Critical Risks Assessment and Milestones Schedule Essay

Basic Risks Assessment and Milestones Schedule - Essay Example 1). In such manner, the basic hazard evaluation and achievements plan for Dr. McDougall’s would envelop the accompanying: (1) a SWOT investigation; (2) a distinguishing proof of the emergency courses of action; and (3) a portrayal of the favored planning and goals of your strategy. The qualities of the association were recognized in items they offer utilizing every single regular fixing, are anything but difficult to get ready, and are predictable with the necessities and prerequisites of wellbeing cognizant individuals who are consistently in a hurry. The utilization of item fixings and bundling that conform to gauges forced by natural supporters increment the upper hand of the organization over different makers in the business. The shortcomings were recognized in the need to offer various and new item differences that would take into account a more extensive market base. Further, the expenses of every regular fixing are generally higher and more providers should be requested to guarantee a consistent gracefully in any event conceivable expense. There are immense open doors confronting Dr. McDougall’s going from delivering other item variations to take into account assorted ethnic and social gatherings. Further, with the government’s push of concentrating on natural items and the utilization of more beneficial fixings, there is a normal increment sought after, both in the nearby and universal markets. Then again, the dangers come as far as expanding rivalry and substitutes because of the draw of benefits and appeal for sound food items that are anything but difficult to get ready, purchase and devour. The Porter’s Five Forces Analyses give plentiful data on the organization’s dangers and in any event, dealing forces of the two providers and purchasers that impact their current and future tasks. To address the shortcomings and dangers, Dr. McDougall’s should request elective wellsprings of normal fixings to broaden the extension

Annotated Bibliography Example | Topics and Well Written Essays - 1000 words - 1

Commented on Bibliography Example Groups become viable and gainful, at whatever point chipping away at a comparable errand, since such gatherings can use off one another’s solid point and remunerate shortcomings of other colleagues. Project group administration clarifies singular jobs. Administration gets scattered among the individuals from the group. Group pioneer drives individuals to lead themselves. Pioneers can create thought designs, which are persuading and positive. Undertaking group authority grasps individual objective setting through self assessment and perception. Objectives can be achieved through improving lighting up jobs among colleagues. The book, Field Guide to Project Management has the significance of estimating and checking individual and group execution (Cleland, 2004, p. 398). Undertaking group authority ought to create inspiration utilizing outward and inborn prizes. Creating aptitudes among colleagues requires group preparing and instructing. Worldwide undertaking the executives in volves a structure which handles the consolidated difficulties in the virtual and conveyed extends globally. Worldwide venture the board incorporates driving by exemption. The book, Field Guide to Project Management, find numerous pioneers or administrators in various time regions, and areas to have adverse gatherings to start exercises. It is recommendable to design a tremendous task the board device for following that gives exact data, right measurements, and keeps up the status of the work endeavors of everybody evaluated. Make group collaborations through key social occasions (Cleland, 2004, p. 12). A social on line application can be made to permit the colleagues remember each other. Regard the various societies, exercises and occasions the colleagues participate in without permitting work limits arranging the home. Virtual venture group gives a virtual development of advantages. Virtual undertaking group requires center components. Administration gave ought to be str ong and

Bernini’s David Free Essays

David The David, a well known craftsmanship subject was a take from the scriptural story of the little fellow who bravely executed the over transcending monster Goliath. Different craftsmen, for example, Michelangelo and Donated have made their own forms of the David, except for having etched them in various timeframes. Tangelo’s was in the early Renaissance, Michelangelo in the high, however Bering’s occurred in the Baroque time, a period portrayed by sensational development and radiant motivation. We will compose a custom article test on Bernini’s David or on the other hand any comparative theme just for you Request Now David as delineated twisted around in mid-activity getting ready to sling a stone giving the feeling of peak. The suggested slanting lines of this marble form further incite the sentiment of development; Bernie Juxtaposes the solid media of stone with the visual of an angling, flexing figure. The authenticity depicted convinces the watcher this is a normal measured man that shouldn’t gauge more than one either, however we know unique ?mass is a figment. David is past the customary contraption position, and completely stretches out his chest area to the side, presumably adjusted by the shed shield appended to he hanging, sticking from his lower half. The craftsman makes a gigantic Showing with separating surface, from the smooth exposed skin and natural hair, to the twining rope and layered breastplate underneath him. The lighting of this model considers high contrast†shadows made by the expanding limbs, adding to the force of what David is going to do. Spoken to in life size scale, this sensible shepherd appears as though he will thrust his chest area in a second or two; the expectation gives the watcher ensign. Intuitive in introduction, it is anything but difficult to feel as though we are scriptural onlookers of what David is going to achieve or even the loathed Goliath himself, depending where you stand. The sculpture can be set unattached in any setting and watchers can advance around the piece, becoming more acquainted with it is encouraged through its human authenticity and extent. In spite of the fact that to start, our consideration is taken by the Davit’s possibly climactic posture, in the event that we looked nearer the face is one of the different unlatched central focuses. David has a very thought face as though he is making all the airborne computations in his mind to hit his objective spot on. With a wrinkled forehead and his mouth enlarged as though holding a tremendous breath, underscoring the blast of power to be released. The David was charged via Cardinal Burghers to beautify his Galleria, where it stands right up 'til the present time. During this time, Martin Luther broadcasted his 95 propositions scrutinizing an inappropriate doings of the Catholic Church, such as allowing guilty pleasures. The resulting Protestant transformation worked up a counter-Reformation, and in Italy where Catholicism ruled, holy places got it together. Catholicism returned with life and intensely impacted the craftsmanship world. This vitality detonated through sensational, serious and gaudy pieces to deliberately penetrate the spirit of watchers in an experience with Godly force. Most artworks had scriptural topic depicted genuinely so the watcher could relate. Bernie was known for his intelligent models that blended wonder in the individuals who â€Å"experienced† them. By jelly The most effective method to refer to Bernini’s David, Papers

carlos bulosan Essay Example

carlos bulosan Essay Example carlos bulosan Essay carlos bulosan Essay Carlos Bulosan was conceived in the Philippines in the rustic cultivating town of Mangusmana, close to the town of Binalonan (Pangasinan territory, Luzon island). He was the child of a rancher and burned through a large portion of his childhood in the wide open with his family. In the same way as other families in the Philippines, Carloss family attempted to make due during times of monetary hardship. Numerous families were ruined and a lot more would endure on account of the conditions in the Philippines made by US colonization. Rustic cultivating families like Carlos family experienced serious financial difference because of the developing grouping of riches and influence in the hands of the conomic and political tip top. Resolved to help bolster his family and further his instruction, Carlos chose to come to America with the fantasy to satisfy these objectives. Going by transport, Carlos showed up in Seattle on July 22, 1930 at seventeen years old. With just three years of training from the Philippines, Carlos talked minimal English and had scarcely any cash left. Edgy to endure, he before long started working different low-paying Jobs: overhauling in lodgings, collecting in the fields, and in any event, setting out to the Alaskan canneries. During his hardships in discovering work, Carlos xperienced much monetary trouble and racial ruthlessness that essentially harmed his wellbeing and in the long run changed his view of America. From quite a while of supremacist assaults, starvation, and disorder, Carlos experienced medical procedure for tuberculosis in Los Angeles. His wellbeing condition with tuberculosis constrained him to experience three activities where he lost the vast majority of the correct side of his ribs and the capacity of one lung. However, he recuperated and remained in the emergency clinic for around two years where he invested quite a bit of his energy perusing and composing. The segregation and undesirable working conditions Carlos had encountered in any of his work environments urged him to take an interest in association sorting out with different Filipinos and different specialists. Carlos become a self-instructed and productive essayist resolved to voice the battles he had experienced as a Filipino coming to America and the battles he had seen of others. In the same way as other of his kindred Filipinos in his time, Carlos never had the chance to come back to the Philippines. Following quite a while of hardship and flight, he died in Seattle experiencing a propelled phase of bronchopneumonia. He is covered at Queen Anne Hill in Seattle. carlos bulosan By brogun

Media in China Term Paper Example | Topics and Well Written Essays - 3000 words

Media in China - Term Paper Example This is completely off-base. The Chinese individuals have respected the shading red since antiquated occasions . . . The shading red speaks to life, imperativeness, youth, passion, brilliance, striking quality, quality, completion of life power. (Bandurski, 2011, para. 14) In a public interview a week ago, Chongqing civic chairman Huang Qifan reported that CTV could hope to lose 300 million yuan in promoting incomes because of its â€Å"red† makeover. The city will apparently sponsor its nearby TV slots under CTV at a pace of 150 million yuan. Reason for the Study CTV’s progressive change comes when neoliberalism and the commercialization of media are the predominant and overpowering stages on which China is making its climb on the worldwide economy. While the gathering state has kept up its firm grasp, and is bit by bit modernizing its strategies for control, showcase powers have pervaded and changed each part of the media framework. Gathering state power is progressiv ely merging with the intensity of capital in the Chinese media through a progression of interweaved procedures of settlement, allocation, state-built market solidification, and particular fuse of private and outside media capital (Zhao, 2004, p. 1). This combination of gathering state and market power has brought about a media framework that saves the prosperity of the country’s political and conservative first class, while quieting and minimizing all resistance (Zhao, 2004). Therefore, writers abstain from uncovering clashing stories to keep up social parity. The issue of media and receptiveness must be comprehended as far as first class and famous governmental issues and reconstituted class and force relations. It has gotten systematized to evade inclusion of household... CTV’s progressive change comes when neoliberalism and the commercialization of media are the prevailing and overpowering stages on which China is making its climb on the worldwide economy.  While the gathering state has kept up its firm grasp and is step by step modernizing its strategies for control, advertise powers have pervaded and changed each part of the media framework. Gathering state power is progressively uniting with the intensity of capital in the Chinese media through a progression of entwined procedures of convenience, apportionment, state-built market solidification, and specific joining of private and remote media capital (Zhao, 2004, p. 1). This combination of gathering state and market power has brought about a media framework that saves the prosperity of the country’s political and financial world class while hushing and underestimating all resistance (Zhao, 2004). Therefore, columnists abstain from uncovering clashing stories to keep up social equa lization. The issue of media and receptiveness must be comprehended as far as world class and well known legislative issues and reconstituted class and force relations. It has gotten systematized to evade inclusion of household social clashes, and spotlight on amusement and stocks, for monetary remunerating in a market is driven media framework. Because of a personal stake in the security of Chinese media, significant US media combinations will ensure that speculation through one-sided and abstract media inclusion to smother social dangers from lower classes. CTV’s progressive change comes when neoliberalism and the commercialization of media are the predominant and overpowering stages on which China is making its rising on the worldwide economy.  While the gathering state has kept up its firm hold and is step by step modernizing its techniques for control, showcase powers have pervaded and changed each part of the media framework. Gathering state power is progressively c ombining with the intensity of capital in the Chinese media through a progression of interweaved procedures of convenience, allocation, state-designed market union, and specific consolidation of private and outside media capital (Zhao, 2004, p. 1). This combination of gathering state and market power has brought about a media framework that protects the prosperity of the country’s political and financial first class while quieting and underestimating all resistance (Zhao, 2004). Thus, columnists abstain from uncovering clashing stories to keep up social equalization. The issue of media and transparency must be comprehended as far as tip top and well known legislative issues and reconstituted class and force relations. It has gotten systematized to dodge inclusion of residential social clashes, and spotlight on diversion and stocks, for monetary remunerating in a market is driven media framework. Because of a personal stake in the solidness of Chinese media, significant US med ia aggregates will ensure that speculation through one-sided and abstract media inclusion to smother social dangers from lower classes.â

Essay Writing Tips - How to Get the Most Out of Writing Essay Samples

Essay Writing Tips - How to Get the Most Out of Writing Essay SamplesAre you an English teacher who wants to know how to get the most out of writing essay samples? Keep reading to learn the five tips that will help you make the most of your writing.Your essay samples should be well-written and descriptive. When you find a sample essay that you like, carefully review it to find out what the author's intent was. Does the author write in an essay-writing style? If so, you will want to try to write in this way yourself.Your writing should be grammatically correct in order to do the best you can when writing essays in order to take advantage of the many essay writing sample programs that are available online today. As you explore the internet, you will be amazed at how many essay writing sample programs are available. There are many free writing programs, and then there are some programs that require that you purchase access to their writing files. You should do whatever it takes to downl oad a quality writing program and use it.Every essay or report is different. What works for one class may not work for another. Most writing programs allow you to save your work as an essay, so you can have it handy when you need it when the time comes to present your opinion on a given topic.Writing a research paper requires that you understand the term research before beginning your project. Take the time to become familiar with the types of things that your essay or report is going to cover. You will want to write about something that you know, even if you never had any direct experience with it.All students want to know that their work is independent of other students in order to come across as knowledgeable and unbiased. You can provide research for your essay bysupplying several references in the body of your essay. If you have multiple sources, you are more likely to provide a strong reason for the writer to see your essay as an independent piece of information.The point of w riting essay samples free is to get students interested in your idea, but you have to make sure that they are actually interested in it. Make them feel like your student so that they want to share with you what they have to say. Send them articles or news stories that they might find interesting. Invite them to comment on them so that you know what they think about your idea.Writing essays is a great way to improve your writing skills. By taking advantage of writing essay samples free, you can increase your overall essay writing skills and to add further to your resume.

College Spring Break

College Spring Break Plan Your College Spring Break While it may be easier to just wait and see what your friends are doing for spring break, making plans early in the year ensures enough time for you to arrange schedules, book flights and hotels, and plan the perfect trip. Whatever you're considering, make it a point to plan early and call hotels, airlines or travel planners weeks, if not months, in advance of your college spring break. Popular destinations, such as resorts in the Caribbean, book up far in advance, so make sure you contact them early to reserve your dream vacation. Related Articles Cheap Spring Break Vacation Ideas Cheap Spring Break Vacation Ideas Spring Break Cruises Spring Break Cruises Lake Havasu Spring Break Lake Havasu Spring Break Trip Planners If you're not sure how to plan a trip, consult with an expert. Companies plan spring break trips and offer packages. Student City offers packages and opportunities for selected students to travel free. Most opportunities involve working for a sponsor and promoting products like energy drinks. Discounts are also available to students who organize trips on campus for the company. Tour their website to look at pictures of the hottest spring break destinations. Spring Break Ideas Most students think of sun, sand and surf when they imagine spring break, or perhaps wild partying MTV-style. But there's a lot more you can do with your week of freedom. Consider ideas that let you forge your own path and live up to your values. Ride the Rails Through Europe If you love art, culture and travel, try a trip through Europe for your spring break destination. Europe's extensive railroad system makes traveling easy if you don't want to rent a car or drive abroad. Youth hostels provide safe places to crash for the night. Some convents and monasteries also provide student lodging dormitory-style. These may have strict regulations, such as lights out and wake up at specific times, but they are also quite affordable, clean, and safe for student travelers. If you're a history or literature major or just craving something different, a spring break trip to Europe can be an unforgettable journey.

Fences, The Heart And Spirit Of The Average Man - 1779 Words

Fences tells the story of Troy, a sour sanitation worker desperately clinging to the notion that he could have played Major League Baseball. He is unlikeable and unfair, at times cruel and severe, however these actions are a result of his turbulent childhood, his constant defeat in the face of adversity, be they his baseball career or the struggles of his day to day life. A tragedy in the truest sense, Fences chronicles â€Å"the heart and spirit of the average man† (Miller). The mold Wilson uses to cast Troy has its share of cracks and imperfections, but rather than focusing on the many faults on the surface of an underprivileged life, it is paramount that the origins of these cracks and the sources of these imperfections is understood; only†¦show more content†¦The fence can also be viewed as the symbolic obstacles Troy faces in throughout his life. Poverty and homelessness as a young man, 15 years in prison, the color line in baseball, all are fences which he was u nable to surmount. Like many tragic stories â€Å"the underlying struggle is that of the individual attempting to gain his rightful position in his society† (Miller). Fences is full of struggles starting for Troy as soon as he comes into this world. Troy is born in 1904 into a less than perfect world and by the time he is fourteen years old he leaves Alabama to escape his abusive father. He runs away to Pittsburgh, following the promise that there are good jobs there. Wilson sets the scene in ‘Steel City’, a place of great importance to him. He was born there and sets â€Å"nine out of the ten plays in the neighborhood of the Hill District† (Wardi 1). His relationship with his father is lacking, something that he is determined to improve upon with his own children, but as time progresses, it becomes apparent that the apple hasn’t fallen far from the tree. As a father Troy doesn’t have much to go off of, the only love he has ever know has come from his father. Hi s mother left when he was young, as did all of the women his father courted: â€Å"He wasn’t good for nobody† (Wilson 556). So in addition to his absent father figure

College essay topics to write abou Chemical Reaction - Free Essay Example

Sample details Pages: 3 Words: 922 Downloads: 8 Date added: 2017/06/26 Category Chemistry Essay Type Essay any type Did you like this example? The types of chemical reaction considered here areoxidation, reduction, phosphorylation, hydrolysis, condensation, isomerization,deamination and carboxylation. Oxidation Oxidation involves an increase in the oxidation number ofa species. This involves the addition of oxygen or the loss of hydrogen orelectrons. Ultimately the first two can always be viewed as equivalent toloss of electrons. Don’t waste time! Our writers will create an original "College essay topics to write abou Chemical Reaction" essay for you Create order Oxidation always occurs together with reduction as part ofa redox reaction. The substance producing the oxidation is termed the oxidant(electron acceptor) and is concomitantly reduced. Likewise the oxidisedspecies (electron donor) can be termed the reductant. (Atkins, 1990) There are many examples of oxidation reactions in thecatabolism of glucose. For example in the first stage of the glycolyticpathway leading from glucose to pyruvate, after the six carbon intermediatesare cleaved to generate glyceraldehyde 3-phosphate the enzyme glyceraldehydephosphate dehydrogenase catalyses the conversion of glyceraldehyde3-phosphate to 3-phosphoglycerol phosphate (utilizing the cofactor NAD andinorganic phosphate) This oxidation is the first time that reducing potentialin the form of NADH is generated in the breakdown of glucose (note the NAD iscorrespondingly reduced in the process). Reduction Reduction is a decrease in the oxidation number of asubstance resulting from the gain of electrons as part of a redox reaction.This is often but not necessarily associated with the loss of oxygen orhydrogen. (See oxidation above). An example of a reduction reaction occurs in the finalstage of glycolysis under anaerobic conditions where pyruvate is reduced tolactate catalysed by the enzyme lactate dehydrogenase. The reducing potentialfor this reaction is provided by NADH and H+ and prevents thecells finite supply of NAD being tied up in the reduced form from reactionssuch as the oxidation example above. Again the reductant NADH is oxidised inthe process. Phosphorylation Phosphorylation involves the addition of a phosphate (PO42-)or phospho (PO32-) from a donor to receptor moleculeusually by a nucleophilic displacement of the phosphorus atom by a lone pairon an electronegative heteroatom (e.g. O or N). (Cox, 2004) In the first reaction of the catabolism of glucose, theglucose molecule is phosphorylated by the high-energy phosphate compoundadenosine triphosphate (ATP) catalysed by the enzyme hexokinase. The hydroxylgroup on carbon atom 6 of the glucose nucleophilically attacks the terminalphosphate of ATP displacing a PO32- group, which isadded to the glucose releasing ADP. In addition to priming the molecule withenergy it keeps the glucose in the cytoplasm, as the glucose transporters arespecific for free glucose. (Cox, 2004) Hydrolysis Hydrolysis is the reaction of a chemical species (moleculeor ion) with water. In biological systems this usually involves addition ofthe elements of water across a chemical bond to break the bond, resulting inan OH group attached to one atom of the hydrolysed bond and an H atom addedto the other atom. This can split the molecule into two separate molecules(see example) or can break a cyclical compound into a linear structure. The neurochemical transmitter acetylcholine is responsiblefor conduction of the motor neurone impulse across the synaptic gap. Toprevent continuation of the signal and tetanic paralysis of the muscle theacetylcholine is hydrolysed to acetate and choline by the enzymeacetylcholine esterase. This is an uncomplicated ester hydrolysis in whichwater nucleophilically attacks the carbonyl group of the acetate component ofthe ester. (Vander, 2001) Condensation A condensation reaction occurs when two or more reactingspecies react to form a single product and eliminate a simple molecule in theprocess. Where the simple molecule is water the condensation reaction can bethought of as the opposite of the hydrolysis reaction. Likewise the tworeacting species can be separated but on the same molecule resulting in acyclization reaction. (McNaught, 1997) Peptide synthesis occurring on the ribosome and catalysedby its peptide synthetase activity is an example of a condensation reaction.Condensation takes place between the amino group of the added amino acid andthe carboxyl group of the growing peptide chain (activated by anaminoacyl-tRNA linkage) eliminating the elements of water. (Alberts, 1989). Isomerization In an isomerization reaction the product of the reactionis an isomer of the reactant. In such a reaction there is no net change inthe stoichiometry of the molecular formula between reactants and products(though intermediate steps may involve extra atoms). The isomerization can bethe result of molecular or conformational rearrangements (McNaught, 1997) The second reaction of the glycolytic breakdown of glucoseis an example of an isomerization reaction. Glucose-6-phosphate is convertedto fructose-6-phosphate by the enzyme glucose phosphate isomerase. Thisproduces a more symmetrical molecule with a second available primary alcoholgroup for phosphorylation. Deamination Deamination is the removal of an amine (NH2)group from a molecule. The nitrogen is usually removed as ammonia, the extrahydrogen coming from water leaving a ketone group in place of the amine. Thisreaction also increases the resulting oxidation number of the reactingspecies and is often termed oxidative deamination. (Cox, 2004) Oxidative deamination is an important reaction in thedegradation of amino acids especially in the liver. Glutamate, produced fromother amino acids by transamination, is converted into a-ketoglutarate and ammonia by the enzymeglutamate dehydrogenase in association with the cofactors NAD or NADP. Theammonia is ultimately excreted via the urea cycle. (Cox, 2004) Carboxylation Carboxylation is the addition of a carboxylate group to amolecule. This is an important method for increasing the number of carbonatoms in a synthesis. The source of the carbon is typically carbon dioxidefor example in the reaction of a carbonated grignard reagent (or thebicarbonate ion in aqueous biological systems). The fixation of carbon dioxide by green plants is animportant example of a carboxylation reaction. In plants that use theCalvin cycle, CO2 is incorporated into 3-phosphoglycerate by theenzyme ribulose-diphosphate carboxylase. This carboxylates the five-carbonribulose sugar to produce a six-carbon intermediate, which is then hydrolysedto produce two 3 carbon molecules of 3-phosphoglycerate.

Oedipus-a Tragic Hero - 706 Words

Running head: Oedipus-A Tragic Hero Research Paper ENGL 102: Literature and Composition) Fall 2015 Melinda Meeds L26683811 APA Outline Thesis: In Sophocles’ â€Å"Oedipus†, Oedipus is exemplified as a tragic hero according to Aristotle’s definition because his story appeals to the reader’s humanity in the way he maintains his strengths after inadvertently causing his own downfall. I. Oedipus A. The noble birth. B. Describe Oedipus’ character. II. Tragedy A. Describe what a tragedy is. B. Describe the tragedies Oedipus has faced. III. A tragic hero A. Describe what makes Oedipus a tragic hero. B. Describe how Oedipus handles life after the pitfalls he has faced. Oedipus-A Tragic Hero†¦show more content†¦949-986). Boston, MA: Pearson. Knox, B. M. (1998). Hero. In Oedipus at Thebes: Sophocles tragic hero and his time (1st ed., p. 4). New Haven, NY: Yale University Press. Reeves, C. H. (1952). The Aristotelian Concept of the Tragic Hero. The American Journal of Philology, 73(2), 172–188. http://doi.org/10.2307/291812 Vernant, J.-P., DuBois, P. (1978). Ambiguity and Reversal: On the Enigmatic Structure of Oedipus Rex. New Literary History, 9(3), 475–501. http://doi.org/10.2307/468451 Wilson, J. P. (1997). The hero and the city: An interpretation of Sophocles Oedipus at Colonus. Ann Arbor, MI: University of MichiganShow MoreRelatedOedipus As A Tragic Hero1506 Words   |  7 PagesA true hero does not merely wear a cape, but this individual possesses admirable characteristics. A hero inspires the people around him and he is honorable. Heroes influential individuals from fairytale stories and myths of a real-life hero. Yet, none of these influential people are perfect. The tragic hero is clearly defined by Aristotle as being a person of admirable character, yet completely human with noticeable flaws. Moreover, this individual is not exempt from suffering. In Sophocles’ tragicRead MoreIs Oedipus A Tragic Hero?1167 Words   |  5 Pages2014 Is Oedipus a tragic hero? Aristotle, Ancient Greek philosopher whom did a lot of philosophizing, he believed in a logical reality. Aristotle’s objective was to come up with a universal process of reasoning that would allow man to learn every imaginable thing about reality. The initial process involved describing objects based on their characteristics, states of being and actions. Aristotle once said A man doesn t become a hero until he can see the root of his own downfall†. Oedipus was a mythicalRead MoreOedipus the Tragic Hero1390 Words   |  6 PagesOedipus; The Tragic Hero In the Fourth Century BC, a famous philosopher named Aristotle wrote about the qualities that a tragic hero must possess. Ever since that time, there have been many examples of tragic heroes in literature. None of those characters, however, display the tragic hero traits quite as well as Oedipus, the main character from the play Oedipus Rex by Sophocles. Oedipus is, without a doubt, the absolute quintessence of a tragic hero. His example shines as clear as a sunny summerRead MoreOedipus As A Tragic Hero1724 Words   |  7 Pagesstory of Oedipus, Oedipus is considered a â€Å"Tragic Hero† because of the tragic fate and effect that he had upon his life. My definition of a tragedy is a great loss that has a unhappy ending to which concluded me to state that Oedipus falls under that category. Throughout the book, Oedipus is leading himself to his own destruction when trying to find the killer of the late King Laios. So when a journal article I found published by The John Hopk ins University Press stated that a â€Å"tragic hero is a manRead MoreOedipus, A Tragic Hero1648 Words   |  7 Pages Oedipus, a Tragic Hero Bob Livingston Liberty University â€Æ' Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. He was, in fact, a man that was driven by a very high internal moral standard. It was that internal moral standard that ultimately entwined him in a sequence of events and circumstances that placed him in the spousal relationship with his mother. Oedipus, in fact, can truly be regarded as a tragic heroRead MoreOedipus a Tragic Hero1516 Words   |  7 PagesOedipus A Tragic Hero English 102 Literature and Composition Summer B 2011 Terry Garofolo 22816762 APA Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. Unfortunately, today when we hear the mention of the name Oedipus we place negative connotations around it. Oedipus, after all, had an unnatural sexual relationship with his own mother! In actuality, however, this relationship emerged entirely innocentlyRead MoreOedipus As A Tragic Hero1094 Words   |  5 PagesIn the play Oedipus the King, Oedipus struggles to accept the truth and lets his temper over power him. He can be displayed as a tragic hero. His refusal to accept the truth led to Oedipus’ down fall. A tragic hero, as defined by Aristotle, â€Å"is a literary character who makes a judgment error that inevitably leads to his/her own destruction.† Sophocles’ Oedipus exemplifies Aristotle’s definition of a tragic hero. In the play, Oedipus unknowingly has cursed the entire town of Thebes. He was cursedRead MoreOedipus, a Tragic Hero?2158 Words   |  9 PagesOedipus, a Tragic Hero? Elizabeth Howell English 102- B33 Professor Katie Robinson Liberty University October 12, 2012 Oedipus, a Tragic Hero? Thesis: Using Aristotle’s five different descriptions of a tragic hero, we will show that Oedipus in Oedipus the King is in fact a tragic hero and how his decisions led to his downfall. Outline: I. Introduction and Thesis Statement II. Is the character of noble birth? A. King of Thebes B. Real father was king III. Though the tragic heroRead MoreOedipus, A Tragic Hero1832 Words   |  8 Pagesmany others will likely fade away. Oedipus Rex is a tragic tale set in Ancient Greece. Greek thinker, Aristotle, said there were certain elements that would make a person qualified as a â€Å"tragic hero.† (Adade-Ywboah, Ahenkora Amankwah, 2012). We think of heroes being larger than life, possessing impeccable honor, integrity, strong leadership and having the higher moral ground. However, tragic heroes are different; they are imperfect and will inevitably face a tragic downfall. Per Aristotle, there areRead MoreOedipus the Tragic Hero754 Words   |  4 PagesIn the play Oedipus the King we identify the classic tragic hero. The character Oedipus Rex plays the role of the tragic hero perfectly. He shows the three main characteristics being talented and of noble birth, possessing a tragic flaw that causes the downfall and pain of everyone, and the recognition of responsibility. Oedipus’s first characteristic of being a tragic hero is being talented and of noble birth. Oedipus was talented because during his journey to runaway form his curse, the oracle

Glossary Concept Quiz Glossary Quiz - 812 Words

Ali DeLine Ortiz Edu 201 February 1, 2016 Glossary Concept Quiz Chapter One: 1. Assessment-context that is defined clearly to learners and shows the assessors what the learners understands. 1. 2.Criterion-referenced test- discovering what a learner knows about addition tow digit numbers without regrouping the numbers. 2. Norm-referenced assessment- determination of how much a student knows compared to the other students. 3. Formative assessment-Teachers that collect evidence about what a student still needs to comprehend and adaptions that are made to meet the student’s needs. 4. Summative assessment- uncovering a students knowledge and is able to present that knowledge at a certain period of time. 5. 6.Reliability- material that is consistent and is repeated across many administrations. 6. Validity- clear evidence that is related to what is being taught and what is being assessed. Chapter Two: 1. 1-Developmental learning theories- change of development of oneself over a period of time, from birth to adulthood. 2. 2-Mastery goal orientation- desire to learn new skill for the sake of learning. 3. 3-performance goal orientation-the learners inclination to demonstrate a new skill and compare their results to others. 4. 4-Self-efficacy- desired outcome based of one’s feeling. 5. 5-Social learning theories- the interaction between the learners and the social environment around them. 6. 6- Testing- evaluating students skills and knowledge by their performance of aShow MoreRelatedDoc, Docx, Pdf, Wps, Rtf, Odt683 Words   |  3 Pages ------------------------------------------------- Top of Form Bottom of Form * * * ------------------------------------------------- Top of Form SignUp|Loginor use Bottom of Form * Home * Articles * Docs * Concepts * BrandGuide * Colleges * Forum * Careers * FunCorner * Quizzes * You are here:  Ã‚   Home BrandGuide FMCG Lifebuoy Lifebuoy lt; Lever Ayush.. |    | Liril 2000.. gt; | Lifebuoy | Parent Company | HUL | Category | Personal Care –Read MoreEntrance Essay1222 Words   |  5 Pagesaddition, review the summary and glossary at the end of each chapter in the textbook. Moreover, the online quizzes are an important tool in preparation for each exam. That is, after obtaining 100% on the first or second attempt of an online quiz and having reviewed the material, students should take all remaining attempts, but this time without the notes or the textbook in order to know how prepared (or not) they truly are. Students should also carefully review all quiz attempts, as the exam questionsRead MoreResults of the VARK Questionnaire812 Words   |  3 Pagesfor me include: making lists, creating headings, using handouts, textbooks, and readings such as can be found in the library. Manuals are also easier for me to understand and follow than other forms of information acquisition. I should also use glossaries, dictionaries, and learn the definitions of words. They also suggest that I take cop ious notes and these should be verbatim. I excel, according to the website, with essays and teachers who use words well and have lots of information in sentencesRead MoreCase Study : Inquiry Investigation Lesson Plan Essay1784 Words   |  8 Pagesin science. Laws are statements or descriptions of the relationships among observable phenomena. Disciplinary Core Ideas: PS2.A: Forces and Motion Newton’s second law accurately predicts changes in the motion of macroscopic objects. Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Common Core Science Standards: ELA-Literacy.RST.9-10.7 Translate quantitative or technical informationRead MoreEssay about Csia 301 - Syllabus4668 Words   |  19 Pagesintroductory course, it requires the prior completion of CMIS 102, a course in problem solving and algorithm design. In this course, we will cover a broad range of subjects that form the basis of computer system security studies. We will define the concepts of confidentiality, integrity, and availability. In addition, we will explore basic security models, mandatory access control (MAC), discretionary access control (DAC), trusted operating systems, and secure network design. We will present an overviewRead MoreAcct 3708 Lecture Pdf1701 Words   |  7 Pageschanged since last year. – Standards can also be downloaded from the AUASB website at http://www.auasb.gov.au Review Course Requirements †¢ Assessment – p.6 – Three class quizzes – 24% †¢ To be held in your tutorials in weeks 5, 8 and 11 †¢ Each quiz to be worth 8% of the final grade – Assignment – 20% – due in week 11 †¢ To be completed in groups of four students. †¢ Students will be assigned to groups by their tutor. Groups will be formed in the tutorial in Week 5 †¢ The assignment is inRead More Overview of Testing and Assessment Essay2264 Words   |  10 Pageshaving a better experience when completing the various tasks. Even in this current ISTC course, online testing has been utilized. With concepts such as web-based questionnaires, interactive videos and games, â€Å"hands-on† websites that pose questions, possibilities for new and exciting alternatives and advancements are endless. There are even interactive videos that quiz and test students. With an ever-expanding field of information technology, classrooms will hopefully be adjusting to the new availabilitiesRead MoreImportant of English Language4703 Words   |  19 Pagesnote-taking system, which involves writing grouping your notes around keywords that you can quiz yourself on later by covering the notes and trying to remember what you wrote based on seeing only the keyword.[3] †¢ 9 If your textbook has a vocabulary section, a glossary, or a list of terms, make sure that you understand these completely. You dont have to memorize them, but whenever there is an important concept in a particular field, there is usually a special term to refer to it. Learn these termsRead MoreSGMT 6250 SYLLABUS Winter 20156628 Words   |  27 PagesStrategic  leadership   Top  management  teams  and  the  power  of  persuasion   Leaders  and  teams  in  new  product  development   Execution  and  the  innovation  process   Lectures   and   readings   highlight   concepts   and   tools   that   help   managers   execute   strategies   and,   as   a   result,  improve  firm  performance.  Case  discussions  apply  these  concepts  and  tools  to  real†life  situations.   Throughout,  students  learn  how  to  integrate  and  apply  established  knowledge  about  the  components  of   implementation.  Upon  the  completion  of  this  courseRead MoreA Critique of the Behavioural Theories of Learning4629 Words   |  19 PagesThe bell signals the arrival of food. Pavlov called this the law of contiguity: The closer the two are in time (with neutral stimulus preceding presentation of UCS), the stronger the conditioning (generally speaking) Extinction. This concept is similar to common sense idea of forgetting. Pavlov found that when he sounded the tone repeatedly without presenting food, the dog’s salivation also decreased. After the conditioning phase, the conditioned response (CR) gets weaker when the conditioned

Online learning as a tools into the form of education and training Free Essays

1.0 Introduction 1.1 Definition of Online Learning Online learning is a kind of powerful tools into the form of education and training that lets people to obtain knowledge and assistances through network technologies (Clarke 2008). We will write a custom essay sample on Online learning as a tools into the form of education and training or any similar topic only for you Order Now Online learning usually boils down to learning that maintained by Information and Communications Technology (ICT). Based on the survey in figure (A), 29 respondents identified about online learning that it is a type of learning where people can develop their education through the Internet (Personal Survey 2011). Figure (A) Do you know anything about online learning? 1.2 History of Online Learning During the year of 1800s, learning was transported through the electronic mails. However, in the year of 1990s, most of the learning was transported through CD-ROM, radio, Internet and television (Proctor et.al (ed) 2004). People start to learn through the Internet which is also called as online learning as the technology is improving. 2.0 Categories of Online Learning 2.1 Synchronous Learning Synchronous learning is a kind of learning that people online can interactwith one another through the videoconferencing and also through the window messenger for chatting (Types of Online Learning n.d). Students not only can have their discussion with their friends or instructors, but also can have their coursework or assignments throughout their studies on the Internet. Students may become more active and motivated in their studies on socialising through the videoconferencing and chatting while they are having discussion (Types of Online Learning n.d). 2.2 Asynchronous Learning Students do not need their instructors to be available beside them at the same time because they can send the messages to their respective instructors through the electronic mails if they have any problems or they need help from their instructors (Clarke 2008). Students may become more convenient when they enable to log on to their learning environment at anywhere for their studies (Types of Online Learning n.d). 2.3 Blended Learning Blended learning is a kind of learning with combination of synchronous and asynchronous learning. Students can complete their coursework or assignments by themselves with the way of blended learning and this will make their thinking skills and experiences increase. Besides that, they can take some useful information from the Internet to do their coursework or assignments instead of attending classes in campuses (Types of Online Learning n.d). 3.0 Online Learning is an effective tool in learning Figure (B) Online Learning is an effective tool in learning (Personal Survey 2011) 3.1 Useful and comfortable Online learning is an effective tool in learning which online paths are useful and comfortable. Based on the survey in figure (A), 75% of the respondents approved that online learning is useful (Personal Survey 2011). Students can spend their lecture times to study where they are available on their own timetables. People enable to learn at a comfortable place by their own decision by selecting some venues where they would like to study through online at their houses, cyber cafes and coffee shops such as Old Town White Coffee where they enable to access through the Internet (The Advantages and Disadvantages of E-Learning n.d). 3.2 Meet new and interesting people Online paths help to meet interesting and new people is one of the effective tools in learning. Based on the survey in figure (B), 5% of the respondents approved that online paths help to meet new friends (Personal Survey 2011). Most of the students would feel very shy when they are in their classes or groups to meet up with their new friends. This is the reason that the online paths give an opportunity to everyone gets to know each another through their personal Facebook and Twitter. This is a method of interaction between one another to improve their friendships in their classes or groups (The Advantages and Disadvantages of E-Learning n.d). 3.3 Learn to become discipline people Online paths clarify to be self-disciplined is also one of the effective tools in learning. Based on the survey in figure (B), 8% of the respondents agreed that online courses teach to be self-discipline (Personal Survey 2011). A large numbers of people like to finish their works in the eleventh hours. It is the worst method to learn. So, people who are online can take their responsibility for their studies into a personally learning and they will become successful people in the future (The Advantages and Disadvantages of E-Learning n.d). 3.4 Encourage long-term learning Online learning is an effective tool which encourages long-term learning. Based on the survey in figure (B), 12% of the respondents agreed that online courses promote life-long learning (Personal Survey 2011). Most of the students will slowly forget what they have learnt in their campuses or schools within few days. To help them to solve this problem, students enable to online at any time to search for their information so that they will not forget what they have learnt in their campuses or schools (The Advantages and Disadvantages of E-Learning n.d). 4.0 Online Learning is not an effective tool in learning Figure (C) Online Learning is not an effective tool in learning (Personal Survey 2011) 4.1 Need additional period on-campus lessons Online paths need additional period on-campus lessons is one of the not effective tools in learning. According to the survey in figure (C), 10% of the respondents approved that online paths need additional period on-campus lessons (Personal Survey 2011). Students will always spend more time studying or searching information for their coursework or assignments through the Internet than studying in their campuses or schools (The Advantages and Disadvantages of E-Learning n.d). 4.2 Lead to lack of interaction One of the not effective tools in learning is online paths lead to lack of interaction. According to the survey in figure (C), 90% of the respondents approved that online courses lead to lack of interactions (Personal Survey 2011). Although students only study through the Internet, they will miss all the fun of learning activities in their classes. This causes they have fewer opportunities to mix around with their friends and their mentors because they usually stay at home to access the Internet and will make their lives too boring (The Advantages and Disadvantages of E-Learning n.d). 4.0 Conclusion Figure (D) Is Online Learning an effective tool in learning? (Personal Survey 2011) In conclusion, online learning truly is an effective tool in learning because it carries benefits to people who wish to learn more things from the Internet. According to the survey in figure (D), 77.8% of the respondents approved that online learning is an effective tool in learning (Personal Survey 2011). This will increase their knowledge and experiences through the way of the online learning. Online learning brings a lot of advantages to people such as meets up with new friends, encourages long-term learning, learns to become self-disciplined person and also is very useful. Therefore, online learning is an effective tool in learning in this society as the benefits of online learning outweigh the harms. Reference List Internet Articles The Advantages and Disadvantages of E-Learning n.d., viewed February 23, 2011, Types of Online Learning n.d., viewed February 23, 2011, Journal Articles White, MMA 2007, History of E-Learning – A Brief History of E-Learning and Distance Education, viewed February 23, 2011, Book Clarke, A 2008, E-Learning Skills, 2 edn, Palgrave Macmillan, New York Personal Survey Personal Survey 2011 How to cite Online learning as a tools into the form of education and training, Essay examples

Case Conceptualization free essay sample

Assessment is a practice that is utilized to determine diagnosis and treatment planning. Altman, Briggs, Frankel, Gensler, and Pantone (2002) connected the â€Å"relational assessment† practice to the diagnosis and treatment planning. The above authors agreed that for effective therapy and appropriate diagnosis to happen, the treatment plan must be appropriate and relational; so that modifications and adaptations can be adjusted as needed. The goal in assessment and case conceptualization must produce complete findings; therefore multiple forms of assessments are to utilized, as to accommodate each individual person in therapy. Planning and Cultural Sensitivity to Avoid Misdiagnosis To safeguard from cultural biases in the assessment process the â€Å"whole person† must be viewed in the therapeutic process (Briggs, 2002). As a counselor, one must be culturally competent and aware of others’ backgrounds. In order for a counselor to better understand the clients’ background, the necessary information would be needed prior to testing. Also paying close attention to the clients’ native language as it could pose inconsistencies if given in an unnatural tongue (Rodriquez, 2000). We will write a custom essay sample on Case Conceptualization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It should go without saying that an effective and competent therapist will be aware of professional standards and ethics involved in the assessment of a culturally diverse population; by being aware of their own ethnic understanding. Rodriquez (2000) further stresses the need to avoid misdiagnoses by utilizing alternative assessment measures. Research has suggested a clear therapeutic alliance, correct diagnosis and less stress exhibited by clients, when valid information is collected (Gensler, 2002). There has been an assumption that counselors whom falsify information for clients to get better managed care, have done so that they will receive better service; primarily because the insurance has reimbursed (Smart amp; Smart, 1997). However, looking at the bigger picture there are so many ethical dilemmas with counselor’s having such practices that the APA frowns upon. Diagnostic findings should include intellectual assessment measures and nonverbal implements that are unbiased. Diagnostic findings must be used with caution when defining categories and management planning because someone’s life is at stake. Conclusions The assessment process, diagnostic information and conceptualization are equally important as they work hand in hand. The culture that we serve must be handled with caution and ethical, competent, behavior set forth by the APA. Reiterating what was previously stated, I believe it is of the utmost importance to make sure that this process including, but not limited to therapy are comprehensive and ethnically sensitive. Understanding the clients’ weaknesses, strengths, indicators and culturally specific goals is outlined in the APA guidelines. This is an area that I feel causes numerous problems not only in counseling but education as well. I feel that sometimes it is assumed that counseling is a â€Å"one size fits all†. It is my goal to make counseling specific, concise, and culturally literate when dealing with the clients that I serve.

Role of Leadership in Organization

Question: Describe about the role of leadership in organization? Answer: Leadership is the important component in the success of an organization, yet there exist academic debate about the effective leadership style (Hoy and Miskel 2001). The main aim of this essay is to critically evaluate the various leadership styles that are deployed by the business leaders by demonstrating the transformational leadership principles, which are more conductive for improving the staff motivation, by impacting positively on the culture of organization and delivering overall success for long term (Hoy and Miskel 2001). The first style, which is analyzed, is the leadership of transformation and its examples includes about the Smith, who is the International Coffee CEO, and is leading coffee supplier of fair trade (Skogstad, Einarsen, Torsheim, Aasland and Hetland 2007). Transformational leadership includes four dimensions and these include the congruent along with actions and practices that were implemented by Smith (Skogstad, Einarsen, Torsheim, Aasland and Hetland 2007). For example, Smith tries to characterize the first dimension that create influence by his optimism, ambition, as well as attitude oriented towards innovation along with the willingness to do sacrifice for short period gains for the purpose to offer ethical services that are mainly built over the principles of fair trade, and the same is presented through the axiom that align with Einstein and Humphreys (2001) perception over the transformational leaders that also elevate the followers towards high morality level (Einstein and Hump hreys 2001). Smith fulfills the dimension of inspirational motivation through creating the environment that values the originality and employees could feel the freedom to expand and fail (Einstein and Humphreys 2001). This could be viewed by the practices of company for celebrating the attempt towards the techniques of new harvesting, which also tries to amply and demonstrate their appreciation of taking risk element, which inherent in proceeding with the new assignments and inspire the team to go with new ideas through removing the risk of failure (Leatherman and Leatherman 2008). He also offers the third component that is termed as intellectual stimulation through motivating the staff to work in collaboration in small group of teams in order to come up with new ideas and project within the safe environment without any kind of fear (Leatherman and Leatherman 2008). Lastly, Smith also satisfies the dimension of individualized consideration through offering the employees that work in International Coffee with the free perks like assistance for travel, and healthcare through the support of benefits menu, in which every employee could pick the three advantages, which suit those most (Leatherman and Leatherman 2008). He also offered personal feedback to all members of team on daily basis that also corresponds with the view of Bass (1985), who states that the transformational leaders offer help as well as encouragement to other members (Bass 1985). There are some critics like Morgeson, Derue and Karam (2010), who has argued that the transformational style of leaders hip assumes about the high ambition level and employees motivation where else the situational approach also suggest that leaders could easily modify the behavior of employees as per the employees level of maturity (Morgeson, Derue and Karam 2010). Notable, Morgeson, Derue and Karam (2010) also draws various important differences among the transactional as well as transformational styles of leadership that could be easily observed in the International coffee last CEO, who was Jones (Morgeson, Derue and Karam 2010). For example, oppositional to the Smith that inspires the staff to focus towards innovation, Jung (2001) also reports that Jones main focus is over maintaining the companys success that aligns with Benne and Sheats (1948) who explores that the transactional leaders are passive and tries to preserve the status quo (Benne and Sheats 1948). In long term this leads the Jones to fail in anticipating the shift in the market of fair trade that also results into opting market of company in the leadership along with effects on market share and profits (Benne and Sheats 1948). Moreover, its noted that transformational style of Smith also tries to acknowledge the mistakes as part of process success, and in this case Jones tried to implement the rigid ranking system of performance between 1-5, in which top performers will be given reward along with bonus, while the one coming at the bottom, that is 5 will result into the disciplinary action (Skogstad, Einarsen, Torsheim, Aasland and Hetland 2007). This kind of practices corresponds into the style of transaction, in which employees tries to achieve the objective through reward and punishment system that is also determined through the leader (Skogstad, Einarsen, Torsheim, Aasland and Hetland 2007). Significantly, a contextual view point is considered as the key in depicting the transactional style effectiveness (Purcell, Kinnie, Swart, Rayton and Hutchinson 2009). When international coffee operated in the increasing market along with low competition, the leadership of Jones also proved effective in maintaining the profitability acceptance level and also clarified the employees role (Purcell, Kinnie, Swart, Rayton and Hutchinson 2009). The highest leadership form is considered as the autocratic leadership style that is exhibited through the Johnson, who is assumed to be Solar Drink CEO (Purcell, Kinnie, Swart, Rayton and Hutchinson 2009). In comparison with the Smith, who is referred as the role model and considers empowerment of employees, Johnson tries to evident the autocratic principles that include the entire authority, which help in determining the procedures, objectives and policies in context of employees (Purcell, Kinnie, Swart, Rayton and Hutchinson 2009). This also signifies the typology of power culture through Morgeson, Derue and Karam (2010) with control that emanate through the center (Morgeson, Derue and Karam 2010). Radical strategies of Johnson also includes the extreme layoffs, shutting down factories, renegotiating of contracts, as well as revoking perks of employees that proceed effective for short period in the success of finance and lead towards enhancement in revenue (Purcell, Kinnie, Swart, Rayton and Hutchinson 2009). The faire style of laissez on the other side is considered as antithetical towards the autocratic Johnson style and this could be viewed by the analysis of Fast Food chairman, Dean, this company includes the outlets of fast food eating in the UK (Purcell, Kinnie, Swart, Rayton and Hutchinson 2009). Where else, Johnson holds the entire authority; the style of laissez faire is predicated over the leader that provides managers with freedom to make any decision. As per Benne and Sheats (1948) Dean tries to achieve this through permitting the individual managers to run independent restaurant without any intervening of assistance (Benne and Sheats 1948). Success of Dean claim that style of laissex faire could attain success, but Jung (2001) has argued that this style subscribe with the theory of McGregor, in which employees assume to have autonomy and gets ineffective, when managers fail to possess with the ability to make important decision of business (Jung 2001). Its noted that leadersh ip of laissez faire could destructively create influence on culture of company through lack of guidance, and therefore style of transformational leadership is effective for the leaders as it offers better direction for long term with Smith. In order to recapitulate by conducting analysis of different business leaders and the style of leadership, it is viewed that the leadership transformational style is arguably the most effective one, as it tries to articulate the strategic vision for long term, and help in creating the performance culture and at the same time motivates the employees towards attaining maximum capability and results that are basic for attaining the sustained business success. Conversely there are other leadership styles like transactional which encompass more and lead towards passivity and might stifle the creativity of the employees. In the similar way, the autocratic leadership style is effective in emergency situations, and requires fast decisions, which often lead towards the dysfunctional culture and also tries to de-motivate the employees for long period. Likewise, other leadership style of laissez faire might also impact negatively on organizational culture through creating the confusion and crea te role conflicts due to lack in direction from the leader. Reflective Report According to Burns (1978) delegation is considered as the important component in the entire set of skills of leader and when its utilized successfully can lead to improvement in motivation, performance and level of commitment of the team members and employees (Burns 1978). During my study time at University of Singapore, I was able to gain the first hand experience in context of significance of having effective delegation. This includes the working as part of the team to come up with the video marketing campaign for the website of e-commerce company, in which I was selected as the team leader. The key issues through which I encountered was the initial reluctance towards disseminating the workload with other members of the team, as I believed that I need to clear understanding about the specific methods of marketing that could be more effective. This lead some team members to get de-motivate as I failed in setting up the objectives for them as well as assigning roles and responsibilities and rather than doing so, I proceed with my own ideas without giving any kind of input (Skogstad, Einarsen, Torsheim, Aasland and Hetland 2007). Eventually due to these facts that I have become more overwhelmed with the workload and even gained experience about the video editing, as I delegated the tasks to other team members (Aldefer 1972). Denning(2005) explains that the teams are usually more productive and even efficient, whenever the team leader delegate the responsibilities and tasks, which correspond with the strength of an individual of team members (Denning2005). Therefore, at this specific stage I started appreciating the talents and ability of the team members and explored that assigned responsibilities dramatically got enhanced efficiently and even productivity was increased, along with the motivation and morale of the employees. This also got align with the work of Kuhnert and Lewis (1987) who explored the various team roles and suggested about the ways in which it could be integrated successfully and harmonized the improvement of entire performance (Kuhnert and Lewis 1987). Moreover, whilst the working in the team instead of working independently by pursing the own ideas and I should have tried to sought to set up the communication related to what is required to be done along with encouraged insight, feedback, and opinions taken from the members of the team. This is Congruent with the thoughts of Locke and Latham (2002) who has explained how the strong leader in the team establish the appropriate objectives for each person and tries to encourage as well as facilitate them towards communication between the members of the team (Locke and Latham 2002). Simultaneously, I also believed in enhancing the planning as well as organizational ability about how communication could be made effective, so that strong interpersonal relations could be built up with other members in the company that could add as the benefit in supporting to delegate successfully in the coming period (Locke and Latham 2002). Therefore, if I was to undertake the managerial and leadership role in the future of my career, I would like to explore the strength and weakness of my staff members and consequently I would like to delegate the task that could enhance the efficiency (Skogstad, Einarsen, Torsheim, Aasland and Hetland 2007). I would also like to employ the systematic approach through establishing the expectations and goals and try to motivate the staff to undertake responsibilities for own personal development that brings good results (Locke and Latham 2002). This could also be substantiated through the research conducted by Northouse (2012) that demonstrate the empowerment of employees in becoming important in the present environment of business in context of motivating the employees to attain maximum capability and high output performance (Northouse 2012). Finally, this could also be aligned with my own experience by the organization and leadership module, from where I could learn about how the most successful style of leadership for long period that could help me in cultivating supportive relations with my team mates and empower them through offering autonomy and high control on their work (Bratton 2010). References Bass, B. M. 1985. Leadership and Performance Beyond Expectation. NY: Free Press Burns, J.M. 1978. Leadership. New York: Harper Row Hoy, W. K. and Miskel, C. G. 2001. Educational Administration, Theory, Research, and Practice. 6th ed. New York: McGraw Hall Aldefer, C.P. 1972. Existence, Relatedness and Growth. London: Collier Macmillan. Denning, S.2005. Transformational innovation: a journey by narrative.Strategy Leadership, 33(3), pp.11à ¢Ã¢â€š ¬Ã‚ 16 Jung, D.I. 2001. Transactional and transformational leadership and their effects on creativity in groups. Creativity Research Journal, 13(2), pp. 185-1 Kuhnert, K.W. and Lewis, P. 1987. Transactional and transformational leadership: A constructive/developmental analysis. Academy of Management Review, 12(4), pp. 648657. Locke, E.A. and Latham, G.P. 2002. Building a practically useful theory of goal setting and tasking motivation: a 35 year odyssey. American Psychologist, 57(9), pp. 705-717 Northouse, G.P. 2012. Leadership: Theory Practice. 6th ed. Thousand Oaks: SAGE Publications Skogstad, A., Einarsen, S., Torsheim, T., Aasland, M. S. and Hetland, H. 2007. The destructiveness of laissez-faire leadership behaviour. Journal of Occupational Health Psychology, 12, pp. 8092. Benne, K. D. and Sheats, P. 1948. Functional roles of group members. Journal of Social Issues, 4(2), pp. 41-49 Bratton, J. 2010. Work and Organizational Behaviour: Understanding the workplace. 2nd ed. Basingstoke: Palgrave Macmillan Einstein, W. O. and Humphreys, J. H. 2001. Transforming leadership: Matching diagnostics to leader behaviours. Journal of Leadership Organizational Studies, 8(1), pp. 48-60 Leatherman, W.R. and Leatherman, D. 2008. Quality Leadership Skills: Standards of Leadership Behaviour. Amhest: HRD Press Morgeson, P. F., Derue, D. and Karam, P. E. 2010. Leadership in Teams: A Functional Approach to Understanding Leadership Structures and Processes. Journal of Management, 36(1), pp. 5-39 Purcell, J.,Kinnie, N.,Swart, J.,Rayton, B. and Hutchinson, S. 2009. People Management and Performance. Abingdon: Routledge

How does Eliza change in the course of the play, and by what means Essay Example

How does Eliza change in the course of the play, and by what means? Essay In George Bernard Shaws Pygmalion Eliza Dolittle is a Covent Garden flower girl who evolves from a naà ¯Ã‚ ¿Ã‚ ½ve, poverty-stricken girl into a heroine. She is not the heroine of romantic myths but an independent, strong-minded, confident woman, who against the odds has grasped the opportunity for a better life. Higgins, a professor of phonetics, accepts a bet that he can transform Eliza into a duchess and within six months present her at the Ambassadors garden party. We meet Eliza at the beginning of the play as she tries to sell flowers from her basket. She has a strong, cockney accent used by the lower class and when she bumps into Freddy she squeals, Nah then, Freddy: look wh y gowin, deah. Eliza is an opportunist. She takes advantage of the fact that she is standing close to the ladies and gentlemen and tries to persuade them to buy flowers. She is dirty and dressed in very shoddy clothes, especially in comparison to the ladies. We learn that when she goes to bed she takes off her shawl and skirt and gets into bed without further ado. Her naivety is shown when she steps into a taxi and instructing the driver so that everyone can hear calls, Bucknam Pellis. She believes that Freddy, a middle class young man, will actually believe that she has business at Buckingham Palace. Eliza has a q uick temper and is rude, especially when she feels threatened. When Higgins refuses to buy a flower, and accuses her of lying, she flings her basket at his feet announcing that he should be stuffed with nails. We will write a custom essay sample on How does Eliza change in the course of the play, and by what means? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does Eliza change in the course of the play, and by what means? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does Eliza change in the course of the play, and by what means? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At this early stage of the play Eliza is lacking in self-confidence and is unable to stand up to Higgins bullying manner. She resorts to whimpering and wailing at the slightest insult although most of Higgins remarks to her are genuinely insulting. She doesnt have the knowledge or vocabulary to stand up to him and if anyone questions her virtue or mentions the police she makes dreadful noises such as ah-ah-ah-ow-oo-o and starts crying. Elizas idea of cleanliness is to wash her hands and face only on important occasions although she is probably as clean as she can be considering her circumstances. She is distraught at the idea of taking her clothes off to have a bath as she knew a woman did it every night and died of it. Eliza declares, What a dreadful thing it is to be clean but moments later she is saying, Now I know why ladies is so clean. She has discovered the luxury of woolly towels and soap smelling like primroses. She has changed from a frowzy slut to a respectable girl but so far this change is only by appearance. She is unrecognisable even by her own father when he is confronted with a dainty and exquisitely clean young Japanese lady. Eliza is self-conscious at this stage and thinks she looks silly. She is impatient with her father who is only interested in trying to make some money from his daughters position. Eliza states, I dont never want to see him again, I dont. There is an appealing innocence about Eliza that she never loses throughout the play. During the next few months Eliza is trained how to speak, act and dress as a lady. Higgins and his friend Mr Pickering, who made the bet with him, decide to present Eliza at Higgins mothers at-home day. Eliza is presented to the Eynsford Hills, a family of mother, daughter and son. She is speaking with pedantic correctness and great beauty of tone. She is exquisitely dressed and produces an impression of such remarkable distinction and beauty. Unfortunately Elizas low class origins are soon revealed when she talks about her fathers alcoholism and slips back into her cockney accent. As Mrs Higgins observes, she is a triumph of your art and her dressmaker; but if you suppose for a moment that she doesnt give herself away in every sentence she utters, you must be perfectly cracked about her. Elizas outward appearance has changed at this stage but shes still the same Eliza inside. She is puzzled when Freddy laughs at her small talk and is naively hoping to impress the Eynsfords Hills by the idea that she is going to take a taxi home rather than walk. In Elizas view no one walks for pleasure especially if they can afford to ride. Elizas appearance at the ball is a huge success. The guests stop talking to look at her admiring her dress, her jewels and strangely attractive self. She speaks with a beautiful gravity which awes her hostess. Although one of the guests speaks to her in Hungarian Eliza thinks he is speaking French and so this is mistaken for a witty remark. This shows that Elizas education is not complete and maybe there is a limit to the progress she can make. Now Eliza begins to change inside and loses some of her naivety. She realises that as far as Higgins is concerned the experiment is over and the success was due to him and not her. She was just an object to show off his talents. She shouts at him, You dont care. I know you dont care. You wouldnt care if I was dead. Im nothing to you -not so much as them slippers. She has become a social misfit and she cries, Whats to become of me? She goes to her room taking off her evening dress and hanging it carefully in the wardrobe. Eliza has changed, now she dresses like a lady. Before going out she puts on her walking shoes, her walking dress and hat and confidently looks in the mirror. She puts out her tongue at her reflection, and walks out banging the door. Yes Eliza has changed, not only on the outside but also on the inside. Shes become stronger, confident and determined without losing her fierce spirit. When Eliza meets Higgins, at his mothers home, she is able to confront him and play at his own game using witty, cutting remarks. She is a woman and tells him, Im not afraid of you and can do without you. She is prepared to go to her fathers wedding to shew theres no ill feeling. Elizas social status has changed in comparison to her fathers. At the beginning of the play she was a poor flower girl and he was a dustman therefore their status was similar. At the end of Act V Eliza is a social misfit and the final outcome is uncertain until Shaw makes it quite clear in the epilogue. Shaw tells us that, despite added luxuries because of her friendship with Higgins and Pickering, Eliza is in the retail trade and therefore working class. In comparison her father, by chance rather than any effort, has risen through the middle classes and by the prologue has become fantastically disclassed. Higgins jokingly recommended him to an American millionaire as the most original moralist in England, consequently he was left three thousand pounds a year in the millionaires will. Although rejected by the middle class he had become extremely popular in the smartest society and at intimate ducal dinners he sat on the right-hand of the Duchess. Ironically he was also made much of b y the butler and smoked in the pantry. It is typical of Elizas character that although their social status has changed it hasnt affected her relationship with her father, she still doesnt like him. In the epilogue we discover that Eliza has found a place in society. She is married to Freddy, they own a flower shop and she is an independent woman. During the play Eliza is transformed by the people around her. Higgins alters her speech so that she speaks like Queen Victoria but all this produces is someone who sounds like a duchess but inside is still a flower girl. Eliza likens it to learning to dance in the fashionable way. He is arrogant and bullying treating her like an object and referring to her in insulting terms such as baggage and a squashed cabbage leaf. As Eliza says, I shall always be a flower girl to Professor Higgins, because he always treats me like a flower girl. In contrast she says to Mr Pickering, I know I can be a lady to you, because you treat me as a lady and always will. Mr Pickering taught Eliza manners by setting an example to her. His gentlemanly behaviour towards her, such as taking off his hat and opening doors, raised her self-esteem. When she first came to Wimpole Street he called her Miss Dolittle and offered her a seat. Its Pickerings thoughtful treatment of Eliza that teaches her to respect herself. Mrs Higgins and Mrs Pearce help Eliza to find her position in society and become a more fulfilled woman. The former supports her by assisting her when she leaves Wimpole Street and giving her moral support. Mrs Pearce teaches her how to have self-respect regarding cleanliness and appearance. Freddys unconditional love makes her feel worthy. If he cant be with her he is still happiest when he is standing outside of Wimpole Street gazing up at her window. Most important of all is Elizas self-belief and determination which grows despite Higgins intimidating and aggressive manner. She already has self- motivation as she shows when she arrives at Higgins house to learn how to talk more gentee. She wishes to improve herself and has ambitions to become a lady in a flower shop. She has her dreams shown by a portrait of a popular actor and a fashion plate of ladies dresses pinned on the wall of her lodgings. Without these characteristics Eliza could not have grown into an engaging, thoughtful woman. Eliza uses her natural talents of determination and willpower to overcome the problems caused by Higgins and Pickerings thoughtless bet. She refuses to give up and go back to the gutter but uses her new self-belief to change and go forward with or without Higgins. At the end of the play I believe Eliza is better off. She is married to Freddy who loves and adores her. She has found new friends who respect her for who she is and not what she does. Higgins, who at the beginning of the play insulted Eliza, is now able to converse with her and respects her as a high-spirited, beautiful woman rather than an object of ridicule. She is better off as her self- respect and self-assurance have increased and this has helped her to achieve even more than her dream of being a lady in a flower shop. However, Eliza is still relying on Pickering to finance her shop although this neednt necessarily be seen as a negative as Pickering is financially well off and adores Eliza. In my opinion this is a much better position for Eliza to be in than selling flowers on the street. Elizas short time at Wimpole Street has taught her many things that probably will have no use in her life with Freddy but from what we have learned about Eliza it wouldnt surprise me if she put all of the lessons towards a useful purpose. Freddy may not be a perfect man in some peoples eyes but Eliza is happy with him. She is prepared to accept his shortcomings because he has other qualities that she can love. I think the positive aspects of Elizas new life outweigh the negative ones. The plays title Pygmalion derives its name from the famous story in Ovids Metamorphoses. Pygmalion, disillusioned with the women of his time, resolves to live alone and unmarried. He decides to use his artistic talents to create a beautiful statue of his idea of the perfect woman. Eventually he falls in love with his creation and Venus, feeling pity for him, brings the statue to life. The woman is called Galatea and when she is awakened by Pygmalions kiss she gazes up at him and falls in love. The plays title is appropriate as Higgins is Pygmalion and Eliza his Galatea. At the beginning of the play the audience believe that Higgins, using his art, will transform Eliza into the perfect woman and they will fall in love and live happily ever after but this is not Shaws intention. He has deliberately chosen the title Pygmalion because he wants to take the romance out of the myth and undo the myth. Higgins cannot transform Eliza by providing her with clothes and an education. After Higgins finishes his experiment she is still a statue. He cannot breathe life into Eliza, she can only do this herself by her own will and desire. I think that Shaw is saying that man isnt the perfect being who can create the perfect female and women are not inferior to men. During the play Eliza changes from a common flower girl to a respected independent, beautiful woman. George Bernard Shaw shows us, through Eliza, that the growth of an independent spirit means changing on the inside as well as the outside. The true ladies and gentlemen of the world are judged by how they treat other people and not by their position in society.

12 Angry Men Essays (864 words) - English-language Films

12 Angry Men Essays (864 words) - English-language Films 12 Angry Men Twelve Angry Men Leaders are defined by two separate characteristics; those who are appointed as the leader and those with no special title that emerge as influential. In the movie Twelve Angry Men, Henry Fonda portrays a character that gains respect by others for emerging as a leader. Along with holding leadership abilities, his actions also resulted in classic communication techniques. At the beginning of the movie, it may seem that Fonda is displaying deviant behavior. The scene opens with the jurors casting guilty votes to determine a thoughtless verdict. All eleven jurors, except one (Fonda) voted guilty. As a viewer watching this movie, you have to give the character consideration since he decided to go against the norm and vote not guilty. He could be considered a deviant because he has no valid evidence to prove his verdict, but he says that there is enough reasonable doubt to question the validity of the case. Is he not voting guilty just to get a rise out of everyone or is he really questioning the case? It is obvious that the other characters are not amused and single him out. This is also a deviant trait. However, this deviant trait leads into an emerging leadership that the other characters respect. As a leader, Henry Fonda stands out for various reasons. One of the most prominent is at the beginning of the movie. Fonda begins to display task-related functions by offering up a new idea to the group. In this case, it was the idea of the boy being not guilty. Although the men were upset with him, the thought had crossed their mind long enough to realize he may be right. By offering up his opinion and a new suggestion, he opened the door for character development of the other jurors. This then creates new options and processes for the group to explore. However, this also creates secondary tension and new power struggles. Fondas point was that he had no substantial evidence to prove that he knew the boy was not guilty, but he had enough doubt to make the claim. Since the rest of the jurors had their minds focused in guilty-mode, the secondary tension arrives to disrupt their substantive agreement. For example, Fonda is constantly ridiculed by the smaller minded of the jurors: the bigot or the sports fan. Others, however, are more open-minded and are curious to hear what he has to say. For example, the old, old man sitting next to Fonda seemed to be the most intrigued by Fonda, simply because he had the courage to be different. It is obvious to the viewer that Fonda is the leader, but as the rest of the jurors come into their own; you begin to question their effectiveness. For example, a power struggle is constantly brewing between Fonda and the juror with the picture of his son. Out of all the jurors, he outs up the most vicious fight. In the beginning, certain traits, such as his aggressiveness or persuasiveness, may have identified him as a leader. Although in the end, he had become the deviant to the other members of the jury. However, even as the secondary tension is increasing, Fonda begins to emerge as the leader by elaborating on what every juror was trying to say or making suggestions to keep the group focused. Toward the middle of the movie, he had persuaded almost half of the jury to be not guilty! They even started to go up to him and ask him what he really thought about the case. All he could say was all of it could have possibly not happened. This obviously wasnt enough to convince the more challenging characters. One of the communication concepts that Fonda demonstrates throughout the movie is the contingency concept. This holds that attaining appropriate leadership behaviors depends on the situation. Fonda attained this concept very eloquently. He had to take into consideration that he was going to be facing very tough ridicule and since he knew nothing of the other jurors, he had to keep an open mind about all of their suggestions as well. The jurys setting was so complex. Opposing views were flying all over the place.

Outline week 4 Assignment Example | Topics and Well Written Essays - 250 words

Outline week 4 - Assignment Example Such incidences may include screening for malarial parasites in our blood. Tertiary interventions are procedures taken to reduce the impact caused by the disease after infection and hence reduce its lifespan or longevity. Such interventions may include using proper dosage for treatment of malaria and also using drugs in which malaria will not easily develop resistance against. B. Use of treated mosquito nets and vector control strategies targeted at the environment and indoor residual spraying with DDT have proved very successful in preventing mosquito bites. Use of protective clothing and larval control are very effective. Use of prophylaxis such as quinine, doxycline, mefloquine, and atovaquone has proved positive as secondary intervention measures (Bartoloni A, 2012). In terms of tertiary prevention, patients who treat the disease early prompt diagnosis and reduced complications have shown over 90% full recovery. C. There are opportunities to change the prevalence of malaria. There is need to continuously alter the use of chemoprophylaxis due to the ability of mosquitoes to develop genes which are resistant to drugs if given for a long time. Moreover, there is need to improve screening services as an intervention measure. Provision of knowledge and education to communities most affected is necessary as a way of fighting

Operations and supply chain management Research Paper

Operations and supply chain management - Research Paper Example In a bank, personnel use systems and computers to manage the flow of money among the respective accounts along with providing customers efficient service through statements and further banking facilities. No matter what the operations are, decisions have to be taken to set up work schedules for the employees, improve & maintain quality, forecast demand for the products along with services, ascertain adequate inventory and maintain transport activities & store materials (Pamplin College of Business, â€Å"Course Descriptions†). The efficient operations and supply chain management of the United States (US) has initiated the ultimate revolution and transformation in the area of trade and commerce in the US. In this regard, Public Broadcasting Service series America Revealed has drawn certain ideal examples of a few of the US companies with efficient OSM. This study deals with a few of these examples which illustrate three most significant concepts or ideas concerning efficient OS M. The 21st century is an era of continuous change and ruthless competition. Till the year 2013, the US has shown the globe its power of efficiency by touching certain historical milestones in the business of silicon chips, arms, logistics and fastest cars (Lion Television, â€Å"Episode 4: Made in the USA†). ... Their operations mostly are concerned with the rolls and rolls of paper apart from exporting flat screen television and certain other items. The main concept in this regard is the idea incorporated by the authority of importing low cost raw materials of paper from the land of China and exporting them to rest of the world. Georgia Ports Authority is a strategic partnership with Resolute Forest Products, formerly known as Abitibi Bowater Inc., which is a pulp and paper manufacturer headquartered in Montreal, Quebec, Canada. Ships of Georgia Ports Authority are filled with the large paper containers along with being filled with televisions and computers (Lion Television, â€Å"Episode 4: Made in the USA†). It is generally known that paper is generated by low value raw materials. Georgia Ports Authority’s unique strategy to process them to finished goods along with exporting them to the rest of the globe as well as the relentless 24*7 operations can be stated as among the m ost significant concepts in the area of OSM. CONCEPT/IDEA/REVELEATION 2 Second most significant idea or concepts of OSM has been introduced by one of the auto manufacturing leader Volkswagen. It has been creating high value manufactured offerings through its game based training programs. Its billion dollar projects and state-of-the-art facility have made them one of the finest leaders in the US. It produces 12 million cars a year. It also needs to assemble 20,000 mechanical parts a day. This requires huge assistance of highly technical, efficient and skilled manpower. In this regard, it has created a factory based revolution by introducing robot into its manufacturing operations. Time is one of the most important components in the operations sector. By

Politics Essays Free Speech Movement

Politics Essays Free Speech Movement Free Speech Movement Berkeley, 1964: An analysis of the Free Speech Movement and its role in creating a new genre of conflict on American Campuses. Bibliography Introduction P71-2: â€Å"The Regents of the university, meeting the day before the Christmas recess began, declared that they â€Å"do not contemplate that advocacy or content of speech [on the Berkeley campus] shall be restricted beyond the purview of the First and Fourteenth Amendments to the constitution,† and set up a committee to review university policies in consultations with faculty and students â€Å"with the intent of providing maximum freedom consistent with individual and group responsibility† (After an earlier meeting, on November 20, during which thousands of students were sitting outside being led by Jon Baez in singing, the Regents had said that their policy was to make campus facilities available for â€Å"planning, implementing or raising funds or recruiting participants for lawful off-campus action, not for unlawful†¦Ã¢â‚¬ ) The emergency executive committee of the Berkeley division of the academic senate (the faculty) issued an optimistic statement after the Regent’s meeting, asserting the substantial progress had been made. 72: To begin with, we must dispose of the ingeniously slogan of â€Å"free speech† which has made it possible for so many who are far from the events at Berkeley to send in forthright statements in support of the Free Speech Movement or the position adopted by the faculty on December 8 (that political advocacy or organisation should be limited only by minimum regulations designed to permit the university to function normally) In 1964 The conflict at the Berkeley campus of the University of California warrants analysis not only as a striking, historic event, but because of what followed on other university campuses. Berkeley was the first instance of a new genre of conflict between students and authority. Many of the ensuing confrontations at other North American universities were direct products of the Berkeley conflict and in those that cannot be said to be direct products of the 1964 conflict; one can still see the influences Berkeley has had in the way the conflict has unfolded and evolved. This dissertation proposes Chapter 2: Foundations for Conflict The Free Speech Movement made Berkeley a pacesetter for student confrontations with authority. However, in the years preceding the 1964 student rebellion, the Berkeley campus of the University of California had also set the pace in developing a new form of university system, developing especially successful example patterns of organisation that had begun to change the higher education system in mid-twentieth century America. President of the Berkeley campus of the University of California, Clark Kerr, regarded the university as a means of producing ‘knowledge’, obviously not a radical idea. However, Kerr’s definition of â€Å"knowledge† is not a definition of an abstract concept as one would expect. Instead he saw knowledge as a â€Å"product†. He stated that, The production, distribution, and consumption of `knowledge in all its forms is said to account for 29 percent of gross national product . . . and `knowledge production is growing at about twice the rate of the rest of the economy. . . . What the railroads did for the second half of the last century and the automobile for the first half of this century may be done for the second half of this century by the knowledge industry: that is, to serve as the focal point for national growth. These patterns of organisation may have created a more economical and efficient university, but there effect on the students were not so positive. Because of the nature of the changes, the students, led by leaders of student political organisations, began to feel like this new university system had begun to encroach upon their basic rights of free speech. Obviously then, the changes in Berkeley’s organisational structure and the political conflict which was to follow are not unrelated. Indeed, it can be said that the changes in the university, both in terms of its policy and its physical layout, contributed significantly in engendering a conflict at Berkeley. Therefore, if we are to fully understand the reasons for the sudden intensification of student activism at Berkeley, we must first investigate these organisational and policy changes which occurred at the university before the pinnacle of activism in 1964. These changes facilitated the organisation of students by political groups and for political action, making political activism relevant to students (as the nature of the changes meant that they were protesting against something which directly affected them) and encouraging innovation within student political organisations. As the remonstrations with the university began to take hold in the general university community, both with students and faculty, the instigated changes also served as a catalyst for student political groups to escalate confrontations with power interests in the larger community. Prior to the changes, political groups on campus were fighting simply for their own causes. However, by providing a shared grievance which affected nearly all students to some extent (and at a fundamental level), the changes effectively unified the student body under a common interest. Doing so created a faction comprised of student political groups, sympathetic faculty, and individual students who all opposed the changes made by the university. As an opponent, this group posed significantly more threat to the Berkeley administration than a dissonant collection of multifarious political organisations and, therefore, we must regard these organisational changes as a mistake. Ultimately, these mistakes would generate a movement which both undermined the university administration at Berkeley, and pioneered a new form of student protest whose effects can be seen in most subsequent student rebellions. We must first look at the administration-initiated changes which made the campus at Berkeley structurally conductive to the recruitment of students for collective political action. The formation of a support base of students who are sympathetic with a political cause is the fundamental process in the developing of a significant student political movement. Whilst the Berkeley campus of the University of California had been a relatively large school for many years, the influx of veterans after World War II saw the campus population swell to 25,325 students in the autumn of 1947. After a drop in the student population (the low birth rate of the depression saw the enrolment statistics drop to 17,563 students in 1953) the university enrolment reached 26,757 in 1963 and this figure was expected to remain fairly constant for the foreseeable future. In addition to the increase in numbers at the University, there was also a change in the proportions of students at varying stages of their education. As the enrolment reached its peak in 1963, the ration of undergraduates to graduate students was almost 1:1. This change in university population called for a change in the organisational systems of the university as it now had to deal not only with a greater volume of students, but also with students who had differing relationships with the university. The policies created by the university to deal with the change in the composition of the university population worked in conjunction with each other to make mass political activity more likely. At the heart of the reforms at Berkeley was the California Master Plan for Higher Education which created a new admissions policy for the university. In order to be admitted to Berkeley, a student had to be in the top 12.5% of High School graduates, allowing the university to attract a high number of intellectual young students. These new students were also enrolling in the departments of humanities and social sciences, with the percentage of new undergraduates enrolled in these subjects reaching a peak of 50% in 1962. The result of this shift was that the departments of subject areas which had traditionally provided the liberal, radical student leaders of political groups gained a disproportionate increase in students. The increase in enrolment numbers, combined with the materials taught in classes offered by the humanities and social sciences departments, meant that students were exposed to subject matter dealing with moral and social issues which could therefore evoke more liberal political attitudes. Also, as such degree schemes offer no specific vocation after completion of their studies, the students take a less career-orientated approach to university life and could be more experimental in the organisations they choose to join and the topics they choose to study. As Berkeley continued to expand in terms of the student populace, there were also expansions in the university campus itself. The increased volume of literature and students necessitated the need for expansions of the school’s library facilities. The main library was not able to deal with the requirements of the entire student population and therefore, subject-specific libraries were created, relieving the pressure on the main library building. This meant that natural sciences students tended to stay within the confines of their own subject libraries and as a result, the main library building increasingly became a meeting point and discussion area for the humanities and social sciences students and faculty. In addition to relocating some of the library facilities, in 1960, the university cafeteria, book store, Student Union and general common leisure area were moved to a block of land adjoining the university south of Sather Gate. This shifted the focal point for much of the university’s social scene to land which was considered the natural territory of humanities and social studies students. More importantly, the land was also adjacent to an area traditionally used for political recruiting. Obviously, this brought many more students into contact with radical political groups, canvassing for a variety of causes, exposing them to moral and social issues outside their field of study. Therefore, not only did politics gain a new audience of impressionable youth at Sather Gate, but also had the ability (with this new audience) to attract students who were already sensitive to such political nuances. Berkeley is a tax-supported institution and, as such, there is a duality in the way that it operates. On one side, there is free inquiry and the ability to of expression based on one’s own perceptions. However, it is also expected to show no political bias which may offer political advantage to any one political group at the expense of the general public. These regulations go back to a time where no political activity of any kind was allowed on campus. Under this earlier situation, not even candidates for the presidency were allowed to speak at Berkeley. In theory, this situation should have been resolved by the California State constitution, which prohibited religious or political canvassing and which gave the responsibility of university policy-making to a Board of Regents, stating: The University of California shall constitute a public trust, to be administered by the existing corporation known as The Regents of the University of California, with full powers of organization and government, subject only to such legislative control as may be necessary to insure the security of its funds and compliance with the terms of the endowments of the university†¦ Regents shall be able persons broadly reflective of the economic, cultural, and social diversity of the State, including ethnic minorities and women. However, it is not intended that formulas or specific ratios be applied in the selection of regents†¦ The university shall be entirely independent of all political or sectarian influence and kept free therefrom in the appointment of its regents and in the administration of its affairs, and no person shall be debarred admission to any department of the university on account of race, religion, ethnic heritage, or sex. However, although the Board of Regents act as a buffer between the university and the political pressures of interest groups within the state, 1964-1965 school year, the twenty four members of the University of California’s Board of Regents were not politically impartial. The board chairman was president of the largest chain of department stores in the West. Other members included the chairman of Bank of America, the chairman of the largest gold-mining corporation, a vice-president of Lockheed Aviation, the board chairman of two oil companies, a past chairman of the Republican States Central Committee, a Democratic Party Career woman, a national labour leader, and a past president of the state bar association. Therefore, the existence of the Board of Regents did not protect the university from the political currents of the time. In order to maintain a politically neutral environment on campus, a series of regulations were drafted. These regulations, known as Rule 17, stated that political positions were to be analysed in class, but faculty were not to take a position of favour for or against them. These regulations would therefore allow free discussion of political positions, without jeopardising Berkeley’s position of impartiality. However, it is here that the university made a clear distinction between free speech and free advocacy of action based on political ideas. Advocacy of political positions was not permitted on campus, unless administrative approval was given and representation of the converse position was present at the same time in order to give a counter argument. In the same vein, funds for off campus causes could not be gathered on campus without permission from the university administrators. However, the off-campus actions of the student body were not controlled by these regulations. An off campus political organisation could run a meeting on campus, but it would have to explain to the students present that certain kinds of discussion (for example, implementing a demonstration) must be held off campus. In this way the rights of the student to participate in off campus political advocacy was protected and the political neutrality of the Berkeley campus was maintained. However, the line between off-campus action and on campus-action was difficult to accentuate and any off-campus action which was deemed to be contentious and was participated in by Berkeley students or faculty was publicly perceived to also be occurring on campus as well. Rule 17, however, was not practically applicable, as was emphasised in 1956, when presidential candidate Adlai Stephenson spoke to a group of students via a loudspeaker mounted on a truck which was parked outside university walls (and therefore in compliance with the regulations) yet his speech could still be well observed by the students. This bizarre occurrence prompted students to seek amendments to Rule 17, and, after a protracted period of negotiation, political speakers were permitted to speak on campus without the necessity of an opponent (however, the administration added the caveat that the opposing position be represented on campus within a reasonable time limit). This amendment directly influenced the students who attended such organised events. Students were presented with a politically marginalised account and in order to hear the opposing viewpoint, attendance of a separate event was necessary, giving the speaker with the temporal upper-hand a clear advantage. The efforts of the university to distance itself from controversial political actions undertaken by students came under marked criticism, both from the students and the faculty. Conflicts with student political groups such as Slate prompted the university to pass legislation detrimental to the efforts of politically active students. For example, in 1959, the university administration ruled that graduate students were ineligible for voting, costing Slate the possibility of gaining control of the student government. In the summer of 1961, Slate was stripped of its on-campus status for violating the university regulation prohibiting a group which took an off campus stand from affiliating itself with the university. This loss of recognition was the beginning of the end for Slate and the leaders turned their attentions to the larger struggles of the community. The university policies which worked against politically active students at Berkeley began to create more widespread tension between the administration and the student body. The situation was close to boiling point. With the increase in off-campus student political activity and the seeds of discontent already sown amongst the general populace of the university, a escalation of student activism was expected. Furthermore, when viewed , and therefore necessitate discussion in order to extrapolate cogent. Chapter 3: Escalation The beginning of the escalation in student activism was prompted by the university choosing to enforce the distinction between free speech and advocacy. As the Student Union moved, so did the areas of political activity. The area around the new Student Union at the intersection of Bancroft and Telegraph had become the new rallying point for student political activists. However, upon receiving complaints of noise and littering, the vice-chancellor for student affairs, Alex C. Sherriffs, launched an inquiry into the legitimacy of the complaints. He found that the root of the noise was bongo drummers and the source of the litter was a mass of discarded leaflets handed out by the various student political groups in an effort to spread the word about their organisation. Sherriffs also found that people were setting up tables on university property, and, according to the regulations, such an activity in such a location was illegal. A conflict now arose between two unfairly matched opponents: the student political groups and the administration of the Berkeley campus of the University of California. Conflict is not uncommon on the Berkeley campus. There is a long established tradition of protest and picketing. However, in this instance, the protestors adopted a radically different style. The main reason for this departure from traditional methods of dissidence, in particular the development of new techniques of civil disobedience, is the Civil Rights Movement. The protests for racial equality have given rise to new tactics of protest. In 1963, hundreds of Berkeley students, â€Å"sat-in† at a chain of lunch counters, â€Å"shopped-in† at a chain of supermarkets (with students filling their shopping carts with food, letting the check-out operator tally the total, and then declaring that they did not have the money to pay for the goods) and lay down in the automobile showrooms of Van Ness Avenue. These types of protest led in each case to the establishment concerned hiring a certain amount of Negro workers. These radical new tactics clearly worked. They also led to mass arrests and mass trials, which although led to disciplinary action, further handicapped the bureaucratic procedures by placing the courtrooms of San Francisco under considerable stress. The situation produced and the emotions evoked by the civil rights movement amongst student political groups at Berkeley was markedly different from the mood that prevailed when such groups were fighting for the loosening of the strict regulations that which once governed their political activity. As well as introducing new tactics, the civil rights movement developed a large body of students committed to these tactics and a summoned up a substantial body of public opinion in the faculty and among the liberal population of the Berkeley area who were sympathetic to them. : The Chancellor’s office delegated on to the lesser members of the administrative hierarchy the decision that the area of political activity on Bancroft and Telegraph was now to become subject de facto (as it had been de jure) to the university ban on advocacy and organisation. This was obviously unsatisfactory to the students, and thus they resorted to a direct test of the administration’s resolve to enforce the new regulations: they set up their tables and collected money, in flagrant violation of university regulations. A number were directed to appear before a dean on September 29 to discuss these violations. The official account to the chancellor of the faculty describes the situation that ensued, At 3 o clock that afternoon, some 300-400 students moved into the second floor of Sproul Hall and Mario Savio announced that all of them acknowledged violating university regulations in the same manner as those who had been instructed to make appointments with the dean of students, and they all wanted similar appointments. The Dean of Men then declared he was then concerned only with observed violations, and if students wanted appointments then they could leave their names and he would determine if and when such could be made. He also asked [the students who had been involved in observed in violations] to go in and see a dean because each had been involved in a matter of personal discipline, and requested that the crowd disperse, since he had scheduled a meeting of the leaders of the student organisations and their advisors to discuss the problem at 4 oc. Savio responded that the group would not leave unless they were guaranteed that the same disciplinary action would be meted out to all there. Unable to make such guarantees, the Dean of Men again asked the group to leave, and later announced that since, in the opinion of the administration and some of the advisors of the student political groups who had come to attend the 4:00 meeting, the environment was not conductive to reasonable discussion, the meeting was cancelled†¦The group remained in Sproul Hall until 2:40am. This transformed the nature of the conflict and also marginalised the protestors. What began as a protest involving nearly all political groups, from revolutionary socialist to extreme conservative, was changed into a movement run almost entirely by the civil rights leaders. For as soon as the tactics of the process â€Å"escalated† into questionably legal activities (like sitting in Sproul Hall, which was done for the first time on September 29th) the right-wingers could not go along. It was clear that the leadership of the movement was coming exclusively from the civil rights and left-wing political groups, but there were too few students directly committed to the left-wing groups to provide the necessary numbers for significant protest. Only the civil rights groups could evoke the emotions of the masses and raise hundreds ready to sit-in. On October 2 the movement gained their first victory: the withdrawal of the large concentration of police surrounding the campus, and a meeting with President Clark Kerr in which a pact was signed calling for an administration-faculty-student committee to deal with the issue of political activity. The movement’s next step was to organise itself internally. Confirming the fact that the right had withdrawn almost completely no right-orientated groups emerged with any positions of leadership within the movement. The civil rights leaders, who had become synonymous with direct action gained all the authority and as a result, the movement moved further to the left. Chapter 4: Negotiation and Resolution 83: As the leadership of the student movement became concentrated into a coherent force, sharing the same aims, philosophy and outlook, the university administration was becoming proportionally less organised. 88: In a situation first created by reasonable demands of the students and secondly by the new, radical tactics, the administration showed itself to be incapable of consistent, decisive or effective action. Again and again it was forced to withdraw from positions either because they were poorly argued or because the higher levels (President Kerr) moved in and changed the positions taken lower down. I feel it necessary to mention the role the faculty played in the resolution of the conflict at Berkeley, as their position was not insignificant. At the start of the rebellion, the faculty looked upon the conflict between the administration and the students as detached and neutral outsiders. However, some groups of faculty members placed themselves into the situation as mediators. They were distinguished from the great majority of their colleagues by the fact that they had been involved in student politics in the past and remained interested in their outcomes in the present. The first group of student mediators helped to draw up the pact of October the 2nd. However, the faculty, like the right-wing student political groups before them, eventually joined the list as casualties of the developing crisis. They became casualties owing to the critical change in the issues of the conflict that occurred around the beginning of November. This change became apparent in the discussions of the faculty-student-administration committee that had been set up by the October 2 pact. For the first month there had been two fairly straightforward issues: the attempt of the administration to change the status quo, which all the student political groups, left and right, and all interested faculty opposed; and secondly, the student tactics, which some of the student groups and most of the interested faculty opposed, but which everyone agreed should not lead to disciplinary action (on the ground that the original issue which had occasioned the tactics had been a just one). The problems were settled when the administration’s representatives on the committee provisionally accepted a much wider range of political advocacy and organisation on campus than had been permitted before, when a second committee (faculty) set up under the October 2nd pact called for the lifting of the suspensions that had been pronounced against the students who had violated the old regulations. Up until this point, the interested faculty members and the student FSM leaders had stood together. But now the student leaders and the administration raised a new issue, created by the possible liberalisation of the rules. If Berkeley was opened up to advocacy and organisation, what of advocacy and organisation that led to illegal action or was designed to produce illegal action? The administration’s insistence on a line between legal and illegal was immediately seen by students as a threat to actions they were already planning. The student leaders fully expected further mass arrests as a result of these actions, and they hoped to protect themselves from university discipline. It was this issue of illegal action which caused the faculty-student-administration committee to split in November. The student representatives insisted on a specific guarantee that nothing they advocated or organised on campus would lead to any disciplinary measures by the university against them or their organisations. The administration members insisted on the right to discipline individuals or organisations who advocated or organised illegal action. The faculty group proposed a formula which neither gave the students a specific guarantee of immunity nor the administration a specific ban against illegal action on campus. Under this formula the students would have conducted their demonstrations and sit-ins in all likelihood safe from university interference, as the university’s policy of the year before had been not to discipline those arrested for civil rights activities, and it seemed improbable that this policy would be changed. If, however, the university decided on a change, the students could have tested in the courts its right to punish them for illegal action advocated or organised on campus, a contingency which, they asserted, would be â€Å"against the 1st and 14th amendments† and would constitute â€Å"double jeopardy.† On this issue the students decided to revoke the pact of October 2 (in which they had agreed to only execute to legal actions), pronounced new rules to govern political activity on campus, and began to operate under them. The students now hoped that the Regents would give them what the committee set up under the pact of October 2 had not, but on November 20, the Regents insisted on maintaining the distinction between lawful and unlawful actions. At this point the student leaders split, some arguing for further drastic measures, other urging de facto acceptance of the new rules under which they had full freedom of action. A new sit-in was staged at Sproul Hall, which involved only 300 hundred students; the administration did not act against it, and it was called off after a few hours. However, on November 30, it was learned that the administration had summoned 4 student leaders to appear before the Faculty Committee on Student Conduct to hear charges against them stemming from their tussles with the police on October 1st and 2nd. As a result of this blunder, an issue that was capable of arousing the students i.e., the disciplining of their leaders, was fortuitously tied to one that could not i.e., immunity for advocacy or organisation of illegal action. Once again, on Dec 2, students occupied Sproul Hall. In the early morning of December 3, a small army of police began carrying out around 800 students. That afternoon, yet another impromptu group of mediating faculty, the department chairmen, met to formulate a compromise which offered full amnesty to the students for the actions of the past 2 months; they hoped to sell this to the President and the Regents. On Dec 4, a long threatened strike of teaching assistants was launched, and on Sunday, Dec 6, the President and the Regents accepted the department chairmen’s compromise. However, by this time the student leaders had glimpsed the possibility of gaining complete success. A number of liberal faculty members had been preparing a resolution which asserted that political activity on campus should be regulated only in terms of â€Å"time, place, and manner† in order not to interfere with the functioning of the university, and they were rounding up support for its adoption. The larger part of the faculty had now become involved, because they had been forced to confront and take a stand on the strike of their teaching assistants. The students hoped that the faculty resolution supporting their position would pass and they joined its faculty drafters in campaigning for it. On December 7 the compromise negotiated by the department chairmen was presented by Professor Robert Scalopino and President Kerr to the student body and faculty. The radicalisation of the students, thousands of whom had participated in sit-ins, strikes, and picketing, had proceeded at frightening pace over the weekend; full victory was now seen as possible, and the compromising was denounced by the student leaders as a â€Å"sell-out.† Because of their desperate desire to settle things, because of their experience of one administration failure after another, many of the faculty were by now ready to accept any agreement that might lead to peace. The administration was absent and silent when 1000 members of the Academic Senate met on Dec 8 and by a huge vote endorsed the resolution of the liberal faculty members mentioned above. This resolution, in addition to backing the view that political ac