rate determinationâ⬠. It will affect the decision-making using different discount rate. Shall the company choose the highest NPV or the highest IRR when the mutually exclusive potential investments? James John (2008) stated that ââ¬Å"different investment projects often have different degrees of riskâ⬠. If the proposed investment is more risky, the higher return is required. However, is higher return reasonable? If undertaking it, what will happen? Clive Emmanuel, et al (2010) stated that ââ¬Å"Once taken, capital investments are largely irreversible and significant financial sums are at riskâ⬠. Hence, it may require using different appraisal techniques for the same investment, for example, using PB and/or PI technique to assist the analysis of NPV. When making decision to select potential investment, the management shall consider how to allocate the available funds to those investments efficiently at the same time. Therefore, the fund is a key issue to determine how many potential investments are undertaken. The management must concern about the liquidity of the company immediately after accepting potential investments. Improper acceptance or rejection of any proposed investment may significantly affect the long-term success of the company. 6. Conclusion The capital budgeting decision process is one of the investment decisions which form the fundamental part of financial management. Inappropriate investment decisions can endanger the survival of the company and cause difficulties in obtaining additional financing from stakeholders. To make optimal capital budgeting decision process, investment proposals shall be analyzed under risk, uncertainty and inflation. After making decisions, the company shall separately consider how the funds generate in the best way. A sound capital budgeting decision process is beneficial to achieve the aims of financial management. The efficiency of financial management is a good-measurement to achieve the objective of the company. 7. Recommendations Since our company has a clear objective to maximize the shareholder wealth, it can be achieved through making potential investments to invest. Identifying potential investments is crucial to the prospect of the company. It requires expertise and management to execute the capital budgeting decision process. An independent capital budgeting committee shall be assigned to monitor the capital budgeting decision process. Since capital budgeting decision process is more dynamic, after implementing it, Cotter, et al (2003) suggested that ââ¬Å"real options should be included in a capital budgeting analysisâ⬠. A good capital development system and management information system will be well on the way to achieve the objective of financial management successfully. Reference List Alkaraan, F. , Northcott, D. (2006). Strategic capital investment decision-making: A role for emergent analysis tools? : A study of practice in large UK manufacturing companies. The British Accounting Review, 38(2), 149-173. Available through: ABI/INFORM Complete database [Accessed 31 March 2012]. Arnold, G. (2008). Corporate Financial Management. 4th edition. FT/Prentice Hall. Baker, H. Kent, et al. (2011). Capital budgeting valuation : financial analysis for todayââ¬â¢s investment projects. Hoboken, N. J. : John Wiley Sons. Clive Emmanuel, Elaine Harris, Samuel Komakech. (2010). Towards a better understanding of capital investment decisions. Journal of Accounting Organizational Change, Vol. 6 Iss: 4 pp. 477 ââ¬â 504. Available through: EMERALD database [Accessed 31 March 2012]. Cotter, J. F. , Marcum, B. Martin, D. R. (2003). A cure for outdated capital budgeting techniques. The Journal of Corporate Accounting Finance, 14(3), 71-80. Available through: ABI/INFORM Complete database [Accessed 25 March 2012]. Denzil Watson and Antony Head. (2007). Corporate Finance Principles Practice. 4th edition. FT/Prentice Hall. Don Dayanada, et al. (2002), Capital budgeting : financial appraisal of investm ent projects. Cambridge University Press. Graham, John Robert, Harvey, C. R. (2000). The theory and practice of corporate finance: Evidence from the field. Rochester, Rochester: doi:10. 139/ssrn. 220251. Available through: ABI/INFORM Complete database [Accessed 20 March 2012] James C. Van Horne John M. Wachowicz, Jr. (2008). Fundamentals of Financial Management. 13th edition. FT/Prentice Hall. Karanovic, G. , Baresa, S. , Bogdan, S. (2010). Techniques for managing projects risk in capital budgeting process. UTMS Journal of Economics, 1(2), 55-66. Available through: ABI/INFORM Complete database [Accessed 22 March 2012] Keown, John D. , Martin, J. , William Petty. (2011). Foundations of Finance : the logic and practice of financial management. 7th edition. Prentice Hall. How to cite Capital Budgeting Decision Process, Essay examples Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-33969832664285188322020-05-02T10:44:00.001-07:002020-05-02T10:44:03.760-07:00Independence Day of India free essay sample India Independence Day In India, Independence Day is observed on the 15th August every year, because on the said day of 1947, India won her freedom from the British rule after about 200 years. It is a red-lettered day, on which the schools and governà ment and private offices remain closed. Early in the morning, the young students sing in chorus the national anthem in accompaniment of flute and drum marching together in processions in the streets. National flags are hoisted in the houses, schools, colleges, and offices. Teachers and leaders assemble in a public place to give their patriotic speeches to the people, promising to save the sovereignty and integrity of our vast country. The great sacà rifice of great Indian leaders who dedicated their valuable lives for the cause-of the countrys freedom in the past, is reverently remembered. It is a great day for India. In Delhi Red Fort Parade Ground, millions of Indians from different parts of the counà try gather to listen to the annual speech of the Prime Minister. We will write a custom essay sample on Independence Day of India or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many dignitaries at home and also from abroad attend the function. The tri-colour flag is unfurled by the Prime Minister with the national anthem sung vocally or played on musical instruments. A salute of 31 guns is fired, and from the sky, petals of red roses are showered from the army helicopters in the city streets. Large and coloured processions composed by the peoà ple from different Indian States pass by the Red Fort in a disà ciplined manner. The charming march of the army personnels and also that of the school boys and girls who sing and dance as they march forward, are special attractions. It is, no doubt, a wonderful sight of true national spirit. Every Indian must take an oath on the Independence Day to remain loyal and patriotic and to save his beloved motherland from any outside attack or humiliation, even at the cost of his life. And we must also feel at heart that all the Indians are our brothers and sisters, and accordingly, we must love and respect them. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-46070372256944425322020-03-23T03:54:00.001-07:002020-03-23T03:54:02.370-07:00Presentation - Ikea free essay sample Katarzyna Gawor Sofia Halà ¤sovà ¤ Friedemann Polzin International Business Strategy: IKEA IKEA Overwiev Global business strategy Generic Strategy Organizational structure Operational strategy CSR Regional Strategy in CEE Swedwood New markets sourcing and customers Local strategy in Slovakia 04/12/08 2 IKEA historic background IKEA Svenska AB (1943) â⬠+ Ingvar Kamprad Entering the Scandinavian market (1963) Expansion into Europe and first steps overseas 0 Switzerland and Germany in the 1970s Fall of the Iron Curtain* full entry into CEE â⬠+ Swedwood Entry to the British market â⬠+ aquisition of Habitat Further expansion â⬠+ China and Russia 04/12/08 International Business Strategy: IKEA 3 Facts Figures The IKEA Group: 253 stores in 24 countries 41 trading service offices in 30 countries 27 distribution centres and 11 customer distribution centres in 16 countries 183 stores in Europe (the largest market) 46 in North America 11 in Russia 10 in China and Japan 3 in Australia 04/12/08 International Business Strategy: IKEA 4 Products: wide range of products including approx. 9500 standarized models of flat pack furniture avialable in IKEA stores all over the world Houses flats BoKlok in Scandinavia in the UK (since 1996) Family Mobile in the I-JK (since 2008) Product names 0 special naming system developed by IKEA 04/12/08 International Business Strategy: IKEA 5 Employees: Coworkers by region Asia and Australia: 7. We will write a custom essay sample on Presentation Ikea or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 650 North America:16. 800 Europe:103. 350 Coworkers by function Purchasing, distribution, wholesale:14. 500 Swedwood Group 17. 100 Retail 96. 200 04/12/08 International Business Strategy: IKEA 6 Facts figures Sales 7 Sales: 8 Purchasing: 9 Corporate structure Stichting INGKA Foundation INGKA Holding B. V. The IKEA Group: Services B. V. IKEA Services AB Inter IKEA Holding S. A. Inter IKEA Systems B. V. IKEA stores 04/12/08 International Business Strategy: IKEA 10 Business strategy Mission Ã'âºto create a better everyday life for the many people Target group young low to middleincome family Organisational structure from international suppliers 04/12/08 International Business Strategy: IKEA 11 Operating strategy IKEAs success â⬠+ based on the idea of keeping cost between manufacturers and customers down Innovative cost saving in both upstream and downstream RD centralized in Sweden 12 Global strategy Generic strategies: costseeking diversification focus strategy Modified value chain: cut costs in both upstream and downstream twoway value system between customers, suppliers, and IKEAs headquarters forward integration 0 Swedwood 04/12/08 International Business Strategy: IKEA 13 Marketing Communication How does IKEA achieve it? Standarized products selfassembly flat pack furniture Catalogue a loyalty program Good service: restaurants food mini stores markets children play areas Corporate culture 04/12/08 International Business Strategy: IKEA 14 IKEAs internationalization Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-50449574153412546512020-03-06T01:51:00.001-08:002020-03-06T01:51:03.682-08:00How to Conjugate the Italian Verb AccorgersiHow to Conjugate the Italian Verb Accorgersi Conjugation table for the Italian verbà accorgersi accorgersi: to notice, realize, be aware ofIrregular second-conjugation Italian verbReflexive verbà (requires aà reflexive pronoun) INDICATIVE/INDICATIVO Presente io mi accorgo tu ti accorgi lui, lei, Lei si accorge noi ci accorgiamo voi vi accorgete loro, Loro si accorgono Imperfetto io mi accorgevo tu ti accorgevi lui, lei, Lei si accorgeva noi ci accorgevamo voi vi accorgevate loro, Loro si accorgevano Passato remoto io mi accorsi tu ti accorgesti lui, lei, Lei si accorse noi ci accorgemmo voi vi accorgeste loro, Loro si accorsero Futuro semplice io mi accorger tu ti accorgerai lui, lei, Lei si accorger noi ci accorgeremo voi vi accorgerete loro, Loro si accorgeranno Passato prossimo io mi sono accorto/a tu ti sei accorto/a lui, lei, Lei si accorto/a noi ci siamo accorti/e voi vi siete accorti/e loro, Loro si sono accorti/e Trapassato prossimo io mi ero accorto/a tu ti eri accorto/a lui, lei, Lei si era accorto/a noi ci eravamo accorti/e voi vi eravate accorti/e loro, Loro si erano accorti/e Trapassato remoto io mi fui accorto/a tu ti fosti accorto/a lui, lei, Lei si fu accorto/a noi ci fummo accorti/e voi vi foste accorti/e loro, Loro si furono accorti/e Future anteriore io mi sar accorto/a tu ti sarai accorto/a lui, lei, Lei si sar accorto/a noi ci saremo accorti/e voi vi sarete accorti/e loro, Loro si saranno accorti/e SUBJUNCTIVE/CONGIUNTIVO Presente io mi accorga tu ti accorga lui, lei, Lei si accorga noi ci accorgiamo voi vi accorgiate loro, Loro si accorgano Imperfetto io mi accorgessi tu ti accorgessi lui, lei, Lei si accorgesse noi ci accorgessimo voi vi accorgeste loro, Loro si accorgessero Passato io mi sia accorto/a tu ti sia accorto/a lui, lei, Lei si sia accorto/a noi ci siamo accorti/e voi vi siate accorti/e loro, Loro si siano accorti/e Trapassato io mi fossi accorto/a tu ti fossi accorto/a lui, lei, Lei si fosse accorto/a noi ci fossimo accorti/e voi vi foste accorti/e loro, Loro si fossero accorti/e CONDITIONAL/CONDIZIONALE Presente io mi accorgerei tu ti accorgeresti lui, lei, Lei si accorgerebbe noi ci accorgeremmo voi vi accorgereste loro, Loro si accorgerebbero Passato io mi sarei accorto/a tu ti saresti accorto/a lui, lei, Lei si sarebbe accorto/a noi ci saremmo accorti/e voi vi sareste accorti/e loro, Loro si sarebbero accorti/e IMPERATIVE/IMPERATIVO Presente - accorgiti, si accorga, accorgiamoci, accorgetevi, si accorgano INFINITIVE/INFINITO Presente - accorgersi Passato - essersi accorto PARTICIPLE/PARTICIPIO Presente - accorgentesi Passato - accortosi GERUND/GERUNDIO Presente - accorgendosi Passato - essendosi accorto Italian Verbs à Italian Verbs: Auxiliary verbs, reflexive verbs, and the use of various tenses. Verb conjugations, definitions, and examples. Italian Verbs For Beginners: Reference guide to Italian verbs. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-89331920625939604462020-02-18T17:16:00.001-08:002020-02-18T17:16:03.000-08:00Romeo and Juliet Essay Example | Topics and Well Written Essays - 1500 words - 1Romeo and Juliet - Essay Example The first time it is presented by Othello to Desdemona as he impresses on her the magic of the talisman that was given to his mother by an Egyptian woman. The second time it is mentioned is as Othello attempts to justify his murder of Desdemona, saying Cassius had the talisman his father gave his mother. His review of the available literature on the subject reveals that most critics tend to assume Othello is lying in the first story that he tells to Desdemona as a means of romanticizing his past while few attempt to approach the question from the opposite point of view ââ¬â that Othello was telling Desdemona what he really believed. Andrews also concludes that the critics have, by and large, managed to trivialize the role that his race has played in the development of Othelloââ¬â¢s character. Those that have concentrated on race have frequently taken the idea too far, indicating that Othello is somehow less of a man because of his ââ¬Ëinferiorââ¬â¢ race. ââ¬Å"Iagoâ⬠â¢s temptation of Othello depends upon the kind of naivetà © Robeson has in mind; but his impassioned behavior when Iagoââ¬â¢s ââ¬Ëmedicineââ¬â¢ works â⬠¦ reflects Shakespeareââ¬â¢s acceptance of the popular notion that blacks are more passionately emotional than whitesâ⬠(Andrews, 1973: 279). Where this differs from prejudice is in the fact that Shakespeare does not make this a central element of Othelloââ¬â¢s character, but only allows it to manifest itself occasionally, such as in the case of the handkerchief. Despite what Andrews may have to say about the absence of a critical analysis regarding the role of Othelloââ¬â¢s race and its impact on his character development prior to the opening of the play, this is exactly the subject of Edward Berryââ¬â¢s article ââ¬Å"Othelloââ¬â¢s Alienationâ⬠(1990). Within his article, Berry, too, reviews the available literature regarding Othelloââ¬â¢s race, claiming the majority of critics choose to relegate Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-88127113955548842712020-02-03T22:57:00.001-08:002020-02-03T22:57:03.463-08:00MiniBusiness Plan Parameters( Food truck and we sell mainly smoothies EssayMiniBusiness Plan Parameters( Food truck and we sell mainly smoothies king) - Essay Example The idea of a food truck will ensure we serve our clients at their convenience by making trips to their premises based on the truck schedule. Our staff are committed to ensure our clientsââ¬â¢ interests are accorded first priority. Amazing smoothies is a limited liability company with all the members having an equal share capital in the business. The initial capital will be 100,000 dollars with the contribution of each member at 20,000 dollars with the possibility of further investment in future as agreed upon by the members. The investment will attract an interest of not more than 10% per annum. The monthly variable costs are estimated at 5,500 dollars and fixed cost at 3,000 dollars. The business partners will receive an equal salary at 500 dollars per month but may be subject to adjustment depending on the work rate assigned to each individual. Our sales revenues for the First year is projected at 12,000 dollars per month and to rise to 15,000 dollars within one year of operation. This represents an increase in sales at 12.5% annually. We are targeting expansion to buy more food trucks after the first year so as to be able to cover more market Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-34584708344071196982020-01-26T19:21:00.001-08:002020-01-26T19:21:06.339-08:00How leaders enlist and enable others to actHow leaders enlist and enable others to act Leadership is a relationship between those who aspire to lead and those who choose to follow (Kouzes et al., 2007). Leaders must master the dynamics of this relationship. They must learn how to mobilize others to want to struggle for shared aspirations. This means that leaders need to acquire the understanding, skills, and experience to collaborate successfully. Within this context, leaders move away from being the sole decision maker to involving others such as staff, and community members in the decision making process. I have looked deeply into the leader-constituent relationship. Through case analyses, books and journal articles, I have discovered that leaders at all levels follow rather similar paths as they guide others along pioneering journeys. By these studies, I was able to identify one of the most important practices common to most leadership achievements that is enabling others to act. This practice has stood the test of time, and it is available to anyone, in any organization or situation, who accepts the leadership challenge. This essay discusses the broader study that focused on collaboration in order to contextualize and highlight the findings related to the affective elements of collaborative leadership. The essay examines how the leader supports collaboration in their organisation to enlist and enable others to act and analyses the emotional competencies involved in. Finally, consideration is given to how leaders might be supported in the development and acquisition of the key skills required for affective leadership in their organisation. This essay also highlights the data related to how the leaders support collaboration. It specifically describes the perceptions that leaders and other stakeholders had regarding the role of the leader in fostering collaboration. The essay includes the description of behaviours exhibited by leaders and perceived by participants in the study as supporting collaboration. The purpose of the essay is to analyse these collaborative behaviours in terms of their emotional component. It is important to note that the goal of this study was not to examine emotional competencies of leadership. Data related to the affective domain of leaders work emerged as significant findings of the research question. Enlist others in a common vision by appealing to shared aspirations Motivation is what drives individuals to work in the way they do to fulfill goals, needs or expectations. These are numerous, varied and changing. (Bush, T. et al, p237) People can imagine an exciting, highly attractive future for their organization. Leaders may be driven by their clear image of possibility and what their organization could become. In this case, leaders passionately believe that they can make a difference. They create the way that no one else has ever produced. They uplift peoples spirits with an ennobling perspective about why they should strive to be better than they are today. This means that to create an organised movement as well as significant change, leaders need to enlist others. They also must appeal a shared aspiration because people will not follow until the vision is accepted as their own. Leaders must speak others language to enlist them in a vision. Leaders not only understand peoples needs but also have their interests at heart when they are to sign up for journeys into the future. Leaders breathe life into visions through vivid language and an effective style. Their own enthusiasm and excitement are contagious and spread from the leader to constituents. Their belief in and enthusiasm for the vision are the sparks that ignite the flame of inspiration. (Kouzes et al. 2007, p. 16-18) Breath life into your vision and align your dream with the peoples dream According to Kouzes et al. (2007) and Hallinger et al. (2002), people desire to do something that can make a profound difference to the future of their families, friends, and communities and their life as well. Therefore, leaders not only show the directions and set the standards but also effectively communicate a vision. Visions are about our strong desire such as ideals, hopes, dreams and aspirations to achieve something great. In communicating shared visions, leaders need to make them meaningful by awakening dreams, breathing life into them, and arousing the belief that they can get extraordinary things done before bringing these visions into the conversation. In order to make their visions become true, leaders need to keep people focused and excited about the meaning and significance of their work. Leaders have to animate the vision and make manifest the purpose so that others can see it, hear it and feel it. It is not leaders dream alone but is the peoples vision. Hall (2002) shows that they need to show how their individual and collective efforts could make a positive difference and make sure that each team member could repeat the vision not just by rote but also from the heart. This would enable them to realize these aspirations and make all people have the power within themselves to accomplish whatever they desire. Expand your communication and expressiveness skills to animate the vision Kouzes et al. (2007), Shriberg et al. (2005), Green (2000) and Ginsberg et al. (2003) show that to enlist others and arouse them to go decisively forward, leaders not only appeal to their ideas, animate the vision and breathe life into it but also help them understand how their own interests and dreams are aligned with the vision. The constituents will become internally motivated to commit their individual energies to its realisation if leaders recognise that their enthusiasm and expressiveness are indispensable factors in their efforts to generate commitment in their constituents. People always desire to work more effectively and find out the fastest way to achieve their common goals but it will be very difficult if the visions are not images in their mind. Therefore, to enlist others and inspire a shared vision, leaders must be able to paint word pictures that best portray the meaning of their vision and that others get a natural mental image of what things will be like in the future. To find the ways of giving expression to their collective hopes for the future, leaders face some challenges. Firstly, extraordinary things are often very difficult to get for leaders and their constituents. They may be dispirited while facing these difficulties. In this situation, leaders must recognise that their constituents look for them to demonstrate an enthusiastic and genuine belief in their capacity and supply the means to achieve and express optimism for the future to remain passionate despite obstacles. These mean that their vital tasks are to foster team spirit, breed optimism, promote resilience as well as renew faith and confidence. Thus, leaders must look the situation at the bright side and keep hope alive. They must strengthen their constituents belief that lifes struggle will produce a more promising future. (Kouzes et al. 2007, p. 147) Secondly, in mobilizing people to struggle for shared aspirations, their intensive enthusiasm is required to generate. Consequently, leaders are responsible for the energy of authentic excitement in their organization. They need to add more emotion by using all means of verbal and nonverbal expression to their words and their behavior to communicate with their constituents because it really makes their messages to be more memorable. In addition, the prerequisite to enlisting others in a shared vision is genuineness. The first place to look before taking to others about the vision of the future is in your heart (Kouzes et al., 2007, p. 151). If the vision is not leaders or they do not believe in what they are saying, it will be very difficult for them to enlist the others. As Staler (2005) point out, people identified specific communicative behaviours that the leader demonstrates which can support collaboration in the organisation. However, they felt that listening and openness are particularly important in providing support. Inherently, such behaviour is emotional work. Openness is related to the honest sharing and disclosure of information, both personal and professional. Similarly, Kouzes and Posner (1999) indicate that in order to become fully trusted, we must be open. Furthermore, when the leader takes the risk of being open, others are more likely to take a similar risk, thereby building interpersonal trust. The ability of the leader to foster such a safe environment, to promote and exemplify such a learning model is, in part, an emotional capacity. Foster collaboration by building trust and facilitating relationships In todays virtual organisations, cooperation can not be restricted to a small group of loyalists. It must include peers, managers, customers and clients, supplies, citizens. All those have a stake in the vision. (Kouzes et al., 2007, p. 20). Leaders have to know that to produce the good results people must feel a sense of personal power and ownership. Instead of the command and the control techniques of traditional management, the new effective way to enable others to act is to make people feel strong, capable, and committed by giving the power away. Show trust to build trust Need for trust working together, as Mayer, R. C. (1995) said, often involves interdependence, and people must therefore depend on others in various ways to accomplish their personal and organisational goals. The development of mutual trust provides one mechanism for enabling employees to work together more effectively. The emergence of self-directed teams and a reliance on empowered workers greatly increase the importance of the concept of trust (Golembiewski McConkie, 1975; Larson LaFasto, 1989). In the use of self-directed teams, trust must take the place of supervision because direct observation of employees becomes impractical. Further, a clear understanding of trust and its causes can facilitate cohesion and collaboration between people by building trust through means other than interpersonal similarity. According to Kouzes et al. (2007) and Grint (2003), trust must be at the heart of collaboration. Leaders have to be trust others if they want others to trust them. They can not lead without trust. Therefore, to create a climate of trust, leaders need to be the first to trust by being the first to open up, to show vulnerability and to let go of control. Self-confident and self-disclosure are also required to build interpersonal trust. Moreover, Dinham (2007) point out that leaders must understand that besides sharing information and resources to foster collaboration they need to care for others needs and interests that play a key ingredient to build the team around common purpose and mutual respect. They understand that mutual respect is what sustains extraordinary efforts. If leadership is built on trust and confidence, people will take risks to make changes and movements alive. Leaders have the most significant impact on their organisation, promote cooperative goals and build trust by engaging in frequent conversation. It is impossible for leaders to take their people or their organisation to the next level without meaningful, frequent, and consistent communication. Huber (2002) reveal that a collaborative environment leads to greater satisfaction of individuals within the organisation, and therefore enhances their performance. Yet a collaborative environment does not just emerge because one declares there will now be collaboration. It takes a great deal of trust and respect for this type of synergy to occur. A leader builds this trust by asking and utilizing others input, considering alternative perspectives, allowing others to make decisions, and communicating, communicating, communicating. When employees feel that they are trusted, they will become trustworthy. On the contrary, when individuals feel that they are not trusted, they will exhibit behaviors creating a toxic environment. In the book the Leadership Challenge, Kouzes and Posner point out that trust is the most significant predictor of individuals satisfaction with their organisation. Highly effective leaders recognise that it is not important for them to be right, but rather to listen, take advice, lose arguments, and in some cases follow. Through these behaviors trust is built and performance is maximized. Get people interacting to facilitate relationship The most genuine way to demonstrate your care and interest in others is to engage them in conversation. Frequent conversations build trust while learning about anothers values, interests, concerns, and desires. People do not perform at their greatest levels when in isolation. Shribersg et al. (2005) argue that it is important that an organization provides opportunities to interact whether it is though social events, common meeting spaces, or regular staff meetings. Some leaders may see frequent social opportunities as wasteful or non-productive; the reality is an organization cannot develop shared priorities or reach common goals if there are not opportunities to interact both personally and professionally. In addition, Kouzes and Posner (2007) and Shriberg et al. (2005) showed that a sense of interdependent community in which everyone coordinate their efforts and need the others to be successful is one of the most crucial components to cooperation and collaboration. To bind others into cooperative efforts, a specific reason for being together must be provided by sharing and developing cooperative goals. It is also necessary for leaders to establish and keep the norms of reciprocity and fairness in their mind to improve relationship and decrease stress while working together. While people keeping the common goal in their mind, leaders need to help them to understand that they can not achieve the group outcomes unless they all play successfully their individual parts. People need to know that the long-term benefits of common group are more significant than the short-term benefits of working alone. There are many things that no one can gain on their own, but they can easily accomplish by working together. Moreover, Kouzes et al. (2007) pointed out that: group goals, reciprocity, and promoting joint efforts are all essential for collaboration to occur, but what is critical is positive face-to-face interaction. Nowadays, with the great help from technology people have many ways to connect with the others such as the emails, instant messages, and video conferences. However, the most effective interaction to build trust and promote teamwork is face-to-face conversation frequently. Durable and regular interactions between people make them always remember about how they have treated and have been treated by others. This helps them to have positive feelings on the rest of their group, which may be a solid foundation for success. Some people claim that face-to-face connection takes considerable amount of time, but despite this disadvantage, leaders need to make it one of their leadership imperatives because of the effectiveness it brings to them. Strengthen others by increasing self-determination and developing competence To allow people to feel more powerful and ultimately be more productive, it is critical to increase their ability to influence. This may be done through increasing their signature authority, reducing unnecessary approval steps, eliminating rules when possible, and assigning non-routine jobs. Unfortunately, in many organizations employees are charged with tremendous amounts of responsibility yet are not able to influence their environment to efficiently and effectively get the job done well. Employees must feel that they have the freedom to move around freely and maneuver resources necessary to accomplish an assigned task. (Jill Tomac) Creating a climate in which people are involved and feel important is at the heart of strengthening others. Leaders must make sure that everyone involve in all the group work. They need to listen to the opinions of others carefully and then help them to build up their capabilities as well as update their own information and perspective. When people are trusted and have more discretion, more authority, and more information, they are much more likely to use their energies to produce extraordinary results. (Kouzes et al., p. 21) Moreover, one key to success is that in order to gain respect leaders must also show respect for others. Jill Tomac shows that leaders are those individuals who are not widely known; they have very little interest in placing themselves in the forefront but are quite happy having their successors in the spotlight. In effect, these leaders create stars all around them, allowing others the glory. As a result, each member of the organization is performing at his/her maximum potential and bringing the organisation to new levels of achievement. Leaders recognise the importance of empowering others, through sharing information and assigning responsibility while enforcing accountability. A leaders ability to understand and appreciate others perspectives can be the critical distinguishing factor between a success and failure. Leaders who prefer to work by themselves and do not engage or believe in those around them have great difficulty achieving their goals. They have a tendency to share power and provide choice; allowing others the latitude to make choices and take responsibility. Of course, i t is valuable to provide the expectations, parameters, direction, and skill building needed to be successful. However, beyond that people must feel that they have the respect and trust of their superiors to get the job done. Effective leaders use their power in service to others through strengthening and supporting them. In effect, leaders turn subordinates into leaders themselves enabling people to consider variables, make choices, and act on their own initiative. As Kouzes and Posner state Leaders strengthen others when they give their power away, when they make it possible for constituents to exercise choice and discretion, when they develop competence to excel, when they assign critical tasks, and when they offer visible support. Increase individual accountability to enhance self-determination To help people increase accountability and then enhance self-determination, leaders need to act by following a scientific process. Firstly, as Riley et al. (2003) said, people can not finish their work as their group desire and can not make a difference if they have no freedom of choice about what they do as well as the way that they think fit. Thus, leaders need to help them to recognise their abilities and assign them to roles that they are comfortable by listening to their ideas and suggestions. By this way, every group member can bring value to the whole team and be responsible for their work Secondly, leaders must design work proactively to allow others discretion and choice. It means that people must have the latitude in decisions what they desire and believe should be done in their own creative and flexible ways. By this way, leaders can empower and strengthen others to do their best. Thirdly, personal accountability is a critical factor of collaboration. It seems to be a contradiction between cooperation and personal accountability as some peoples opinions. They argue that they will take less responsibility for their action while working collectively because others do their parts of work for them. Although they have a point in thinking that, their opinions are not true. This is because the team do not accept the slackers unless they increase their own responsibility. People are forced powerfully to do well by the expectations of the rest of their group. Therefore, by promoting collaboration, leaders simultaneously increase individual accountability. (Kouzes et al. 2007). Offer training support to develop competence Leithwood et al. (2003) indicate that when increasing the authority and influence a person has within the organization, it is critical for people to develop the needed skills and knowledge to perform effectively. It is foolish to ask people to begin making decisions or take actions that they have never been assigned before without preparing them to be successful. Through training, coaching, and mentoring staff, they will not only increase their abilities but also their interest and dedication to their work. (Jill Tomac) Valuing people means not only listening to what they have to say or contribute, but taking their input and using it to solve problems or make decisions. To value the contribution of other people, the leader supports the collaborative process by focusing on the interdependent nature of their work (Staler, 2005). However, as noted by Beatty (2000a), and the studies of Blase and Blase (2000), leaders may feel concerned about losing control while letting go of control. Therefore, they need to understand about shared responsibility. Advocacy for collaboration includes the promotion of beliefs, goals, and information about the value of collaboration. A principal advocates for collaboration by conveying the ongoing visible endorsement of, and participation, in collaborative activities (Leonard and Leonard 2001). As previously mentioned, when principals model collaboration they build credibility, because their actions are consistent with their words or they do what they say they will do. However, to set an example, principals need to be clear about their values and beliefs; they must know what they stand for. According to Kouzes and Posner (1999) thats the say part. Advocacy then might take the form of conveying information on the attributes and goals of collaboration or describing the decision making model for implementation. People say that the leaders advocacy for collaboration helps to support the process are in accordance with Gerbers view (1991: 48), that effective advocacy puts collaboration on the launching pad for take-off in the school. Goleman (1998) introduced the term emotional competency to describe learned, job-related capabilities or skills that individuals develop based upon their emotional intelligence. As Goleman (1995) identified, five domains of emotional intelligence are self-awareness, managing emotions, motivating oneself, empathy, and adeptness in relationships. People agreed that in collaboration, workplace skills related to emotional intelligence are required leadership competencies. Staler (2005) show that to understand others, leaders need to actively listen to their ideas and sympathise with their feelings, perspectives and concerns. In other word, the artful skill of understanding another persons perspective depends upon a communication skill such as emotional competencies. Emotional self-awareness that is also identified to relate to competencies is a crucial skills in collaboration. According to Goleman (1998), people who know their emotions engage in accurate self-assessment, and have a strong sense of their own self-worth. Having the courage to speak out is an emotional competency based on self-confidence. The development of self-awareness meant discovering their own voice and coming to their own sense of power. It also means that in a collaborative situation people need to recognise the strengths that they bring to the group (Slater, 2005). In addition, Options, latitude, and accountability fuel peoples sense of power and control over their lives. Yet as necessary as enhancing self-determination is, it is insufficient. Without the knowledge, skills, information, and resources to do a job expertly, without feeling competent to skillfully execute the choices that it requires, people feel overwhelmed and disable. (Kouzes et al. 2007). Without education, training and coaching to develop their skills, people may not know how to exercise their knowledge to operate their critical tasks because they are scared of making mistake. Therefore, leaders not only increase the latitude and discretion of their constituents but they also need to raise expenditures on training. This means that the group members need be understood and then to receive training in both basic and expert skills and problem-solving techniques. These investments will develop peoples competences and foster their confidence. They may be more qualified, more capable and more effective in taking their part of common work. Basing on understanding how the contextual factors of others jobs perform to designed their works to help them know what is expected of them is another important way that leaders can strengthen their constituents. Thus, leaders must to: provide sufficient training and technical support so that people can complete their assignments successfully. Enrich their responsibilities so that they experience variety in their task assignments and opportunities to make meaningful decisions about how their work gets accomplished. Create occasions for them to network with others in the organisation. Involve them in programmes, meetings, and decisions that have a direct impact on their job performance. (Kouzes et al. 2007, p. 264) Conduct coaching conversations to foster self-confidence As Kouzes et al. (2007) said, without adequate self-confident, people can not convince to take challenges. They will feel powerless to make choices and to face opposition because they do not believe in their skills as well as they are not sure to make decisions. The lack of self-confident also leads to the lack of self-determination. Therefore, fostering the confidence for people to accomplish their tasks is critical in the process of strengthening others. Similarly, Gold (1998) and Northouse (2010) point out that leaders must take a careful look at what people are doing and communicate to them that they can be successful if they persevere in their works. It is true that by helping people learn from their skills and experiences, leaders act as coaches. If coaching occurs regularly, people will become more capable because of being encouraged to broaden their skills and experiences. Jill Tomac indicates that to foster self-confidence, leaders create stars all around them. Rather than shine the spotlight on themselves, they sing the praises of others. Effective leaders need to find out what others doing well, then thank them for their contribution, and finally sharing it with others. CONCLUSION Evidences in this essay reveal the need for leaders to enlist and enable others to act in the process of collaboration. To this end, leaders need appropriate professional development of the fundamental abilities that are required in facilitating groups, reaching consensus as well as team building. In this way, leaders must develop new skills, behaviours, and essential knowledge. Firstly, to enlist others, leaders breathe life in to the shared vision that is meaningful to them. They make people feel proud to be a part of extraordinary common work. Secondly, to foster collaboration, leaders must create a climate of trust and facilitate effective relationship by getting people interacting. They must develop cooperative goals to make senses of collective purpose. Thirdly, to strengthen others, leaders have to extend power and responsibility to them. They develop others competence and confidence as well as enhance self- determination by offer training and coaching support. Accordingly, this essay has explored a crucial practice of leaders that is to enable others to act, in which collaboration is the central component. Understanding and managing the emotional aspects of the collaborative process is a challenge for leaders who wish to work in collaborative ways. The success of collaborative reform efforts and the improvement of organization performance rely on the leaders skilful implementation of the collaborative process. Consequently, further studies that examine the emotions of leadership would enhance our understanding of how leaders competencies in the affective domain can be used to build the capacity for leading in the modern time. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-33498188252599707192020-01-18T15:45:00.001-08:002020-01-18T15:45:03.196-08:00What Doesn’t Kill You Make You StrongerSurvival is a word that has a pretty basic meaning, ââ¬Å"To continue existenceâ⬠I the name from Microsoft Office, there is really nothing to argue about. As I remember Living at 528 N. Bayard Ave; the only way you could live is if you had thick skin. Our definition of thick skin was being able to takes joke and being bullied without crying or running and telling Aunt Sabrina what happened. My cousin Darnell and I would play as much jokes on my sister Desiree and cousin Ruby. Every since I was younger I could remember everyone I know had jokes. Everyone was made fun of, and the only you made it through it is you had to get back at them by a joke or a prank believe that through all the jokes and pranks I am able to not be so offended by the little things people do to bother me and shaped me into a stronger person. I believe in the social world if someone does an act to diminish your character and you donââ¬â¢t shutdown and go in to social isolation then you have thick skin. In this paper I will argue that with more details that when it comes to the saying ââ¬Å"what doesnââ¬â¢t kill you makes you strongerâ⬠is the main key is survivalin a social aspect the saying is true. Living in most urban neighborhoods with as many as fifty young children of all ages for all my life you are bound to get teased by someone; especially if you are not the best dresser or have the coolest sneakers on, or the most money. You have to be able to bend and not break. I can remember a time where I was the butt of all jokes but since I didnââ¬â¢t let anything make me go under a rock. These experiences allow me to one a day to be the joke maker and not be subjected to being that weak loser. I can remember a being in Tenth grade at Overbrook High School. Every day I would go into Biology class and we would tell momma jokes so like three kids would gang up and talk about my mom; at this age being 16 I was already prepared since all the encounters in my past that helped me I this situation. Thatââ¬â¢s the only I made it through high school and itââ¬â¢s the reason why I can hold my own in the world today. On the other side of this debate; I can remember being in my house and my parents bring up how my little sister tell them that me and my others siblings were picking in her. So I said that, ââ¬Å"Well teasing her is not killing her and what doesnââ¬â¢t kill you makes you stronger and I only trying to prepare her for all the people that will talk to her so it cannot effect herâ⬠. Then my dad responded, ââ¬Å"It may kill her and but you are hurting her, or maybe even crippling her and make her socially inaptâ⬠. He continue by saying that she may not even want to take risk because of the things that people may say about the from the withdrawal state I may have cause. After making me feel guilty he used a wildlife analogy saying, ââ¬Å"If a lion is hurt in battle then is he strongerâ⬠. Then I said another way I can prove how my saying is true is how you see all the people that commit suicide form cyber bullying and from people making jokes about them. They couldnââ¬â¢t handle the joking around or hazing; since it didnââ¬â¢t make them stronger it killed them. Living as long as did you are bound to have days were you are going to receive an amount of jokes, but its up to you if you let them get to you and mess up your life. Your never going to get away from. So when it to survival (at least the social aspect of survival) I believe that the key is ââ¬Å"whatever doesnââ¬â¢t kill you make you stronger. Even though people may say the word ââ¬Å"survivalâ⬠they have a tendency like Darwinââ¬â¢s theory of evolution ââ¬Å"only the strongest surviveâ⬠. What I say to that is how do I people get to the ââ¬Å"strongestâ⬠. That is where my definition comes in to play you have to endure all the negativity or the positive things that happened to you. So you get to the point of being the ââ¬Å"strongestâ⬠. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-22880860548906250472020-01-10T12:09:00.001-08:002020-01-10T12:09:05.258-08:00LIFE ON MARS AND ITS INHABITANT EssayESSAY: LIFE ON MARS AND ITS INHABITANT DATE: MARCH 15TH 2013 First of all ââ¬ËMARSââ¬â¢ is a planet which is normally refer to as the earthââ¬â¢s twins, why? Because it has the same features of surface reminiscent both on the impact craters of the moon the volcanoes, valleys. The writer of this novelââ¬â¢ life on marsââ¬â¢ made us to understand that he is a Martian who left him home to pass down a message of what I call salvation or redemption to the people of earth. The writer made it clear that mars is a planet ruled by LOVE, with love among them problems like misunderstanding, or internal dissension does not exist among its people unlike the dwellers of earth. He also mentioned that we earthlings are not only false ideals of radical, sociological and religious distinctions a bar to our spiritual and material progress, but also in terms of political and economical falsities which would lead to our destruction if we do not retrace our steps back to the pathway pointed out by Christ the master and accept LOVE. Economy in mars is a virtue long cultivated on the planet mars as pointed out by the writer. While us on earth we have no respect for nature and its gifts as we carry on with the destruction of forest, depletion of our coal beds and crude oil deposits and he said the reason for this is greed and the lust for material things which would lead to the ultimate destruction of our planet earth. As a result of these material lust habitants on the planet earth has suffered disasters like earthquakes, tsunamis floods, which the writer claims is unknown to them in mars. He also stated in the last paragraph of chapter four that the people of mars has no worries in their mind which is in accordance with Christ message ââ¬Ëââ¬â¢seek ye first the kingdom of GOD and his righteousness, and all these things shall be added on to you( matt6:33). In chapter V the writer pointed out the way material things in mars are been classified as and compared it to the way we earthlings also value these material things. In mars material things has no value as the Martians believes that all property belongs to God and no being in the universe should claim it for his or herself, but man has developed a social habit ofà stamping lands, claiming seas, love of money, and other material things instead of fighting for the riches of the heavens and wealth the father (Christ) has kept for them in hi s home above. The millions of Martians lived as one family. It is this solidarity, this filial consideration that one holds for the other that has made the stupendous and gigantic public works on mars. It has been made clear that the Martians do not in any way look down on anybody on their planet; none is richer than the other, they all share the same common wealth compare to that of the earthlings. Another social view of the Martians way of life is there religious believe. All Martians accepts Christ as the as there saviour and is been taught about him right from their infant stage. The Martians has no church system and no ecclesiastical hierarchy, all Martians recognised and worship one God which is the eternal father. While us earthlings out of greedy and selfishness for our own interest and glory broke out of the faith and teachings of Christ which is love. Love is the centre of all good things as taught by Christ when he came to our earth 2,000 years ago. And because the Martians have accepted these things crime has been totally erase from their planet. Mars has no political system; since there is love among them love rules them, unlike us on earth that cannot live and prosper without the aid and guidance of a complex administrative system. As quoted by the Maritain ââ¬Ëââ¬â¢ WHERE THERE IS NO SIN THERE IS NO NEED OF LAWS; FOR THE RIGHTOUS MAN IS A LAW UNTO HIMSELF. I n chapter X this book tells us that mars is generally ruled by love. Mars has a religion which can be expressed in two thoughts: ââ¬Ëââ¬â¢LOVEââ¬â¢Ã¢â¬â¢ and THY WILL BE DONE, NOT MINEââ¬â¢Ã¢â¬â¢. While we on Earth, have created a religion to satisfy our conventionalities and because we refuse to accept the common truth which is there is only one true GOD we cannot advance to a higher stage. The Martian system of education as stated by the writer is far better than we on earth. Their education starts from the motherââ¬â¢s knee and the very first thing taught is how to acquire the spiritual knowledge to the Martians GOD comes first, THE HOME IS THE PRIMARY SCHOOL, JUST AS A PHSICAL EXSITANCE ON A PLANET IS THE KINDERGATEN OF A NEVER ââ¬âENDING LIFE .THE PARENT ARE THEW FIRST TEACHERS in mars. We on earth look at school in a different point; in our society school is more less a prison for children why? Because knowledge is not been taught but is been forced by the teachers in terms of using grades to rank the children thereby making some superior to the other inà class. The task of a teacher is not to teach knowledge but to help in bringing out what is already latent in the soul; such is the Martian way of teaching. In conclusion, the writer has mentioned things like greediness, selfishness, lust for material things, failure to accept the truth, hatred, as things which we earthlings possess in our society and it has been our way of life and unless we accept love among each other destruction awaits our world. The writer has mentioned earlier that he has not come to condemn us or to act as a superior but to show us how to seek redemption and come back with Christ in peace and harmony as it has once been in the years of our first father and mother on earth, ( ADAM AND EVE) before sin separated us. The announced that the only way out is LOVE which is the greatest of all things. And with love there would be no crime and for us to seek this great love we have to repent and ask for forgiveness from the heavenly father. He went as far as boasting with his home planet and this they have achieved so far by accepting Christ and his love, without this earth is doomed and there is no other way to escaped fro m the destruction that awaits us. This was his vision of making an ideal society. LOVE RULES AND ACCORDING TO THE TEACHING OF CHRIST, GOD IS LOVE. (THEOPHLIUS) Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-15922733638596587802020-01-02T08:33:00.001-08:002020-01-02T08:33:03.244-08:00Umi no mizu wa naze karai - Learn from a Story Umi no mizu wa naze karai is one of the Japanese folk tales. æËâãâ¬â¦Ã£â¬ ä ºÅ'ä º ºÃ£ ®Ã¥â¦âÃ¥ ¼Å¸Ã£ Å'ä ½ ãââ㠧ã â㠾ã â"ã Ÿãâ¬âÃ¥ ¼Å¸Ã£ ¯Ã¨ ² §Ã£ â"ã ã⬠æš ®Ã£ââ°Ã£ â"㠫å⺠°Ã£ £Ã£ ¦Ã£ â㠾ã â"ã Ÿãâ¬âÃ¥ ¹ ´Ã¨ ¶Å ã â"㠮æ⢠©Ã£â¬ Ã¥ ¼Å¸Ã£ ¯Ã£ ©Ã£ â ã â"ãâËã â ã â¹Ã£ ¨Ã¥âº °Ã£ £Ã£ ¦Ã£ â㠟㠨ã âãâ ã⬠ã âãââ¹Ã¤ ¸â¬Ã¤ º ºÃ£ ®Ã£ Šã Ëã âã â¢Ã£ââ㠫ä ¼Å¡Ã£ âã⬠ã âã â è ¨â¬Ã£â ãâÅ'㠾ã â"ã Ÿãâ¬âãâ¬Å'ã â㠮åâ¦Ë㠫ã âãââ¹Ã¥ ± ±Ã£ ®Ã£ Šå â㠧ã⬠ã â㠮㠊㠾ãââã Ëãââ¦Ã£ â 㠨çŸ ³Ã£ ®Ã£ ²Ã£ ã â ã â¢Ã£ââä º ¤Ã¦ âºÃ£ â"㠦ãââãââ°Ã£ â㠪ã â¢Ã£ âãâ¬âã⬠ã ã â ã âãâ ãâÅ'ã Šã Ëã âã â¢Ã£ââ㠯㠊㠾ãââã Ëãââ¦Ã£ â ãââãâ ã Ÿã â"㠾ã â"ã Ÿãâ¬âÃ¥ ¼Å¸Ã £ ¯Ã¨ ¨â¬Ã£â ãâÅ'㠟㠨ã ŠãâŠå ± ±Ã£ ®Ã£ Šå â㠧㠊㠾ãââã Ëãââ¦Ã£ â 㠨çŸ ³Ã£ ®Ã£ ²Ã£ ã â ã â¢Ã£ââä º ¤Ã¦ âºÃ£ â"㠦ãââãââ°Ã£ â㠾ã â"ã Ÿãâ¬â㠾ã Ÿã Šã Ëã âã â¢Ã£ââ㠫ä ¼Å¡Ã£ â㠫ã âã ã⬠㠲ã ã â ã â¢Ã£ ¨Ã¤ º ¤Ã¦ âºÃ£ â"㠦ãââãââ°Ã£ £Ã£ Ÿã â㠨ãââä ¼ ã Ëãââ¹Ã£ ¨Ã£â¬ ãâ¬Å'ã ŠãÆ' ¼Ã£â¬ ã âãâÅ'ã ËãâÆ'ã âãâÅ'ã ËãâÆ'ãâ¬âã â㠮㠲ã ã â ã â¢Ã£ ¯Ã£ ªÃ£â¬ 㠿㠎㠫㠾ãâ ã â¢Ã£ ¨ 㠻ã â"ã âãââ㠮ã Å' ã âã ãââ°Ã£ §Ã£ââ㠧㠦ã ãââ¹Ã£ââã ËãâÆ'ãâ¬â㠨ãâ ã Ÿã â㠨ã ã ¯ 㠲ã ãâŠã « 㠾ãâ ã âºÃ£ °Ã£ âã âãâ¬âã⬠ã ãâÅ'ãââè žã â㠦å ¼Å¸Ã£ ¯Ã¥ ® ¶Ã£ «Ã¥ ¸ °Ã£âŠã⬠ã â¢Ã£ £Ã£ ã ã 㠮ã â ã â¢Ã£ââÃ¥ ¼â¢Ã£ â㠦㠿㠾ã â"ã Ÿãâ¬âãâ¬Å'ã âãâ å⡠ºÃ£â ã âãâ å⡠ºÃ£â ã⬠ã ¨ ã âã â㠾ã â"ã Ÿãâ¬âã â¢Ã£ââ¹Ã£ ¨ 㠊㠩ãâ ã âã Ÿ 㠊㠩ãâ ã âã Ÿãâ¬â㠻ãââ㠨ã â ã « 㠲ã ã â ã â¢Ã£ â¹Ã£ââ°Ã£ ¯ ã Šã âãâ ã Å' ã⠶ã⠡ãÆ' ¼Ã£â ¶Ã£â ¡Ã£Æ' ¼ 㠊㠨ãââ㠟㠦ã ¦ ã âãâ 㠮ãâËã â ã « 㠵ã ã ã â"㠦ã 㠟㠧㠯ã âãâŠã ¾Ã£ âºÃ£ââã â¹Ã£â¬âã 㠮ã â ã â¢Ã£ââ㠲ã 㠨ã⬠㠪ãââ㠧ãââæÅ"âºÃ£ ¿Ã£ Å'ã â¹Ã£ ªÃ£ âã⬠å ¼Å¸Ã£ ¯Ã£ Šéâ¡âæÅ' 㠡㠫㠪ãâŠã ¾Ã£ â"ã Ÿãâ¬âã âãââ¹Ã¦â" ¥Ã£â¬ Ã¥â¦âã Å'ã 㠮ã â ã â¢Ã£ââçâºâ"㠿å⡠ºÃ£ â"ã⬠è˟㠧æ µ ·Ã£ ®Ã¤ ¸Å 㠫æÅ' 㠣㠦è ¡Å'ã 㠾ã â"ã Ÿãâ¬âãâ¬Å'㠯㠯㠯㠯㠯ãÆ' ¼Ã£â¬âã âãâÅ'ã Å'ã âãâÅ'㠰㠪ãââ㠧ãââå⡠ºÃ£ ¦Ã£ ãââ¹Ã£ žãâ¬â㠾ãââã Ëãââ¦Ã£ â å⡠ºÃ£â ã⬠㠾ãââã Ëãââ¦Ã£ â å⡠ºÃ£â ã⬠ã ã â ã â㠣㠦åâ¦â㠯å ¬â°Ã£ â"ã 㠦çâËã âçⰠ©Ã£ââé £Å¸Ã£ ¹Ã£ ¦Ã£ âãââ¹Ã£ â 㠡ã «Ã¥ ¡ ©Ã£ â¹Ã£ââ°Ã£ âãââ㠮ã Å'㠻ã â"ã 㠪ãâŠã ¾Ã£ â"ã Ÿãâ¬âã ã â㠧ã⬠ãâ¬Å'Ã¥ ¡ ©Ã¥â¡ ºÃ£â ã⬠å ¡ ©Ã¥â¡ ºÃ£â ã⬠㠨è ¨â¬Ã£ â 㠨ã⬠㠾㠣ã â"ãâ ã ª Ã¥ ¡ ©Ã£ Å' ã⠶ãÆ' ¯Ã£â ¶Ã£Æ' ¯ ã⠶ãÆ' ¯Ã£â ¶Ã£Æ' ¯Ã£ ¨ Ã¥ ± ±Ã£ ®Ã£âËã â ã « 㠵ã 㠧㠦ã 㠾ã â"ã Ÿãâ¬â㠿ãââ¹Ã£ ¿Ã£ââ¹Ã£ ¾Ã£ « è ËŸã ¯ ã â"㠊㠮å ± ±Ã£ § ä »Å ã «Ã£ââ ã â㠵ãâÅ'ã ã â 㠧ã â¢Ã£â¬âÃ¥â¦â㠯å ¼Å¸Ã£ Å' 㠾ãââã Ëãââ¦Ã£ â ãââ ã ã â"㠟㠨ã 㠲ã ãâŠã «Ã£ ¾Ã£â ã âºÃ£ ° 㠨㠾ãââ¹Ã£ ®Ã£ââ 㠿㠦ã Šã â¹Ã£ ªÃ£ â¹Ã£ £Ã£ Ÿã ®Ã£ §Ã£ â¢Ã£â¬âãâ¬Å'ãÆ' ¯Ã£â ¡ ã ãâÅ'ã ⹠ã Ÿã â¢Ã£ â㠦ã ãâÅ'ã ãâÅ'ã ⹠ã â"ã Šãââ 㠨ãâ 㠦ã ãâÅ'ã⬠㠨ã â 㠨ã â ã â"ã Šã ¯ 㠵ã ã â¹Ã£âⰠã â㠵ãâÅ'ã⬠㠵ã ã ¯ ã â"㠊㠮ã Šãââ㠿ã § ãÆ'â"ã⠯ãÆ'â"ã⠯ ã â"ã šãââ㠧ã â"㠾ã â㠾ã â"㠟㠨ã â¢Ã£â¬âã ãâÅ'ã §Ã£â¬ ä »Å ã §Ã£ââæ µ ·Ã£ ®Ã¦ ° ´Ã£ Å'Ã¥ ¡ ©Ã£ â¹Ã£ââ°Ã£ â㠮㠧ã â¢Ã£â¬â Romaji Translation Mukashi mukashi, futari no kyoudai ga sunde imashita.Otouto wa mazushiku, kurashi ni komatteimashita.Toshikoshi no ban, otouto wa doushiyouka to komatteita tokoro, aru hitori no ojiisan ni ai, kou iwaremashita.Kono saki ni aru yama no odou de, kono omanjuu to ishi no hikiusu o koukan shite morainasai.Sou iware ojiisan wa omanjuu o watashimashita.Otouto wa iwareta toori yama no odou de omanjuu to ishi no hikiusu o koukan shite moraimashita.Mata ojiisan ni ai ni iki, hikiusu to koukan shitemoratta koto o tsutaeru to,OO, kore ja, koreja. Kono hikiusu wana, migi ni mawasu to hoshii mono ga ikurademo detekuru n ja. Tometai toki wa hidari ni mawaseba ii.Sore o kiite otouto wa ie ni kaeri, sassoku sono usu o hiite mimashita.Kome dero! Kome dero!to iimashita. Suruto odoroita odoroita.Hontouni hikiusu kara wa okome ga zaa zaa oto o tatete ame no youni fukudashite kita dewa arimasen ka.Sono usu o hiku to, nandemo nozomi ga kanai, otouto wa okanemochi ni narimashita.Aruhi, ani ga sono usu o nus umidashi, fune no ue ni motte ikimashita.br/>Hahahaha... Kore ga areba nandemo dete kuru zo. Manjuu dero, manjuu dero.Sou itte ani wa ureshikute amai mono o tabete iru uchi ni shiokarai mono ga hoshikunarimashita. Sokode, Shio dero, shio dero.to iiu to, masshirona shio ga zawa zawa zawa zawa to yama no youni fukidete kimashita.Mirumiruma ni fune wa shio no yama de imanimo afuresou desu.Ani wa otouto ga manjuu o dashita toki ni hidari ni mawaseba tomaru nowa mite okanakatta node deus.Waa dareka tasuketekure! Dareka shio o tometekure!Toutou shio wa fune kara afure, fune wa shio no omomi de bukubuku shizunde shimaimashita to sa.Sorede, imademo umi no mizu ga shiokarai no desu. Vocabulary mukashi mukashi æËâãâ¬â¦ --- once upon a timefutari ä ºÅ'ä º º --- twokyoudai Ã¥â¦âÃ¥ ¼Å¸ --- a siblingsunde ä ½ ãââã § --- the te-form of the verb sumu (to live)otouto Ã¥ ¼Å¸ --- a younger brothermazushii è ² §Ã£ â"ã â --- poorkurashi æš ®Ã£ââ°Ã£ â" --- a livingkomaru å⺠°Ã£ââ¹ --- to have a hard timetoshikoshi Ã¥ ¹ ´Ã¨ ¶Å ã â" --- New Years Eveban æ⢠© --- an eveninghitori ä ¸â¬Ã¤ º º --- oneojiisan ã Šã Ëã âã â¢Ã£ââ --- an old manau ä ¼Å¡Ã£ â --- to meetiwareru è ¨â¬Ã£â ãâÅ'ãââ¹ --- a passive form of the verb iu (to say)yama Ã¥ ± ± --- a mountainomanjuu 㠊㠾ãââã Ëãââ¦Ã£ â --- a steamed bunishi çŸ ³ --- a stonehikiusu 㠲ã ã â ã ⢠--- a hand millkoukan suru ä º ¤Ã¦ âºÃ£ â¢Ã£ââ¹--- to exchangewatasu æ ¸ ¡Ã£ ⢠--- to handtsutaeru ä ¼ ã Ëãââ¹ --- to tellmigi Ã¥ ³ --- rightmawasu Ã¥âºÅ¾Ã£ ⢠--- to turn aroundhoshii 㠻ã â"ã â --- to wantikurademo ã âã ãââ°Ã£ §Ã£ââ --- as muchtomeru æ ¢Ã£â ãââ¹ --- to stophidari Ã¥ · ¦ --- leftkiite è žã âã ¦ --- the te-form of the verb kiku (to listen)ie Ã¥ ® ¶ --- homekaeru Ã¥ ¸ °Ã£ââ¹ --- to returnsassoku ã â¢Ã£ £Ã£ ã --- at once; right awaykome ç ± ³ --- riceodoroku é ©Å¡Ã£ --- to be surprisedame é⺠¨ --- rainnozomi æÅ"âºÃ£ ¿ --- wishokanemochi ã Šéâ¡âæÅ' ã ¡ --- the richnusumidasu çâºâ"㠿å⡠ºÃ£ ⢠--- to stealfune Ã¨Ë ¹ --- a boatumi æ µ · --- the oceanmotteiku æÅ' 㠣㠦ã âã --- to bringureshii ã â ãâÅ'ã â"ã â --- happyshiokarai Ã¥ ¡ ©Ã¨ ¾âºÃ£ â --- saltyshio Ã¥ ¡ © --- saltmasshiro çÅ"Ÿã £Ã§â¢ ½ --- pure whiteimanimo ä »Å ã «Ã£ââ --- any momentafureru ã â㠵ãâÅ'ãââ¹ --- to overflowtasukete 助ã âã ¦ --- Help!br/>omomi é⡠ã ¿ --- weightshizumu æ ²Ëãâ⬠--- to sink Grammar (1) Ma çÅ"Ÿ is a prefix to emphasize the noun that comes after ma.makka çÅ"Ÿã £Ã¨ µ ¤ --- bright redmasshiro çÅ"Ÿã £Ã§â¢ ½ --- pure whitemassao çÅ"Ÿã £Ã© â --- deep bluemakkuro çÅ"Ÿã £Ã© »â --- black as inkmanatsu çÅ"Ÿå ¤ --- the middle of summermassaki çÅ"Ÿã £Ã¥â¦Ë --- at the very firstmakkura çÅ"Ÿã £Ã¦Å¡â" --- pitch-darkmapputatsu çÅ"Ÿã £Ã¤ ºÅ'ã ¤ --- right in two (2) Counting People Nin is used for counting people, though one person and two persons are irregular. one person hitori two people futari hree people sannin four people yonin five people gonin six people rokunin seven people nananin eight people hachinin nine people kyuunin ten people juunin Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-90217247830286935692019-12-25T05:00:00.001-08:002019-12-25T05:00:03.685-08:00The Advocacy Of Women s Rights - 2735 Words Submission, Strife, Inequality, and a life lived without the prospect of dreams, when given this description most would think of slavery or civil rights, but this is the picture of womenââ¬â¢s suffrage. The advocacy of womenââ¬â¢s rights has been an important and influential issue in societies for centuries. Across all religions and cultures, women have always been considered inferior to men, but around the 18th century women began to speak out regarding inequality. This sparked the feminist revolution, and the leading author was Mary Wollstonecraft. Her voice was not heard orally through a conversation or a speech but written in her work A vindication of the rights of woman in 1792. Along with the help of other feminist authors, her work has systematically helped to alleviate the superiority of the male sex. Thanks to writers like Wollstonecraft societies have improved womenââ¬â¢s rights drastically, but women still struggle to gain equality among men. Feminism is the belief that women and men should hold equal positions within a social hierarchy. It is defined as ââ¬Ëorganized activities on behalf of womenââ¬â¢s rights and interestsââ¬â¢ that would evidentially cause women to ascend their positions on the social stratification ladder (ââ¬Å"Feminismâ⬠). The classification of gender that society deems male or female, by definition, is associated to the personal traits and social positions that members of society attach to being masculine or feminine (Macionis 54). The term gender puts anShow MoreRelatedFeminism : The Advocacy Of Women s Rights On The Basis Of Equality1645 Words à |à 7 Pagesââ¬Å"Feminism - the advocacy of women s rights on the basis of the equality of the sexes.â⬠Throughout history women have been perceived as these docile,fragile,and inferior type of people. Men were supposed to be the ones in charge and women were meant to follow along. These women back in the day were conditioned to believe that thei r place was at home being a good little housewife to their husbands. Womenââ¬â¢s thoughts and opinions did not hold the same value as that of a man. There were women that were justRead MoreFeminism, The Advocacy Of Women s Rights On The Basis Of Equality1141 Words à |à 5 PagesFeminism Feminism is defined as the advocacy of women s rights on the basis of the equality of the sexes. Throughout the hundreds of years women have been around there have always been those that fought for more. From fighting for the right to vote to marching down Capitol Hill women have been fighting for equality. Although the fight may have changed over the years these individuals have always fought for the better for people around the world. Now more than ever women are critiqued for contributionRead MoreFeminism, The Advocacy Of Women s Rights On The Ground Of The Equality1654 Words à |à 7 Pageschronological movements and ideologies aimed at altering the patriarchal system to be equalitarian, so women can uphold the same opportunities and rights as men. Feminism, by definition, is ââ¬Ëthe advocacy of womenââ¬â¢s rights on the ground of the equality of the sexesââ¬â¢ (Oxforddictionaries.com, 2015). Therefore, feminism is still relevant within Western society because there is still significant evidence that shows women are still not yet equal with men. Thus, this essay will focus on the corporate and politicalRead MoreFeminism : The Advocacy Of Women s Rights On The Basis Of Equality1934 Words à |à 8 PagesFeminism: the advocacy of womenââ¬â¢s rights on the basis of the equality of the sexes. Even with a topic this controversial you can discover many great works surrounding the feminist movement. Influential women are Mary Wollstonecraft, who wrote A Vindication of The Rights of Women, Susan B. Anthony wrote The Revolution, Benazir Bhutto, the first Muslim woman to become Prime Minister, Malala Yousafzai who fought for the education of girls, Beyonce who preaches the gospel of strong women in and out ofRead MoreFeminism Is The Advocacy Of Women s Rights On The Basis Of Equality1826 Words à |à 8 PagesFeminism is the advocacy of womenââ¬â¢s rights on the basis of the equality of the sexes. To further break that down, feminism is the theory of the political, economic, and social equality of the sexes. It is the belief that men and women should have equal rights and opportunities in this world we live in. Basically feminism is a constant fight for the equality of both men and women. Not the sameness of men and women. A famous argument people like to use against feminism is women are not the ââ¬Å"sameâ⬠asRead MoreFeminism: The Advocacy of Womenà ´s Right Essay example1300 Words à |à 6 PagesFeminism, Chimamanda Ngozi Adichie and Persepolis Feminism: the advocacy of womens rights on the grounds of political, social, and economic equality to men. Feminism is both a human rights movement and an ideal that has been gaining steady momentum for centuries, and a major theme throughout Marjane Satrapiââ¬â¢s Persepolis, in which her coming-of-age occurs during one of the most oppressive historical moments in modern history for women: the Iranian Revolution. The protagonist, Marjane, experiencesRead MoreThe Advocacy Of Women s Rights On The Grounds Of Political, Social, And Economic Equality Essay1202 Words à |à 5 PagesFeminism. The advocacy of women s rights on the grounds of political, social, and economic equality to men. Why are some people so angry or offended when they hear this word? Why does the idea of women being equal to men annoy and infuriate them? Do they not believe that women should have the same rights as men? Should women have to cover up to avoid being cat called by disgusting men? Should women have to cover up to avoid being molested or raped? Should women have to stay quiet when they are rapedRead MoreFeminism : The Advocacy Of Women s Rights On The Grounds Of Political, Social, And Economic Equality1694 Words à |à 7 Pages English 2 2/29/16 Jane Eyre and Feminism Feminism is defined as the ââ¬Å"advocacy of women s rights on the grounds of political, social, and economic equality to menâ⬠(Oxford Dictionary). In the past century, the standards of what is considered feminism have changed. At the time Jane Eyre was published, feminism per se did not exist yet. In the Victorian Era any actions done by women that went against the norms for women for that time period were likely considered atrocious more than rebelliousRead MoreFeminism, The Advocacy Of Women s Rights On The Grounds Of Political, Social, And Economic Equality1391 Words à |à 6 PagesFeminism, a word defined as, ââ¬Å"the advocacy of women s rights on the grounds of political, social, and economic equality to men,â⬠a word that provokes strong feelings of either support or strong hate. (Webster) The people who do agree with feminism claim that it has helped them with their experiences of oppression because they are female, while others argue that it is against men a nd promotes hostility. While many argue over what feminism really means, the reputation feminism receives from peopleRead MoreFeminism Is The Advocacy Of Women s Rights On Grounds Of Political, Social, And Economic Equality Essay1068 Words à |à 5 PagesFeminism is the advocacy of womenââ¬â¢s rights on grounds of political, social, and economic equality to men. Charlotte Perkins Gilman was an advocate for womenââ¬â¢s rights. She was involved in Progressive Era reform culture. Gilman, author of ââ¬Å"The Yellow Wallpaperâ⬠, illustrates in the short story that women can overcome the weight patriarchy puts on them mentally. The narratorââ¬â¢s husband, John, displayed paternal behavior towards her which was belittling. Gilman uses metaphors, specifically personification Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-26558332401026445862019-12-17T00:50:00.001-08:002019-12-17T00:50:03.370-08:00Benefits Of The Uk Retaining An Unwritten Constitution Constitution is a body of fundamental principles that sets out a framework of precedent which regulates the functions, powers and duties amongst the organs of the government. It provides authority to how such organs as the executive, legislative and judiciary must operate under a constitution law. The fundamental purpose of a constitution is being able to establish the roles and powers of different branches of a state alongside the perspectives and rights of its citizens. The United Kingdom is considered to have a constitution however, unlike the substantial countries like the United States of America and Australia, who currently have a sole codified document. In comparison, to the UK, Israel and New Zealand who are amongst the only three countries in the world that have a distinctive constitution which does not have a single codified constitution. This essay will be exploring and evaluating the advantages of the UK retaining an unwritten constitution, in comparison to the poten tials of the UK drafting a written constitution and its capability of being flexible, alongside referencing made to John Alder and further academics. A significant feature of the British constitution, is arguably said to be flexible to a certain extend, in contrast to a rigid constitution such as the USA. Albert Venn Dicey defined a flexible constitution as one under which every law of description can legally be changed with the same ease and in the same manner by one and the same body. Show MoreRelatedEssay The English Legal System1791 Words à |à 8 Pagesrelation of Scotland, Wales and Ireland to England. While the Scottish Parliment, Th National Aseembly for Wales and the Northern Ireland Assembly can legislate on local issues, the legislation can still be changed or overturned by the Government, retaining Parliamentry sovereignty. As figures from 2005 show, delegated legislation is important because it allows much more law reform than just Parliament would be able to achieve, in that year there were 24 Acts of Parliaments made compared to 3,699Read MoreNegotiation and Culture: Case Study24152 Words à |à 97 Pagesits members (not always related to each other by blood or marriage) contributed towards it (Harumi, 1971: 38-39). 12 5.2 Uncertainty avoidance Uncertainty avoidance describes the need or lack of need a society has towards written or unwritten rules and how it deals with structured or unstructured situations. At the organizational level, uncertainty avoidance is related to factors such as rituals, rules, and employment stability. People in less structured cultures face the future withoutRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words à |à 1573 PagesCharacteristics: Tenure, Religion, Sexual Orientation, and Gender Identity 50 Ability 52 Intellectual Abilities 52 â⬠¢ Physical Abilities 55 â⬠¢ The Role of Disabilities 56 Implementing Diversity Management Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 â⬠¢ Diversity in Groups 58 â⬠¢ Effective Diversity Programs 58 Summary and Implications for Managers 60 S A L Self-Assessment Library Whatââ¬â¢s My Attitude Toward Older People? 40 Myth or Science? ââ¬Å"Dual-Career Couples Divorce Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-65563793026347264902019-12-08T21:31:00.001-08:002019-12-08T21:31:04.471-08:00Under Armour (Case 26) free essay sample Technological Hot and sweaty t-shirts are a thing of the past. New and innovative material for making clothing has changed the game for sports apparel. Now, high-tech fibers are woven into shorts, shirts, jackets and more that can adapt to and regulate the bodyââ¬â¢s temperature. This advancement is huge for athletes of all kinds, allowing increased performance and endurance. New ââ¬Å"water-resistantâ⬠material and fibers that prevent ultraviolet and infrared rays are among the long list of technological advancements taking place in the sports apparel industry. Demographics Performance sports apparel has not always been so widespread. It started off as being primarily utilized by major sports teams, but over the recent years the market has extended to accommodate nearly all sporting activities. Not only are all of the major sports teams using some sort of performance apparel but also active lifestyle consumers and youths. Research has shown that nearly 80% of activewear is worn for non-sports activities. Another study determined that more than 85% of athletic footwear is being used for a different sport other than what they were made for. Only sports teams and sporting activities used sporting apparel until recently. Now sporting apparel extends to men, women and children of all shapes, sizes and walks of life. Economics The sports apparel industry has grown exponentially in the past few years mainly due to heavy marketing and advertising, technological advancements and a vast catalog of new items in new product categories. The ever-prolific sporting world has seen consist Political/Legal Large companies in this industry must stay up to date with the most modern clothing line and accessories in order to be competitive. With new productsà and materials come legalities to maintain dominance over specific innovations. Outsourcing production and manufacturing also plays a huge role in legal policyââ¬â¢s and political conflicts. Sociocultural and Global Climate has a big effect on when, where and how often you can exercise or train. With innovative clothing lines that can repel water, prevent harmful rays from the sun and moderate body temperature, come new possibilities to train anywhere, anytime and for longer periods of time. And sports apparel is available to all who seek increased performance. Porterââ¬â¢s Five Forces Modelââ¬âApparel Supplier Power (High) Businesses in the performance apparel industry establish credibility with their suppliers. The suppliers use new and technologically advanced materials and create highly differentiated products; thus, giving them more power over their buyers. Barriers to Entry (High) A few very large sports apparel companies, i.e. Under Armour, Nike, Adidas, Columbia, that have been well established for many years dominate the market. Over the years, the larger companies have been able to establish themselves through brand recognition, advertising and various distribution channels. Thus, a company trying to start off in this industry would struggle initially but could profit in the long run due to fewer competitors. Competitive Rivalry (Moderate) The large companies are constantly inventing or reinventing their product lines depending on the consumer market and modern design. Due to a large degree of differentiation in performance and quality, there is less rivalry among performance apparel businesses. Threat of Substitutes (Moderate) There are a few substitutes when it comes to performance apparel. Only a few have been at the cutting edge of technological advancement and qualityà enhancement by which they have established themselves as being among the top leaders for quality and performance. However, there is still a major threat of substitution for cheaper alternatives if the economy were to weaken. Buyer Power (High) Customer buying power for apparel is strong due in part to the availability to switch to other products at little, if any, cost, but mostly due to the percent of revenue that the large companies sell from their individual product segments. If a company has a large percentage in a single product category, they are more vulnerable than a company that has a well-diversified combination of products. Competitive Analysis Under Armour has several large competitors; the largest being Nike, Adidas and Columbia Sportswear. These companies are similar in that they all stress product innovation, advertising and sponsorships. Adidas is broadly focused in all sporting categories but fails to stand out. Columbia is known almost solely by its winter gear, limiting its growth potential and creating strong seasonality trends. Nike strives to be the best in every segment while Under Armourââ¬â¢s goal is to be a leader in each process of its product development, concentrating on quality over quantity. An advantage for Under Armour is that it is focused more on improving its brand and unique products, licensing other items and accessories through independent manufacturers. Internal Analysis Under Armour is continually improving their apparel line and broadening there market. The company has been growing at a substantial rate, 30.5% annually over a 5-year period, largely due to the ambition of Kevin Plank, founder, and also to heavy marketing and promotions. Plank attributes the success of the company to brand recognition and the ability to market to all consumers. Under Armour makes ââ¬Å"head-to-toeâ⬠apparel for anyone during any season. It has pushed its image into as many stores as it can, reaching college universities and numerous distribution channels. Suggestions to the Firm Over 80% of Under Armourââ¬â¢s revenue comes from the sale of its apparel line. While it means that it has been very successful in this segment, there needs to be more diversity to increase competitiveness and decrease supplier power. While creating a footwear line will aid in Under Armourââ¬â¢s aim to create a full apparel product line and increase the pressure on competitors, many challenges will need to be overcome in order to penetrate this product market. Under Armour will need to reinvent and reengineer its footwear line. Alternative Strategies Expanding the product line to diversify its product portfolio may dilute Under Armourââ¬â¢s image and label thus causing consumers to deviate from premium-priced products. Alternatively, Under Armour could focus more primarily on the development of its footwear product and increase those sales. This option will be very costly and challenging due to the huge market players that already have dominance in footwear, i.e. Nike and Adidas. I suggest Under Armour pursue other product opportunities as well as the footwear to put more pressure on its competitors and to keep the focus on quality and performance rather than quantity. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-67033497727546246842019-12-01T09:14:00.001-08:002019-12-01T09:14:03.722-08:00The Shoehorn Sonata free essay sample The Shoe-Horn Sonata by John Misto The opening scene, with Bridie demonstrating the deep, subservient bow, the kow-tow, demanded of the prisoners by their Japanese guards during tenko, takes the audience straight into the action. As the interviewer, Rick, poses questions, music and images from the war period flash on the screen behind Bridie, and the audience realises they are watching the filming of a television documentary. The time is now, and Bridie is being asked to recall the events of fifty years earlier. This scene establishes who Bridie is, and introduces the audience to the situation: the recall and in a sense the re-living of memories of the years of imprisonment. Characterisation TASK: Re-read the play. Go through and highlight specific characteristics of our two protagonists ââ¬â ensuring that you can provide evidence from the play (The evidence could be lines or phrases of dialogue, their actions, current or past, or their body language as described in the text. We will write a custom essay sample on The Shoehorn Sonata or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ) Character| Specific Characteristics| Evidence from the play| Bridie| | | Shelia| | | ACT amp; SCENE| Spine Summary (3-4 lines)| Quotations| Act 1, Scene 1| | | Act 1, Scene 2| | | Act 1, Scene 3| Eg. Women find themselves in the water and the song ââ¬ËYoung Jerusalem is sung by young Sheila â⬠¦. | | Act 1, Scene 4| | | Act 1, Scene 5| | | Act 1, Scene 6| | | Act 1, Scene 7| | | Act 1, Scene 8| | | Shoe Horn Sonata Act ONE Analysis Re read each scene and write a short summary outlining the ââ¬Ëspineââ¬â¢ of the scene (What keeps it together). Write in full two of the main quotes from the scene that supports the spine summary. Do this for AT LEAST 3-4 scenes PER act Shoe Horn Sonata Act TWO Analysis ACT amp; SCENE| Spine Summary (3-4 lines)| Quotations| Act 2, Scene 1| | | Act 2, Scene 2| | | Act 2, Scene 3| | | Act 2, Scene 4| | | Act 2, Scene 5| | | Act 2, Scene 6| | | Act 2, Scene 7| | | Re read each scene and write a short summary outlining the ââ¬Ëspineââ¬â¢ of the scene (What keeps it together). Write in full two of the main quotes from the scene that support the spine summary. Do this for AT LEAST 3-4 scenes PER act Characterisation Characterisation can mean two things: 1. The nature of a particular character as it is presented in a text. This would include age, appearance, temperament, past life experiences, personality traits, characteristic ways of expression, values and ideals, motivations, reactions to circumstances, responses to other characters. 2. The methods the composer of a text has used to project this character to the audience or reader. These would include, among other things, the words they use or others use about them, their decisions and actions, their body language, responses to othersââ¬â¢ words and actions, the motivations they reveal. See Activities] The playââ¬â¢s structure is based on the differences in character and temperament between Bridie and Sheila which are gradually revealed to the audience. The action of the play revisits their past hardships and terrors, but the final focus is on the trauma they have suffered afterwards. The revelation of the crises they have each faced is presented as a healing action, which lead s to the resolution of their differences and a satisfying closure to the play. Mistoââ¬â¢s own motivations for researching these events and writing the play is made clear in his Authorââ¬â¢s Note (p. 6). His perceptions of Australiaââ¬â¢s neglect to honour such women as Bridie is suggested when she says: ââ¬Å"In 1951 we were each sent thirty pounds. The Japanese said it was compensation. Thatââ¬â¢s sixpence a day for each day of imprisonment. â⬠Introduction to Play Sheilaââ¬â¢s arrival at the motel from Perth introduces immediately one source of friction between the two: they clearly have not been in touch with one another for many decades. Each is just finding out basic information as whether the other ever married or had children. The audience sees, too, that the warmth of Bridieââ¬â¢s greeting: ââ¬Å"Gee itââ¬â¢s good to see youâ⬠is not reciprocated by Sheila. The audience wonders why not. The revelations by the end of Act One will finally show the reason. The body language described on page 26 indicates the deep underlying tension between the twoyet the scene ends with their lifting the suitcase as they used to lift the coffins of the dead: to the cries of Ichi, ni, sanYa-ta! Their shared experiences are a strong bond. The Shoe-Horn Sonata is divided into two acts: the longer Act One, with eight scenes, and a shorter Act Two, with six scenes. It follows theatrical custom by providing a major climax before the final curtain of Act One, which resolves some of the suspense and mystery, but leaves the audience to wonder what direction the play will take after the interval. The action cuts between two settings: a television studio and a Melbourne motel room. The extreme danger the prisoners faced is indicated by Bridie during this exposition: over-crowded ships sailing towards an enemy fleet, the unpreparedness of the British garrison in Singapore for the invasion, the fear of rape for the women. Misto thus sets up some of the issues to be confronted during the course of the play between the Australian Bridie and the former English schoolgirl Sheila. Sheila appears in Scene Two, and the major conflict of the play begins to simmer. Journey through memory For the rest of Act One, the shared memories of Bridie and Sheila become those of the audience, through the dramatic techniques Misto uses. In Scene Three, the audience is reminded of how young Sheila was when she was taken prisoner. The voice of a teenage girl sings part of ââ¬ËJerusalemââ¬â¢, the stirring and visionary song with words by English poet William Blake, and the mature Sheila joins in. (Later Bridie and Sheila sing it together. ) Bridieââ¬â¢s attitude from their first meeting as shipwreck survivors drifting in the sea is protective of Sheila. She sees her as ââ¬Å"another stuck-up Pomâ⬠, and hits her with her Shoe-Horn to keep her awake. Sheila has been taught by her snobbish mother to look down on the Irish, the label she puts on the Sydney nurse from Chatswood because of her surname. Further differences between the two surface in Scene Five, when the ââ¬Å"officersââ¬â¢ clubâ⬠set up by the Japanese is described. But by the end of this scene they are recalling the choir and ââ¬Å"orchestraâ⬠of womenââ¬â¢s voices set up by Miss Dryburgh. Scene Six opens with Bridie and Sheila in a conga line singing the parodies of well-known songs theyââ¬â¢d used to taunt their captors and keep their spirits up Pain and tension Soon they are arguing, focusing on their differing attitudes to the British women who in Bridieââ¬â¢s view were ââ¬Å"selling themselves for foodâ⬠to the Japanese. The tension rises as more and more is revealed about the deteriorating conditions for the prisoners and the relentless number of deaths, especially in the Belalau camp. At the end of the Act, in a dramatic gesture, Sheila returns the Shoe-Horn. She had claimed to sell it for quinine to save Bridieââ¬â¢s lifebut in fact as she now reveals she had been forced to sleep with the enemy to buy the medicine. She extorts from Bridie the implicit admission that she would not have made that sacrifice for her. Bridie says nothing, but cannot face Sheila. Sheila is shattered by the realisation: ââ¬Å"All these years Iââ¬â¢ve told myself that youââ¬â¢d have done the same for me. [Calmly] I was wrong, though, wasnââ¬â¢t I? â⬠Act Two opens back in the studio, where Bridie and Sheila explain on the documentary the appalling conditions in the death camp of Belalau. Suspense is built by the revelation that orders had been given that no prisoners were to survive to the end of the war. The audience wants to know how there could have been survivors. They also want to know how or if the tension in the relationship between the two women can be resolved. It becomes clear that the traumatised Sheila cannot in civilian life face any sexual relationship; nor has she felt able to return to Britain or to face remaining with her family in Singapore. She has led a quiet life as a librarian in Perth. Her nights are filled with nightmarish recollections about Lipstick Larry, and she drinks rather too much. In contrast, Bridie had been happily married for years to the cheeky Australian soldier who had waved and winked at her at Christmas behind the wire. She is now widowed and childless. Ambush and resolution Misto is preparing an ambush for the audience. By Scene Twelve, Bridieââ¬â¢s ââ¬Å"disgraceâ⬠is revealed. Spooked when she is surrounded by a group of chattering Japanese tourists in David Jones Food Hall, she runs away with a tin of shortbread and later pleads guilty in court to shoplifting. ââ¬Å"I still lie awake cringing with shameâ⬠she tells Sheila. She could not explain the truth about her phobia to the court or to her family and friends. The effect on Sheila is more than Bridie expected. She now decides that she can be at peace only if she faces the truth in public. She explains: ââ¬Å"There are probably thousands of survivors like usstill trapped in the wartoo ashamed to tell anyone. â⬠Bridie urges her not to. But in Scene Thirteen after they have recounted how they were eventually discovered and rescued, days after the end of the war, it is in fact Bridie who reveals the truth of Sheilaââ¬â¢s heroism and self-sacrifice. She then finds the courage to ask Sheila to explain about her shoplifting arrest The scene ends with the declaration Bridie has waited fifty years for: ââ¬Å"And Iââ¬â¢d do it all over again if I had to. cause Bridieââ¬â¢s my friend â⬠The tensions between the two have now been resolved: the secrets are out, both the personal ones and the long-hidden information about the experiences of the women prisoners and internees. The brief and cheerful last scene shows their friendship restored, the Shoe-Horn returned to its rightful owner, plans made for a Christmas reunion, and, finally, the peacetime dance they had promised one another in the camp. The Blue Danube plays: ââ¬Å"It is the music of joy and triumph and survival. â⬠Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-8272202895895791672019-11-26T14:50:00.001-08:002019-11-26T14:50:06.547-08:00Philip of Macedon essaysPhilip of Macedon essays The internal reforms that took place under Philip, strengthened Macedonia and enabled him to conquer the Greek states. Philip used the League of Corinth to consolidate and maintain his power through terms of peace. To test the validity of this hypothesis we must look at three things: The major reforms in Macedonia under Philip How Philip went about conquering the Greek states The policies and terms under which the League of Corinth operated Following the death of Perdiccas, Philip came to the throne in the autumn of 360B.C. He realised that great reforms were essential if he intended to remain the King of Macedonia. Macedonia underwent a major reconstruction at the hands of Philip but it was his military and political reforms that truly strengthened his kingdom. Due to Philip's intentions of immediate expansion, there was a large emphasis placed on the reforms of his military. Philip made vast improvements in his cavalry and siege engines, both of which were widely exploited by his son and successor, Alexander the Great. These two improvements may have been important, but according to Tritle (1997:179), the most telling tactical innovation of the famous Macedonian phalanx was the introduction of the sarissa. The sarissa was a large pike up to 18 feet long, twice as long as the Greek hoplite spears. To compensate for the size and weight of this weapon, the Macedonian soldiers wore lighter, cheaper and more maneuverable armour. This, combined with their famous rigorous training and discipline, proved to be decisive in the battlefield. The military reforms of Philip were decisive, but without the internal strength and effective foreign policy built by his political reforms, Philip would not have been able to capitilise on his military supremacy. It can be said that the might of the Macedonians came from their unity. After Philip came to power, he worked to strengthen and expand hi... Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-10299240713477423812019-11-22T22:13:00.001-08:002019-11-22T22:13:03.826-08:00How to Self-Publish a Book in 2019 7 Steps to Bestselling SuccessHow to Self-Publish a Book in 2019 7 Steps to Bestselling Success How to Self-Publish a Book: 7 Simple Steps to Success Learning how to publish a book and getting your ideas into the world is easier than itââ¬â¢s ever been. There is a wealth of knowledge available online, shared by authors who have developed proven techniques for selling more books. There are also a number of ways new authors can get access to professional services without breaking the bank.In this post, Reedsy will share a common-sense, jargon-free approach to ascending the heights of the self-publishing world.A History of Self-PublishingHow to Get a Literary Agent for Your Book Read post So far, weââ¬â¢ve covered writing your book, editing and designing it, planning your launch, and growing your marketing efforts. You now have enough knowledge to actually go and self publish - assuming that your finances are in place...The Financial ImplicationsMoney is an obstacle that nearly all self-publishing authors will face at the start of their career. After all, they are solely responsible for funding everything to do with the book. That being said, it doesnââ¬â¢t always mean that the author needs to empty their savings account.The Cost of Self PublishingHere are two resources that can help you determine your costs and find alternate ways to cover them:How Much Does it Cost to Self Publish a Book? ââ¬â Based on data pulled from the Reedsy marketplace, weââ¬â¢ve determined the average costs of book editing services and designing a book.Crowdfunding for Authors (Free Course) ââ¬â Discover tips and hacks for running a crowdfunding campaign that will help fund your bookââ¬â¢s production and boost your launch.The upside to all this, as we hinted at earlier, is that by bearing most of the costs, the self-publishing author also gets to enjoy most of the spoils.RoyaltiesTo give you an idea of the money you can expect to make from each copy sold, letââ¬â¢s look at the royalties offered to both independent and traditionally published authors.Author royalties on paperbacks:Traditionally published authors can expect around 5%.Indie authors will see 20-50% depending on printing costs.Author royalties on ebooks:Traditionally published authors tend to see 20-25% of net (after the retailerââ¬â¢s cut).Self-published authors enjoy up to 70% if their book is priced reasonably.This massive disparity is one of the reasons why J.K. Rowling has dipped her toes into self-publishing. The ebooks and audiobooks (great, incidentally, for road trips) of her Harry Potter series are now released by her own company, Pottermore, allowing her to take the publ isherââ¬â¢s share of sales as wellà as the author's.Additional ResourcesKnowledge is power, and for indie authors, itââ¬â¢s also our greatest asset. There's plenty to learn when it comes to becoming a smart and efficient publisher, so as a send-off, here are a few more resources to help you on your way to the top of the bestseller charts:Scams and Publishing Companies to Avoid ââ¬â Outlining the basic scams that await indie authors, including vanity presses.ISBN for Self Publishers: The Complete Guide ââ¬â Everything (and more than) you wanted to know about International Standard Book Numbers.What is Ghostwriting? And Why Do People Turn to Ghostwriters? - An intro to the world of ghostwriting, including reasons why many indie authors employ their services.How To Copyright A Book: A Definitive Guide ââ¬â Tackling a fear every author shares: having their intellectual property stolen!The journey to publishing a book can be treacherous, but if you prepare yourself a dequately, and surround yourself with the right people, it can also be one of the most satisfying challenges of your life.Do you have any thoughts or questions about how to self publish a book? Drop a comment in the box below and the folks at Reedsy will get back to you. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-55194771776643792802019-11-21T03:24:00.001-08:002019-11-21T03:24:07.141-08:00Chronic heart disease Essay Example | Topics and Well Written Essays - 1000 wordsChronic heart disease - Essay Example This is a slowly progressing condition that ultimately acts to restrict blood flow to the heart, thus the supply of oxygen to the brain and body. More formally known coronary artery disease, the build-up of plaque in the arteries, atherosclerosis, narrows and hardens the arterial passages. Fats and cholesterol are the main substances found in plaque (ââ¬Å"Heart Disease FAQsâ⬠, 2007). Heart diseases can also be congenital (born with the disease), caused by an abnormality of the heart valves, arrhythmia (an electrical malfunction within the heart) or a deteriorating of the heartââ¬â¢s ability to pump effectively because of toxins or infection (ââ¬Å"Heart Diseaseâ⬠, 2005). Heart disease causes the deaths of nearly one million people in the U.S. every year, accounting for more than 40 percent of total fatalities. It is the primary cause of death worldwide among both women and men. The American Heart Association reports that ââ¬Å"cardiovascular disease accounts for more deaths per year in the United States than the next six causes of death combinedâ⬠(ââ¬Å"Heart Disease Overviewâ⬠, 2007). Nine controllable factors are the basis for almost all instances of heart disease. Diet and exercise are two and will be discussed more at length following a brief discussion of the other seven. Obesity, particularly of the abdomen, more than doubles the risk for heart disease. A large ââ¬Ëtummyââ¬â¢ causes hormonal issues which produces high blood pressure, high cholesterol and diabetes, all of which puts the individual at greater risk. Having diabetes or abnormally high cholesterol quadruples the risk for heart disease. High blood pressure triples the risk. The moderate use of alcohol (one drink per day) actually reduces the risk for heart disease, by 12 percent for men and an amazing 60 percent for women. Drinking too much promotes heart disease. The inability to successfully manage the stresses of everyday life which Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-74993482264022965082019-11-19T13:09:00.001-08:002019-11-19T13:09:05.484-08:00Security Risk Mitigation Policies Coursework Example | Topics and Well Written Essays - 500 wordsSecurity Risk Mitigation Policies - Coursework Example The first option should involve different methods for making it more intricate to intercept and locate the wireless signals. This way, hackers will have a hard time locating the organizationââ¬â¢s signal. Additionally, the other principal option will involve utilization of encryption in order to preserve confidentiality even when the wireless signal gets intercepted (Choi et al., 2008). It will also be imperative for the organization to utilize signal-hiding techniques so as to properly intercept wireless transmissions. This is because for any attacker to successfully intrude into a wireless network, they will first need to locate and identify the wireless network. This will be achieved by utilizing numerous steps that will make it extremely difficult to locate the organizations wireless access point. Therefore, the company should include some of the easiest as well as least costly methods which include turning off the service set identifier (SSID) which broadcasts by wireless access points. This will not only make it hard for hackers to have no access, but also, it will make it hard for them to access the companyââ¬â¢s servers and download sensitive and personal materials. Moreover, assigning cryptic names to the SSIDs will also make it hard to access the organizations data. Additionally, reducing the organizationââ¬â¢s signal will provide requisite coverage. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-66667234569153647292019-11-17T01:41:00.001-08:002019-11-17T01:41:07.890-08:00Assessment Of Learning Essay Example for Free Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about studentsââ¬â¢ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It oftenà contributes to pivotal decisions that will affect studentsââ¬â¢ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERSââ¬â¢ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide â⬠¢ a rationale for undertaking a particular assessment of learning at a particularà point in time â⬠¢ clear descriptions of the intended learning â⬠¢ processes that make it possible for students to demonstrate their competence and skill â⬠¢ a range of alternative mechanisms for assessing the same outcomes â⬠¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind â⬠¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 â⬠¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 â⬠¢ transparent approaches to interpretation â⬠¢ descriptions of the assessment process â⬠¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the levelà of studentsââ¬â¢ learning, so that reasonable decisions can be made about students. There are many potential users of the information:â⬠¢ teachers (who can use the information to communicate with parents about their childrenââ¬â¢s proficiency and progress) â⬠¢ parents and students (who can use the results for making educational and vocational decisions) â⬠¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) â⬠¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about studentsââ¬â¢ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am Ià assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind â⬠¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, butà also a rich variety of products and demonstrations of learningââ¬âportfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of studentsââ¬â¢ accomplishments at school, home, and in the community, including demonstrations ofà their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: â⬠¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. â⬠¢ Students will demonstrate learning that complements intellectual development and course-based learning. â⬠¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in aà service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 â⬠¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other studentsââ¬â¢ assessment results. Certification of studentsââ¬â¢ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliabilityà Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: â⬠¢ Do I have enough information about the learning of this particular student to make a definitive statement? â⬠¢ Was the information collected in a way that gives all students an equal chance to show their learning? â⬠¢ Would another teacher arrive at the same conclusion? â⬠¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learningà outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a studentââ¬â¢s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessmentà results. Validity Because assessment of learning results in statements about studentsââ¬â¢ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind â⬠¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a studentââ¬â¢s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify theà intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.à Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formativeà performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from Oââ¬â¢Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 â⬠¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachersââ¬â¢ comments as indicators of their level ofà success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driverââ¬â¢s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiateà instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,à however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a studentââ¬â¢s average score, provides little information about that studentââ¬â¢s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a studentââ¬â¢s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces studentsââ¬â¢ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (Oââ¬â¢Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind â⬠¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each studentââ¬â¢s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 â⬠¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A studentââ¬â¢s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each studentââ¬â¢s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind â⬠¢ 63 Assessment of Learning Shelters: â⬠¢ emergency shelters â⬠¢ igloo building4 â⬠¢ qamaq5 â⬠¢ tents Transportation needs: â⬠¢ making the knots required for the qamutik cross pieces on a sled â⬠¢ building a kayak/umiak. â⬠¢ fixing a snowmobile (spark plugs, repairing track, drive belt) â⬠¢ keeping a boat seaworthy Navigational issues: â⬠¢ reading the land â⬠¢ reading the sky â⬠¢ understanding seasonal variations â⬠¢ reading inuksuit â⬠¢ using GPS â⬠¢ map reading Preparation for land travel: â⬠¢ packing a qamutiq (sled) â⬠¢ load, balance â⬠¢ necessities: snow knife, rope, food, water, heat source â⬠¢ letting others know where you are going â⬠¢ necessary tools, supplies, snowmobile parts, fuel â⬠¢ using communication devices Food sources: â⬠¢ plants and their nutritional properties â⬠¢ hunting, skinning, and cutting up seal, caribou, etc. â⬠¢ kinds of food to take on the land,à and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: â⬠¢ fuel sources â⬠¢ getting a spark â⬠¢ propane heaters, stoves â⬠¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: â⬠¢ seasonal changes â⬠¢ land changes â⬠¢ water changes â⬠¢ wind changes â⬠¢ weather changes Climatic changes: â⬠¢ weather changes and how this affects the land and water â⬠¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) â⬠¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) â⬠¢ respect for Elders and their knowledge â⬠¢ ability to learn from Elders 64 â⬠¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijahââ¬â¢s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, andà identify next steps Assess What? each studentââ¬â¢s progress and learning needs in relation to the curricular outcomes each studentââ¬â¢s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make studentsââ¬â¢ skills and understanding visible a range of methods in different modes that elicit studentsââ¬â¢ learning and metacognitive processes Ensuring Quality â⬠¢ accuracy and consistency of observations and interpretations of student learningà â⬠¢ clear, detailed learning expectations â⬠¢ accurate, detailed notes for descriptive feedback to each student â⬠¢ accuracy and consistency of studentââ¬â¢s self-reflection, self-monitoring, and self-adjustment. â⬠¢ engagement of the student in considering and challenging his or her thinking â⬠¢ students record their own learning Using the Information â⬠¢ provide each student with accurate descriptive feedback to further his or her learning â⬠¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes â⬠¢ provide parents or guardians with descriptive feedback about studentà learning and ideas for support. â⬠¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits â⬠¢ have each student focus on the task and his or her learning (not on getting the right answer) â⬠¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning â⬠¢ provide the conditions for the teacher and student to discuss alternatives â⬠¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. â⬠¢ 65 Assessment of Learning to certify or inform parents or others of studentââ¬â¢s proficiency inà relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process â⬠¢ accuracy, consistency, and fairness of judgements based on high-quality information â⬠¢ clear, detailed learning expectations â⬠¢ fair and accurate summative reporting â⬠¢ indicate each studentââ¬â¢s level of learning â⬠¢ provide the foundation for discussions on placement or promotion â⬠¢ report fair, accurate, and detailed information that can be used to decide the next steps in a studentââ¬â¢s learning. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0tag:blogger.com,1999:blog-2859385748713606295.post-84191556106926442012019-11-14T14:13:00.001-08:002019-11-14T14:13:04.309-08:00The Red River Settlement :: Free Essay WriterThe Red River Settlement The Red River Settlement was founded by the Fifth Earl of Selkirk, Thomas Douglas, In the year 1812. He called his settlement Aissinidoia. Aissinidoia was a close knit community whose economy was built around the Hudson Bay Company. The settlement was split into two major groupings: The French speaking and predominate Roman Catholic Metis and the English speaking and predominate Protestant ââ¬Å"country bornâ⬠. The Earl of Selkirk, Thomas Douglas, bought the Hudson Bay Company in 1811 and was able to get a grant of land for 300 000km2. The Earl called this settlement Aissinidoia. The Earl hoped his settlement would attract some former Hudson Bay Company employees. He hoped the settlement would produce enough food for his company. The Metis were half-breed French/Natives. They were extremely helpful to the settlers when the first moved to the red river area. Some historians believe that if it was not for the Metis that the settlement would not have survived. Eventually the Metis allied with the North West Company who were highly opposed to the Hudson Bay Company moving in. The Norââ¬â¢westers were worried that they could lose their fur supply and pemmican. In 1815 the Norââ¬â¢westers tempted people to move to Upper Canada with offers of better land. The Earl of Selkirk quickly resettled the colony. Some tension between the norââ¬â¢westers, with their allies the Metis, and the settlers led to violence. North West Company men and half-breeds now resorted to violence on a large scale, killing 22 in the massacre of Seven Oaks (June 19, 1816). Upon hearing of the violence the earl went to the fighting with a group of Swiss soldiers. Not only did they win the battle but also captured the Norââ¬â¢westers trading post of Fort William. Other attacks followed. The result of these moves was a series of court charges and counter charges that ruined Selkirk. When Lord Selkirk's legal battles were finally settled, he returned to England. He died in France in the year 1820, just a few months before the two bickering companies resolved their differences and merged. Once Selkirk heard what happened he made his way to where the fight was happening with some Swiss soldiers. Selkirk re-established his colony and also took controlled fort William. The last fight proved to be the last straw for the fur trade companies in the area. The Red River Cart was an excellent transportation method invented by the Metis. Moises Reyeshttp://www.blogger.com/profile/16660851393673962517noreply@blogger.com0