Saturday, August 31, 2019
Individual Critical and Reflective Self-Evaluative Paper Course Evaluation; I really enjoyed this course, as I knew I would. I love to debate!! I am a very opinionated person and I used to want to be a lawyer when I grew up Just because I loved to argue so much (such a pleasure for my parents! ). On the course with me were some other girls who had some strong opinions too which was really great because we had some good debates with some strong arguments and points! At the beginning of the course we voted on the topics we wanted for our debates, which meant that we would all be interested in most of the subjects we chose.Being all irls as well you can image some of the Ã¢â¬Å"banterÃ¢â¬ we had! Even though the class started at 9am, it was always easy to come in because of the group that we had in class; I think it makes such a difference when there is good energy in a work area, it makes it a lot more fun to be in. I enjoyed the class time, especially because the format was very re laxed. The lecture would be more of a discussion where we would talk about certain issues and elements relating to the course. It makes the class much more enjoyable and engaging rather than Just listening to a teacher go on and on whilst the class sits there texting away on their phones.Personal Evaluation; Being such an emotional person I do find it hard to sometimes control my emotions and I find myself slightly riled up after morning debates! I am generally an emotional person and things get to me quite easily and I need to learn that in business, university and even sometimes my social life I need to Just relax and breathe; its not the end of the world! Having been born and raised in London I like to think that I have a good grasp on the English language and have a good way of expressing myself which has definitely been a useful tool for the debate questions and reviews.I try to ake on board the constructive criticism because we would all offer a lot of feedback and comments to one another, which is really useful, and I will take those comments to help myself in the future. For the first few debates I didn't use sources that were credible and the tutor told me that in order to make my statements and points more reliable I had to start using more credible sources. This term I have not been happy with myself academically or personally. I don't think that I have performed to the best of my ability and I believe that at the moment I am Just living rather than enjoying life nd my time at university.This is because I have been lazy. I am not back into a routine of being healthy and active and this has a negative affect on the other areas in my life. I want to be more active and involved in what's going on around London. I want to be able to talk about interesting things IVe done and seen and experience life to the full. I am going to start to be more positive and realise that only I can help myself I aim to change my outlook this upcoming holiday so that I can be on top form for my last two semesters and enjoy this last part of my education. self evaluation By Christianna-psarros Self evaluation Individual Critical and Reflective Self-Evaluative Paper Course Evaluation; I really enjoyed this course, as I knew I would. I love to debate!! I am a very opinionated person and I used to want to be a lawyer when I grew up Just because I loved to argue so much (such a pleasure for my parents! ). On the course with me were some other girls who had some strong opinions too which was really great because we had some good debates with some strong arguments and points! At the beginning of the course we voted on the topics we wanted for our debates, which meant that we would all be interested in most of the subjects we chose.Being all irls as well you can image some of the Ã¢â¬Å"banterÃ¢â¬ we had! Even though the class started at 9am, it was always easy to come in because of the group that we had in class; I think it makes such a difference when there is good energy in a work area, it makes it a lot more fun to be in. I enjoyed the class time, especially because the format was very re laxed. The lecture would be more of a discussion where we would talk about certain issues and elements relating to the course. It makes the class much more enjoyable and engaging rather than Just listening to a teacher go on and on whilst the class sits there texting away on their phones.Personal Evaluation; Being such an emotional person I do find it hard to sometimes control my emotions and I find myself slightly riled up after morning debates! I am generally an emotional person and things get to me quite easily and I need to learn that in business, university and even sometimes my social life I need to Just relax and breathe; its not the end of the world! Having been born and raised in London I like to think that I have a good grasp on the English language and have a good way of expressing myself which has definitely been a useful tool for the debate questions and reviews.I try to ake on board the constructive criticism because we would all offer a lot of feedback and comments to one another, which is really useful, and I will take those comments to help myself in the future. For the first few debates I didn't use sources that were credible and the tutor told me that in order to make my statements and points more reliable I had to start using more credible sources. This term I have not been happy with myself academically or personally. I don't think that I have performed to the best of my ability and I believe that at the moment I am Just living rather than enjoying life nd my time at university.This is because I have been lazy. I am not back into a routine of being healthy and active and this has a negative affect on the other areas in my life. I want to be more active and involved in what's going on around London. I want to be able to talk about interesting things IVe done and seen and experience life to the full. I am going to start to be more positive and realise that only I can help myself I aim to change my outlook this upcoming holiday so that I can be on top form for my last two semesters and enjoy this last part of my education. self evaluation By Christianna-psarros Self Evaluation Self-Evaluation from Employee ItÃ¢â¬â¢s easy to say you can use any performance review phrase, change it to Ã¢â¬Å"IÃ¢â¬ or Ã¢â¬Å"meÃ¢â¬ and be finished with your performance review Ã¢â¬â but itÃ¢â¬â¢s not always that simple. You want your phrases to be honest, accurate, but not too harsh. Phrases criticizing performance need to be well balanced. WeÃ¢â¬â¢ve compiled a list of hundreds of self evaluation phrases you can use to complete your performance review and receive the high marks you deserve. WeÃ¢â¬â¢ve separated the phrases by topical area, then by positive and needs improvement.Find the right balance to describe yourself and speed up your performance review paperwork. This is part 1 of a several part series on self evaluations. Self Evaluation Sample Templates Writing a great self evaluation during performance review time can be a difficult task. How exactly do I describe my performance in Training or Leadership? WeÃ¢â¬â¢ve written 450 self evaluation parag raphs in 30 categories Ã¢â¬â by exceeds expectations, meets expectations, and below expectations. These paragraphs make completing the self evaluation easy Ã¢â¬â simply copy and paste into your document. This ebook is available for instant download for $18. 5. Ã¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬â- Top of Form Bottom of Form Attendance and Punctuality Self Evaluation Positive Phrases I am a reliable employee who arrives on-time and leaves on-time. My break times are well planned and do not exceed the allotted time. I arrive each day fully prepared to tackle my responsibilities. I am reliable and do not have any attendance problems. I Ã ensure my team adheres to their lunch schedules and breaks. I meet all company standards for attendance and punctuality. I begin each day refreshed and ready for any challenges I will face.My attention to punctuality has paid off this year, I consistentl y arrive on time. I start and end meetings on time. I schedule time off well in advance. I am conscientious of others when scheduling time off. Attendance and Punctuality Needs Improvement Self Evaluation Phrases I am occasionally late for work and will improve this area by focusing on showing up on time each day. I need to improve showing up to work on time and keeping a normal work schedule. Over the next year, IÃ¢â¬â¢m going to improve meetings so they run to their prescribed time. Some of my breaks may run a little long, but I will improve my schedule.I will work on taking heavy traffic and weather into account for arrival time. I will continue to work on punctuality. Attitude Positive Self Evaluation Phrases I always try to keep a positive attitude, a smile on my face, and demonstrate how much I enjoy my job. I try to be cheerful to help those around me feel welcome and appreciated. I have an even demeanor through good times and bad. I do this to help others keep their Ã¢â¬Å "enthusiasmÃ¢â¬ Ã¢â¬â both positive and negative Ã¢â¬â in check. I have a calm personality to keep an even attitude. I bring a high level of enthusiasm to my job.I try to always set a good example for the team and be here when they need a lift. I maintain a positive mind-set. Even though we have difficult situations and decisions to make, I maintain a positive outlook. I maintain a positive attitude. I like to build trust with my team by being a positive force on the team, congratulating high performers on successes, and working with those that need assistance to improve. Attitude Needs Improvement Self Evaluation Phrases At times, I can be brisk and to the point. I donÃ¢â¬â¢t mean to offer a negative impression, but sometimes I am very focused on the work at hand.Due to the demanding nature of our business, my team may at times think I am insensitive, but we have to get the job done, on time, and on budget. I am working to improve how I deal with others and customers. Th ough some may struggle with my personality, I believe I effectively use it to manage my employees. Communication Positive Self Evaluation Phrases I keep managers and coworkers informed of my work progress. I report all necessary information to my coworkers. I am excellent at keeping written information about my assignments and projects. One of my strengths is the use of candor and effective communication with my employees.One of my core strengths is the ability to immediately connect with someone. I am a very competent communicator. I clearly communicates with my employees and they understand my expectations. I am clearly good at communication as evidenced by my effectiveness in resolving customer problems. At first, communication was not my strongest attribute. However, after a lot of work, I have become a very good communicator. Communication Needs Improvement Self Evaluation Phrases Though some may believe I withhold information from my co-workers, I provide all information as re quired.My written communication is great, but I need to improve my verbal communication skills. My verbal communication skills are very good, but I need to work on my written communication skills. I believe I effectively communicate with my fellow team members, but I must improve communication with my management team. Communication is a weakness which I know I must improve. Creativity and Innovation Positive Self Evaluation Phrases My ability to change direction when required is an asset to the team. I am an innovator at heart Ã¢â¬â my skill at inspiring new ideas adds a lot to the team.I have an imaginative personality and am very resourceful in times of need. I have a creative touch in a sometimes normal role within our team. I add an artistic flair to everything I produce which makes my projects much more fun than most. When a major problem arises, I use creative problem solving to look at different sides of an issue I think outside the box when crafting solutions. I demonstra te a key ability to craft creative solutions to problems. I show ingenuity when facing difficult situations. Whenever we need a fresh look at a problem, I try to provide a novel perspective.I donÃ¢â¬â¢t rely on common methods to solve a problem, but address each situation with a innovative viewpoint. I constantly search for new ideas and ways to improve efficiency. I create an exciting atmosphere for his team: one in which new ideas are rewarded and encouraged. Creativity and Innovation Needs Improvement Self Evaluation Phrases I find at times that I am more practical than creative in many aspects of my job. Over the next year, I plan on working to improve my imagination at work to think more creatively. Innovation is not at the heart of what I do Ã¢â¬â I am more of a task oriented person.There are times when creative solutions are just not called for, but I have a creative mind and have a tendency to go there immediately. Sometimes I have difficulty thinking outside of the box and creating innovative solutions. I plan on improving innovation this year by seeking out new opinions and ideas. I have a tendency to ask for help from other people more frequently than researching potential solutions and fixes. Customer Satisfaction Positive Self Evaluation Phrases I take great pride in my work with our clients. I skillfully overcome client objections. I consistently receive high marks on my customer satisfaction surveys.I understand the latitude to ensure customer satisfaction and do everything necessary to retain customers. I am able to handle clients well. I am very good at keeping happy customers and successfully up selling them at the same time. I deal with customer complaints with a calm demeanor. I am very good at handling difficult situations with customers. I work with customers very well. I am very good at dealing with irate customers in a calm and rational manner. I believe no problem is too big that cannot be solved with care and understanding. I lis ten to our customers and resolves their problems in an agreeable manner.I understand how to listen to customers and extract those details which make a big difference when dealing with our clients. Customer Satisfaction Needs Improvement Self Evaluation Phrases Sometimes, I do not follow up with customers quickly enough. Though I have some low marks on customer satisfaction surveys, I am working to improve those scores. I continue to work on improving my ability to overcome customer objections. I understand the importance of customer service training, though I do believe IÃ¢â¬â¢ve received enough training to be successful. I am much better about handling telephone customer service than in person situations. Self evaluation Individual Critical and Reflective Self-Evaluative Paper Course Evaluation; I really enjoyed this course, as I knew I would. I love to debate!! I am a very opinionated person and I used to want to be a lawyer when I grew up Just because I loved to argue so much (such a pleasure for my parents! ). On the course with me were some other girls who had some strong opinions too which was really great because we had some good debates with some strong arguments and points! At the beginning of the course we voted on the topics we wanted for our debates, which meant that we would all be interested in most of the subjects we chose.Being all irls as well you can image some of the Ã¢â¬Å"banterÃ¢â¬ we had! Even though the class started at 9am, it was always easy to come in because of the group that we had in class; I think it makes such a difference when there is good energy in a work area, it makes it a lot more fun to be in. I enjoyed the class time, especially because the format was very re laxed. The lecture would be more of a discussion where we would talk about certain issues and elements relating to the course. It makes the class much more enjoyable and engaging rather than Just listening to a teacher go on and on whilst the class sits there texting away on their phones.Personal Evaluation; Being such an emotional person I do find it hard to sometimes control my emotions and I find myself slightly riled up after morning debates! I am generally an emotional person and things get to me quite easily and I need to learn that in business, university and even sometimes my social life I need to Just relax and breathe; its not the end of the world! Having been born and raised in London I like to think that I have a good grasp on the English language and have a good way of expressing myself which has definitely been a useful tool for the debate questions and reviews.I try to ake on board the constructive criticism because we would all offer a lot of feedback and comments to one another, which is really useful, and I will take those comments to help myself in the future. For the first few debates I didn't use sources that were credible and the tutor told me that in order to make my statements and points more reliable I had to start using more credible sources. This term I have not been happy with myself academically or personally. I don't think that I have performed to the best of my ability and I believe that at the moment I am Just living rather than enjoying life nd my time at university.This is because I have been lazy. I am not back into a routine of being healthy and active and this has a negative affect on the other areas in my life. I want to be more active and involved in what's going on around London. I want to be able to talk about interesting things IVe done and seen and experience life to the full. I am going to start to be more positive and realise that only I can help myself I aim to change my outlook this upcoming holiday so that I can be on top form for my last two semesters and enjoy this last part of my education. self evaluation By Christianna-psarros
Friday, August 30, 2019
The nature of good and evil one of humanities never ending conflicts since the beginning of time. For instance in the novella Ã¢â¬Å"Heart of DarknessÃ¢â¬ by Joseph Conrad explores the issues surrounding imperialism, and centers Marlow the main character. The conflict between good and evil is particularly evident throughout the story. In following the novella you begin analyzing and thinking theories for instance: Ã¢â¬Å"people are inherently evil and itÃ¢â¬â¢s expressed in varieties of formsÃ¢â¬ , or Ã¢â¬Å"people are inherently good, but become corrupted by society and other outside forcesÃ¢â¬ . In my perspective IÃ¢â¬â¢m in position of Ã¢â¬Å"people are inherently good, but become corrupted by society and other outside forcesÃ¢â¬ I do believe theyÃ¢â¬â¢re people who are inherently good but influenced negatively by society and endure on evil. I stand on this position because in Ã¢â¬Å"Heart of DarknessÃ¢â¬ Marlow expresses Ã¢â¬Å"The word ? ivoryÃ¢â¬â¢ rang in the air, was whispered, was sighed. You would think they were praying to it. A taint of imbecile rapacity blew through it all, like a whiff from some corpse. By Jove! IÃ¢â¬â¢ve never seen anything so unreal in my life. And outside, the silent wilderness surrounding this cleared speck on the earth struck me as something great and invincible, like evil or truth, waiting patiently for the passing away of this fantastic invasion. Ã¢â¬ (Conrad 368) This quote Marlow clarifies that heÃ¢â¬â¢s in this situation because of the white manÃ¢â¬â¢s pursuit for ivory which caused death and greed; in which it proves the point of good people influenced by evil forces. Another example of this is in Part III in Ã¢â¬Å"Heart of DarknessÃ¢â¬ when Marlow and Kurtz finally meet each other through the steamshipÃ¢â¬â¢s departure from the Inner Station. Here Marlow describes his developing relationship with Kurtz in terms of intimacy and betrayal. Marlow also indicates that the Africa natives are responsible for KurtzÃ¢â¬â¢s current condition of evilness and cruelty. Finally in the end after Kurtz dies his last words were Ã¢â¬Å"the horror, the horrorÃ¢â¬ I believe Kurtz is referring to the darkness in his heart or emptiness, also being a failure of his destiny. Chinua Achebe feels differently about the novella Ã¢â¬Å"Heart of DarknessÃ¢â¬ mainly because its concept of evil. She expresses that Ã¢â¬Å"The Heart of Darkness projects the image of Africa as Ã¢â¬Å"the other world,Ã¢â¬ the antithesis of Europe and therefore of civilization, a place where a manÃ¢â¬â¢s vaunted intelligence and refinement are finally mocked by triumphant bestialityÃ¢â¬ in other words evil. Achebe also disliked the fact how the African natives were perceived as ignorant and simply just faded into the background. Achebe concluded by stating Ã¢â¬Å"realized that no easy optimism was possible. And there is something totally wrong in offering bribes to the West in return for its good opinion of Africa. Ã¢â¬ In conclusion Africa was where colonist evil dwelled in Ã¢â¬Å"Heart of DarknessÃ¢â¬ . Evil in which takes the form of imperialism, hypocrisy, ambiguity, and moral confusion. In which case proves my theory people are inherently good, but become corrupted by society and other outside forces. You can fallow Marlow in the novella in how he is forced to align himself with either the hypocritical and malicious colonial bureaucracy or the malevolent Kurtz. This will assure the reasons why the nature of good and evil is one of humanities never ending conflicts.
Thursday, August 29, 2019
1. Use a table to identify the software products sited above that fall within the following categories of software: System Software General Purpose Software Application Specific Software An operating system built to control and operate the hardware system Protect the firmÃ¢â¬â¢s hardware platforms from intrusion, malware, and computer viruses Dell laptops and desktop computers running MicrosoftÃ¢â¬â¢s Windows operating system Allows users to accomplish simple computer related tasks Standardizes and minimizes implementation costs Facilitates staff training Microsoft Office, Internet Explorer, Microsoft Outlook, and Microsoft SharePoint For an end user Document and management system The CRM system, an Accounting System, a Human Resource Management System, a Real Estate Sales Documentation and Management System, and a Rental Property Management System 2. Use a second table to identify and explain the various elements in the total cost of software ownership and then list the steps taken by the CIO to limit the firmÃ¢â¬â¢s software TCO expenditures. Elements in the Total Cost of Software Ownership Steps Taken by the CIO to Limit the FirmÃ¢â¬â¢s Software TCO Expenditures Software and hardware upgrades Time to renew hardware and software Training for new and current employees Hiring MIS or IT personnel Sale Price Licensing 1. Focus on the procurement and deployment of a limited set of well-established, off-the-shelf products 2. Negotiate favorable licensing terms with Microsoft for the initial acquisition of products, to standardize and minimize implementation costs, and to limit firm investments in ongoing staff training and product documentation and support 3. Work closely with their line-of-business colleagues to select best-in-breed application specific software 4. Adapt their business processes to make the best use of the software and by doing so, better control the TCO for that software 5. Implement Linux (an open source software product) as the operating system of choice for servers running shared applications 3. List the reasons why BayState Realty chose to go with off-the-shelf software instead of developing their own software packages in house. BayState is mainly focused on their real estate agencies, so by doing so they can continue to focus on their business which means it is preferable for them to go with off-the-shelf software The software has already been tested by the company. Besides the test, the software company also provides warranty service It is available for computer shops, so there are lots of computer shops solving Window software problems It can easily find the same users so they can share their experiences easily and answer any questions about the system 4. List the reasons why it makes sense to go with Linux. Be sure to include how this particular use of open source software mitigates the risks typically associated with the choice of an open source software product. Linux is free or cheaper so it is beneficial for users that it is not owned by the company The software is unlikely to get computer viruses or other malware Hardware independent Ã¢â¬â operating system in advance and advantage Community relationship Ã¢â¬â Instead of establishing customer relationships, Linux shares with lots of vendors and is part of the community not a single user. Interoperability Ã¢â¬â able to connect to networks and communities easily You can select the best tools you need 5. Compare the advantages and the disadvantages associated with outsourcing the hosting of the firmÃ¢â¬â¢s three web sites. Advantages: Hosts the firmÃ¢â¬â¢s three Web sites Saves time Ã¢â¬â Do not have to spend time to manage the website Better equipped Ã¢â¬â Proficiency in creation, innovation, and design Low cost Ã¢â¬â helps customers manage their money wisely Use the correct Internet strategy, like formulating marketing programs Disadvantages: Hidden cost Ã¢â¬â it has a low cost for website outsourcing, but there are several costs behind the price, such as signing a contract Exposing data Ã¢â¬â BayState Company is sharing their information with a third party Lack of focusing on their customers Ã¢â¬â instead of customizing, vendor may be creating an expertise-need
Wednesday, August 28, 2019
What we have gained from the study of Employability in Action Material - Assignment Example What we have gained from the study of Employability in Action Material? It is critical to note that in order for one to realize success in the employability spectrum, all the three aspects must be adhered to. An individual must be able to show a sense of psychological aptness, emotional balance as well as philosophical maturity in order to succeed in the field of employability. This follows the challenges prevalent in this field. It is of crucial significance to note that employability may have several key stakeholders. Some of the most important stakeholders to consider in the employability are the employer as well as the employee. Employability in action can also take the form of recruitment of individuals in order to join a certain group of workforce or job (ppt, 1). In such a case, employability in action may focus on the interviewer as well as the interviewee. In this respect, there are several expectations that the interviewee needs to get acquainted with in order to ensure high possibilities of considerations for certain posts within the job. In this respect, there are certain expectations that any interviewer may be interested in from the person being interviewed and is awaiting absorption into the workforce. Under such conditions, the interviewee must be very smart and must have an extraordinary emotional, psychological and philosophical balance in order to sail through the interview successfully.. It is of crucial significance to note that going through the lesson of employability in action material has really contributed massively in gaining a lot of things expected out of me in an the quest for employment.
Tuesday, August 27, 2019
World Demographic Characteristics - Assignment Example Better health and educational outcomes are obtained since parents are allowed to invest more resources per child. Increasing domestic demand is the fourth mechanism that results from decreasing dependency ratio and increasing GDP per capita. Fertility that is small leads to low youth dependency and high working-age ratio to the total population. Apart from global issues, demographics has an important role in the day-to-day decision making of the local and national government The demographic baseline models that can be used include the demographic stochasticity which describes the randomness that would result from the inherently discrete nature of the gender and race demographic features. The stochastic model can handle the uncertainty in the in the inputs built into it. For producing the kind of results the politician is asking for the stochastic model, is absolutely necessary, since it will present the result as a probability or when the variance is significant. A methodological consequence of the adaptation of such techniques is that forecast uncertainty can be handled probabilistically.Ã An enormous dataset of the gender and race demographic features will tend towards this model, only because the model allows for a greater variety of variables. The second demographic baseline model that can be used is the deterministic model since it does a better job of identifying conditions that are sufficient and necessary. In gender and race demographic features, the sufficient and necessary variables would be dropped from the model since it would predict the outcome perfectly. This model does not include randomness elements; every time the model will be run with the same initial condition the same results will be obtained. Another demographic model that can be used is macroeconomic.
Reign of Terror in the French Revolution Essay Example | Topics and Well Written Essays - 2250 words
Reign of Terror in the French Revolution - Essay Example The Reign of Terror was the piece de resistance of the French Revolution (1789-1799) and shook the whole of Europe especially Europe's surrounding monarchies. When the haze of smoke of violence settled down, more than 40,000 Frenchmen were guillotined and more died by brutal means such as drowning i.e. 3,500 were victims of mass drowning termed as noyades in Nantes1 and death by mob lynching. The most celebrated head shown to the jeering, cheering mob belonged to Queen Marie Antoinette, the daughter of Queen Maria Theresa of Austria and the sister of Holy Roman Emperor Leopold II. Earlier in that fateful year 1793, her husband, King Louis XVI was butchered via the guillotine for alleged crime of treason together with all those perceived to be "enemies of the revolution". The latter were either guillotined or mass executed by firing squad without due process of law2 . Most of the victims were those from The Reign of Terror was also marked by dechristianization as Christianity was banned temporarily, a result of massive sentiment by the 'enragees' or extremists3 against the clergy for its special privileges such as the the right to tax the feudal estates via the 'dime'or tithe4, its political power (it possessed a third of the voting power of the Estates General) and its possession of untaxed vast landholdings all over France. In its stead, was established the revolutionary religion termed as the Cult of Reason. Hatred against the clergy even caused the Julian calendar to be flung aside in favor of the Republican calendar.5 The Reign of Terror also saw the ascendancy to power of the common people, the peasants, the working class and the disadvantaged who were radicalized by the hunger and famine, the widespread unemployment, the excessive consumption of the royalty in the Versailles palace6, the civic inequality produced by dispensation of special privileges to the aristocracy, the burden of feudal taxation and the surging inflation that went haywire to drive them to bare subsistence. When these sans-culottes' (literally without knee breaches) aspirations were amalgamated with the Mountains' (the radical Jacobins) resolution to abolish monarchy, we had the perfect formula for an explosive group that would ignite and power a radical revolution that would be unparalleled in its cruelty and brutality. This combination jumpstarted the Reign of Terror. By wresting control of the National Convention, which previously abolished the monarchy and convicted King Louis XVI and Queen Marie Antoinette, they were ab le to engineer an extermination of all the enemies of the republic , particularly the counter-
Monday, August 26, 2019
Habit - Essay Example Although it is not the goal of this brief analysis to discuss the means through which safety and comfort are innate within habit itself, this fact can obviously be denoted in a number of different ways. For purposes of this brief analysis, the author will discuss what is known as Ã¢â¬Å"the habit loopÃ¢â¬ ; a theoretical interpretation of human habit and the underlying reason that prompts individuals to behave in a repetitive manner with regards to the choices, actions, and/or decisions they make. In order to understand this in something of a microcosm, the author will be presenting the reader with a brief examination of a habit that is engaged and whether or not this habit applies, follows, and typifies the Ã¢â¬Å"habit loopÃ¢â¬ that is previously been referenced. As such, it is the hope of this author that the reader will come away with a more profound understanding and appreciation of the way in which the habit loop impact describes and finds the way in which actions are repe ated. With regards to the habit that will be analyzed, this author will consider the individual ordering process that is exhibited with regards to the fast food chain Ã¢â¬â Taco Bell. ... This craving is of course awaiting a cue; at which time a direct level of connection between the initial craving and reward is bridged by a routine that the mind has come to accept. Although this may seem a relatively intricate and complex process, the fact of the matter is that this is engaged in each and every single habitual choice that any individual makes. A craving is initially exhibited within the mind; waiting for a cue. Once the queue is triggered, the reward is understood by the mind and can only be reached through the application of an applicable routine. In this way, with regards to the habit in question, the proclivity to order the same meal, regardless of the multitude of different offerings, represents a craving that is connected to a reward that is understood as only being satisfied by a particular menu choice. Psychologists have argued that the Golden rule of habit change states that the most effective way of seeking to change a given habit is to somehow keep the ini tial cue and reward that is able to be enjoyed whereas only modifying the routine itself. Naturally, this can be understood with regards to the way in which smoking cessation, Alcoholics Anonymous, and a number of other addictive substance counseling services seek to integrate with the patient. However, on even a more benign level, the golden rule habit change can also be applied the situation question. Instead of merely arriving at the understanding that the reward can only be derived through the set routine, the queue must be reconnected with an understanding of the fact that reward can also be derived from the alternate set of circumstances and/or an alternate set of choices. As such, seeking to change the routine in question would necessarily be
Sunday, August 25, 2019
Engineering Materials - Essay Example The major cause of McKinley's bid being rejected could be derived from their negligence to use the revised form. This negligence caused irregularity and that caused the department of agriculture to reject their bid. On appealing against the rejection of their bid, the panel of appeal also threw out the appeal because they were not sure if McKinley had indeed committed to the exact terms of the addendum sent to it by the department of agriculture. In my opinion, I will describe McKinley as being negligent and say that the department of agriculture was right in throwing out McKinley's bid, as it is indeed irregular. The panel that heard the appeal filed by McKinley was also right to reject the case brought before it by McKinley. Irregularity in bid documents cause problems for the party that receives the bid as the commitment of the bidding party to the terms of the bid cannot be determined, and this can lead to complicated litigations. That is why bid irregularity in my opinion should not be waived For not using the new bid form sent to it in the addendum, McKinley only showed they did not commit to the bid and thus no contract exists between them. It is known that basic elements of a contract: offer, acceptance and consideration have to be present for their to be a valid -contract between McKinley construction and the federal department of agriculture. In this case, McKinley made an offer that appealed to the department of agriculture. The department of agriculture signified their appeal to the offer and sent and addendum with a new bid form that will allow the department to consider the offer. Rather than confirm its offer with the new form, McKinley submitted the old form, which meant they did not accept the new offer as presented by the department of agriculture. This means there could not be any consideration, thus acceptance could not be made of any of the offers and counter-offers and so there is no valid contract between McKinley construction and the department of agriculture. The department of agriculture if satisfied with the bid as submitted by McKinley should have asked for McKinley to use the appropriate form to submit its bid. While McKinley on its part should have gone to the ministry to correct the error (if it was an error) of using the old bid form rather than the new one sent to the department of agriculture. What we are saying is that the department of agriculture should have checked on McKinley to make sure they were not making a mistake submitting the old form and see that they correct the mistake. McKinley should have also complained of an error and that the use of the ild form was a mistake. To avoid this kind of incident in the future, lawyers should be engaged by companies submitting bids to view their bid materials and ensure that all conditions for
Saturday, August 24, 2019
350 chapter 9 - Case Study Example Further still, Bellum uses the point of the desires of the union to be honored. According to her, giving the union four seats would mean a lot to them since they have been crying for a single seat. This would honor their cry and make them feel heard and appreciated. Arguably, if the management listens to the workers in an organization, the workers are likely to agree to the decisions of the management without mass action (Appelbaum and Hunter, 2003). In addition, Bellum has a point that the workers would never vote for a strike because they will always feel that their views are being represented. Since they chose the leaders, it means that they trust them to a point that they will feel that they are fully represented because they hold meetings to pass their desires (Appelbaum and Hunter, 2003). Bellum also uses the point of imagination by telling the chairman that there is no other organization in the U.S to implement that move. She promises to win the race even under financial
Friday, August 23, 2019
See below - Essay Example Let us discuss those skills in some detail in order to get a better understanding of how to teach disable children. Teachers of deaf children must possess some special skills and abilities in order to become an effective teacher for the class consisting of deaf children. These skills and knowledge make the teachers of deaf children different to the teachers of normal children. Teachers must have the knowledge of deaf childrenÃ¢â¬â¢s emotions, perceptions, and behaviors in order to teach them in a proper way. They must know how deaf children think and perceive different things. Parents and siblings of the dead children feel a lot of stress due to the inability of their children to communicate effectively with them. The teachers teach the children how to communicate their feelings and emotions to their parents that results in reducing the parentsÃ¢â¬â¢ stress. It is common fact that senses other than hearing sense go into overdrive for the deaf children in order to compensate them for their disability. Some of these senses include higher visual sense and ability to read the expressions of faces more effectively as compared to normal people. Teachers can make use of these superior senses of deaf children in order to teach them in an appropriate manner and make them able to communicate with different people around them. Teachers also need to work on improving the behavior of deaf children and this is only possible when the teachers will have complete understanding of the deaf childrenÃ¢â¬â¢s abilities to view and perceive different things. Teachers also need to be proficient in teaching the deaf children through educational technologies such as visual telephone relay services, computer-based teaching, video tapes, and television. These technologies work as the major sources of learning for the deaf children. Various researches have proved that visualizing ability of the
Thursday, August 22, 2019
Importance of Being an Involved Parent Essay During the past twenty years, an increasing number of researchers and clinicians have begun to give more recognition to the importance of being an involved parent for individual and family development. The relations between being an involved parent and later adaptation are undoubtedly complex. Involvement theory says that, despite change in development, early parent involvement remains influential in later child functioning. Research found the permanent impact of early attachment (Richters and Walters, 1991). Researchers found the evidence that involved parent have consequences for social development across the life span. This research paper considers longer-term implications of involved parent for the continuing development of child. Involved parent is a good start toward healthy development. Research shifts the focus from the examination of parent-child interaction to the image of the parent-child relationship in the childs mind (Main, Kaplan, Cassidy, 1985). There is proper evidence that involved parent is not only connected to greater compliance and reciprocity (Richters Walters, 1991) but also to better peer relations, self-mastery, and sociability in the preschool years (Greenberg Speltz, 1990). The specific claims of parent involvement theory suggest the childs developing sense of self-confidence, effectiveness and self-worth, and aspects of intimate personal relationship (the capacity to be emotionally close, to want and receive care, and to give care to others). Thus, children with parent involvement histories have been found to be more positive, more responsive and less hostile with peers, and more cooperative with parents and so forth. Although the mother is usually the first attachment figure for the baby, many infants react just as much to their father, cooing and smiling and becoming excited at his approach. Some infants become attached primarily to their fathers and thrive at least as well in their development as do infants with initial maternal attachments. Moreover, fathers who are supportive of mothers and are themselves involved parents make it more likely that the infant will develop a secure maternal attachment as well as a secure paternal attachment. By their second year most infants who are well fathered show approximately equal attachment to both parents. It is important to note that attachment is not an all-or-none phenomenon. The style of the attachment and the details of the relationship vary with each parent and infant. Researchers have presented evidence that even newborns are capable of responding differentially toward their mother and father (Ainsworth, Blehar, Waters Wall 1995). The infant can become attached to any individual who is a consistent source of stimulation, attention and comfort, not just to the mother. If both parents are involved, an infant can develop a strong attachment to each of them. Despite such research findings, traditional conceptions of maternal primacy are difficult to change. Involved parents tend to make even mundane activities like holding an infant or pushing a baby stroller. The pace and tempo of such activities tends to be faster and more varied for fathers than for mothers. Involved fathers are more likely to stimulate the infant to explore and to investigate new objects whereas mothers tend to engage their infants in relatively predictable activities. Infants who develop positive relationships with both their parents are likely to feel secure in exploring their environment in a relaxed manner and to enjoy being picked up by others (Ainsworth, Blehar, Waters Wall 1995). In contrast, among insecure infants some may anxiously cling to their mothers while others seem to ignore them and to avoid eye contact. The quality of parenting that the infant receives certainly has important implications, but other factors including temperamental predispositions also play a major role in the social responsiveness of children to adults inside and outside of the family. Infants are not passive creatures just waiting to be fed or to have their diapers changed. They are active and striving, gradually increasing their self-motivated competence. Infants have a built-in motivation to explore and influence their environment. During the first month or so, the infant seems to be using many prewired responses. The infant has the capacity for orientation with respect to various stimuli including light and sound. Moreover, researchers have found that even the newborn is capable of some basic patterns of social reciprocity and is usually showing variations in responsivity toward different people. Despite marked individual variations, newborns are clearly social beings who can actively learn from their experiences of interacting with their fathers as well as their mothers (Ainsworth, Blehar, Waters Wall 1995). Psychologist Frank Pedersen and his colleagues found that several measures of infant competence were correlated with the degree to which five- and sixmonth-old babies were involved with their fathers (Ainsworth, Blehar, Waters Wall 1995). Frequent interaction with fathers was associated with more advanced functioning for sons. Although girls did not seem to be influenced by family structure, father-absent infant boys were also less cognitively competent than boys from father-present homes. Fatherpresent infant boys demonstrated more social responsiveness and novelty-seeking behavior than those who were father-absent. Having found no differences in the behaviors of married and husbandless mothers, the researchers attributed variations in the infant boys behavior to the type of interaction they had with their fathers. Data collected by psychologist Jay Belsky (1987) indicates that both maternal and paternal involvement is important factor in the development of exploratory functions. The most competent infants had fathers who participated in their physical care, expressed high levels of verbal responsiveness and affection and initiated vigorous motion play with them. Belsky stressed similarities as well as differences in the paternal and maternal factors that influenced infant behavior. In their efforts to encourage infant competence, mothers are generally more concerned with verbal-intellectual teaching, whereas fathers are more oriented toward active, arousing play and fostering autonomy and independence (Ainsworth, Blehar, Waters Wall 1995). Research by pediatrician Michael Yogman (1984) and his colleagues supports the facilitative effect that active father participation may have on the developmental competence of infants. Yogman reported a significant relationship between a combined measure of father involvement during the prenatal and postnatal periods and the infants developmental functioning at nine months. In addition, he described a collaborative study done in Ireland that revealed a positive correlation between level of early father involvement and the cognitive maturity of year old infants.
Wednesday, August 21, 2019
The Shavian Theatre of Ideas (Modern Drama) Essay The predominating influence in determining Shaw to turn to the drama was the example of Ibsen and equally prominent was his love of debating, in which he had shown how irresistible it was for him to counter his arguments himself if no one else would. These influential strains compelled him to choose the kind of play in which the characters undertake this dual task of proposer and opposer. In 1892, he made it into WidowerÃ¢â¬â¢s Houses, and thereafter, for nearly sixty years with unflagging energy he made drama peculiarly his own province. It was not till after Saint Joan that he became the revered elder playwright, a highly respectable figure whom, however, the dramatic critics did not cease to condemn as sharply as before. By then, the old world having been transformed by the war, a new generation had grown up to accept him. Supreme though he had been in his own publicizing of ideas, the parallel preaching of H.G Wells and others had further helped to make his Socialism and his general attitude to ideas and society part of the mind of the age. But socialists as well as others could still be amazed as the old man, with the energy and the unpredictable originality of his genius, produced such plays as The Apple Cart, Too True to be Good, Geneva and In Good King CharlesÃ¢â¬â¢s Golden Days. In this long period of dramatic writing, Shaw displayed the range of his genius in a great variety of plays. It is hard, however, to discern any clear Ã¢â¬Å"periodsÃ¢â¬ or trends in his development. At most, there is on the whole a change of theme from the particular to the general, from the contemporary scene to the future and of attitude from the satiric and destructive to the philosophic and constructive, from the materialistic to the mystic. If there is any real division to be made in ShawÃ¢â¬â¢s dramatic development it is the First War that marks it. Unable to produce any new work in those four years, when he resumed with Heartbreak House, he was on the whole as a dramatist more philosophic than before, and more concerned with the future. In his own account, Shaw refers to Man and Superman as marking the emergence of what he himself aimed to be as a dramatist, one of Ã¢â¬Å"the artist-prophetsÃ¢â¬ in the succession of men like Goethe and Ibsen. In his summary of his first years as a playwright, he remarks that in the early nineties, he found the existing state of English Theatre Ã¢â¬ËintolerableÃ¢â¬â¢. The fashionable theatre prescribed one serious subject: clandestine adultery: the dullest of all subjects for a serious author. The exuberant high spirits which characterized his plays before 1914, often bringing into his comedy a lively element of farce, did not appear so much afterwards. Instead, something of grandeur and poetry found expression in famous passages of Saint Joan and Back to Methuselah, though hiss comic vision still played freely and variously, fully exemplifying the Shavian wit and humour. Heartbreak House was the first play that had been written with such deep underlying seriousness. He called it Ã¢â¬Ëa fantasia on English themes in the Russian mannerÃ¢â¬â¢, by which he alluded to his being partly inspired by Chekhov, and symbolically through its characters it presents a world which has lost its direction, a world of futilities and insincerities struggling to find reality, a world which to one of the characters appears Ã¢â¬Ëthis cruel,damnable worldÃ¢â¬â¢. In his 1923 cycle, Shaw felt himself to be co-operating with the Life Force, for through his drama he was declaring that, if only mankind had the will to control its evolution, it could in time achieve perfection, and his Ã¢â¬Ëmetabiological pentateuchÃ¢â¬â¢ therefore become part of this purposive process. When he had thus fulfilled his great wish to express his fundamental religious faith as a Creative Evolutionist, Shaw returned in Saint Joan to a drama of his normal scope and manner. Its heroine, portrayed as a sane and shrewd country girl of extraordinary strength of min and hardihood of bodyÃ¢â¬ ¦a thorough daughter of the soil in her peasantlike matter-of-factness and doggednessÃ¢â¬ , she was however, in her creatorÃ¢â¬â¢s mind an instrument like himself of the Life force. In The Apple Cart, he turned again to the future and to the dismay of those who had regarded him as an advanced advocate of democracy showed that the highest ability could be found as well in a king as in a peasant.His brilliance was undiminished and to the end his extraordinary vitality of mind animated all he wrote. ShawÃ¢â¬â¢s ideas can never cease to form an important part of his dramatic legacy, any more than we can appreciate Shakespeare without reference to the view of life which lies behind his work. Nevertheless, it is as dramatist upon the stage that Shaw demands primary consideration. In his own day, ShawÃ¢â¬â¢s command over audiences which by no means consisted only of those who shared his ideas was an obvious fact. His wit was always subservient to the total working of the genius of the comic playwright. His dramatic instinct, indeed, was altogether transcendent and so willfully fashioned its own play that the audience almost forgot in its delight the seriousness of the lesson it had been offered. Those who saw Man and Superman at a performance in which in the Third Act of Juan in Hell was omitted were quite justified in not realizing how much lay behind the farcical comedy of John Tanner trying to flee from the pursuing Ann. Hence, the Prefaces which not only took advantage of the success of a play to make a more comprehensive and detailed attack but which had often to make the public fully conscious of matters which the inspired comic Muse had transmuted into laughter. Shaw once spoke of the lightness of heart without which nothing can succeed in the theatre, and in his own paradoxical union of the prophet and the jester lies the assurance of his dramatic survival. ShawÃ¢â¬â¢s plays give the impression of his creative powers working in a spontaneous unity. His success lies partly in the command of stagecraft which instinctively he knows how to turn stage situation to profit. His characterization, however, sometimes lacks the power of fully convincing us, because it does not always arise from such immediate creative insight as does the general idea of the play, but is to some extend dependent on that idea for the nature and variety of its figures. Of outstanding individual characters many surely have the individuality which lives in its own right, a Bluntschli or a Father Keagan, or a Shotover or Saint Joan. Women, above all, he read and presented with a cunning unromantic realism which suggests, like the novelist Richardson, he understood women even better than men: to Saint Joan may be added among his many acutely and vividly realised women Raina, Cleopatra, Candida, Ann Whitefield, Major Barbara Jennifer Dubedat, and Eliza Doolittle, to name only a few. In two directions his characterization possessed special power- in evoking our sympathetic interest in unattractive people like Mrs. Warren and Louis Dubedat, and in creating beings of broad comedy of a Dickensian vitality like CandidaÃ¢â¬â¢s father, Straker and Alfred Doolittle. Other gifts affecting characterization included his ability to allow for the existence in a character of the intuitive, that Ã¢â¬Ësort of sixth senseÃ¢â¬â¢ which when it is possessed, gives an extra dimension to personality, and his understanding of good simple souls, as pre-eminenetly in the Saint. Ã¢â¬Å"Effectiveness of Assertion is the Alpha and omega of style. He who has nothing to assert has no style and can have none; he who has something to assert will go as far I n power of style as its momentousness and his conviction will caryr him. Disprove his assertion after it is made, yet his style remains.Ã¢â¬ With his union of assertion and provocation, his style is never dull. There is the further animation given by the dramatic clash of dialogue which shares the general effect of spontaneity.
Tuesday, August 20, 2019
Empowerment and Job Satisfaction in Nursing Educators Research Design This research will use a descriptive correlational study design and involve the following variables: Structural Empowerment and Job Satisfaction in nursing educators. This is a non-experimental descriptive correlational research that does not manipulate or control the independent variable which is the nursing educators. The researchers, based on the descriptive design, will summarize the phenomena observed within the natural environment without manipulation and also establish a correlation to determine the relationship between structural empowerment and job satisfaction. This quantitative research is undertaken to investigate structural empowerment and level of job satisfaction and its sub variables to determine: concepts (measureable reflections) and constructs (concept that is Ã¢â¬Å"man-madeÃ¢â¬ and deliberately used by the researchers for a specific purpose) that affect the nursing educator. The assumed direction is that structural empowerment (independent variable) influences the level of job satisfactions of nursing educators (dependent variable). The researchers decided that descriptive correlational type of study design was best used to illustrate, understand and establish if there is a significant relationship between the two constructs. This design is dissimilar to the other descriptive research designs that focus on ideas not specific to the needs of the researchers, for example a comparative design compares and contrasts two or more groups which is inappropriate for a study solely based on nursing educators. A longitudinal design, studies samples over a period of time to show trends and growth changes across a span of time, which the researchers did not deem necessary at this point in time for the study ( possibly for future researchers that replicate this study) . A retrospective and prospective design was ill fitted for the researchersÃ¢â¬â¢ specific purpose, which was to establish the current level of job satisfaction of nursing educators ba sed on their perceived structural empowerment. *Insert and lift definition from book* Respondents of the Study This study will exclusively utilize nursing educators in the Philippines specifically nursing educators employed in the Metro Manila Area and more precisely the schools in the University Belt. The inclusion criteria dictate that the respondents of the study are current employed educators in accredited nursing schools offering a BachelorÃ¢â¬â¢s Degree in Nursing. Explicitly, the educators will be employed within the schools encompassing the University Belt in Manila and hold a minimum of a masteral degree. For this study, the respondents must be a fulltime member of the faculty and be employed greater than six months in the department. The educator must teach a minimum of one major nursing course and or is a clinical instructor for greater than one semester of a school year. The exclusion criteria dictate that an adjunct educator or a professor teaching in another accredited school or institution other than the one surveyed in will be excluded for this study. Sampling Technique The sample for this study is selected to be optimistically representative of the entire nursing educator population in the Metro Manila Area. A probability sampling will be done in order to randomize selection of respondents. This method is optimal to obtain a representative sample because the respondents are not subject to the researchers biases. A cluster sampling will be administered to determine the individuals included in the study selected through a simple stratified random sampling. The researcher will select a random sample from a larger general population (all accredited nursing schools within the University Belt) and from that batch a selected quota will be determined to identify the strata of the population (how many nursing educators are in the schools selected) this number will then be proportioned as a whole to determine the total and again the individuals randomly selected. The random sampling will become successively smaller units until the desired proportionate rando m sampling will be made. The sample size will be determined by the target population and the Slovin formula. Research Setting The research study will be conducted in the de facto sub district in Manila, unofficially named the University Belt or U-belt where in, there is a greater concentration of colleges and universities in a four mile (six kilometer) area. The university belt is described as an irregular cresent with a tail encompassed by the following areas of Sampaloc, Quiapo, Santa Cruz, Santa Mesa, and San Miguel. The following colleges and universities that offer a bachelors in nursing degree are clustered in this area and will be included in this study: *the cluster sampling will determine the actual colleges included in the paper* Arellano University The College of Nursing Arellano University 2600 Legarda Street, Sampaloc, Manila, Philippines In 1954, Arellano University opened a school of nursing which offered a basic nursing course. In April 1960, the School of Nursing expanded its curricular offerings by adding courses in post-basic nursing with majors in public health and clinical teaching. The School of Nursing was later renamed College of Nursing. At about the same time, a preparatory medical course was added to the general curriculum of the College of Arts and Sciences.The Arellano University School of Nursing grew out of the Graduate Nurse Program which was organized in 1960. The course leading to the B.S.N. Degree was started in 1965. Its first group of graduates took the Board Examination for Nurses in June, 1970.The college offers the following courses: Bachelor of Science in Nursing with optionto complete and earn degree from Edith Cowan University, Perth, Western Australia and an International Nursing Program of a Bachelor of Science in Nursing To be completed at either Alderson-Broaddus College, Philippi, We st Virginia, USA orEdith Cowan University, Perth, Western Australia. http://www.arellano.edu.ph/colleges/nursing Centro Escolar University College of the Holy Spirit- De Ocampo Memorial College Eulogio Amang Rodriguez Institute of Science and Technology Far Eastern University FEATI University College of the Holy Spirit La Consolacion College Manila Manuel L. Quezon University National Teachers College National University (Philippines) Perpetual Help College of Manila Philippine School of Business Administration PMI Colleges formerly Philippine Maritime Institute San Beda College San Sebastian College Ã¢â¬â Recoletos de Manila Philippine College of Health Sciences, Inc. Polytechnic University of the Philippines Technological Institute of the Philippines University of the East University of Manila University of Santo Tomas Mary Chiles College Data Gathering Instrument The two major variables in the study will be measured by the following questionnaires: Conditions for Work Effectiveness Ã¢â¬â II (CWEQ-II) for structural empowerment and Mueller and McCloskey Satisfaction Scale. Permission to use these tools were granted (see Appendix) still waiting on email and reply from the authors* The study will utilize the Conditions for Work Effectiveness Ã¢â¬â II (CWEQ-II) for structural empowerment developed by Dr. Heather K. Spence Laschinger which is based on KanterÃ¢â¬â¢s theory of structural empowerment. The Questionnaire measures four empowerment dimensions: 1. perceived access to opportunity 2. support 3. information and 4. Resources in the work environment. The questionnaire takes about 10-30 minutes to accomplish. The instrument has been used frequently in research and especially nursing since the 2000Ã¢â¬â¢s and has consistently shown reliability and validity. ( source http://publish.uwo.ca/~hkl/tools/cweq/index.html) *Keep this here I havenÃ¢â¬â¢t seen the questionnaire anyway since the author hasnÃ¢â¬â¢t emailed me but this is a good reference just incase its from a website im not sure if its reliable so hold off on this part* The tool consists of 19 items (39 questions) that measure KanterÃ¢â¬â¢s 6 components of structural empowerment described by opportunity, information, support, resources, formal power, and informal power and a 2-item global empowerment scale which is used for construct validation purposes.Items on each of the six subscales are summed and averaged to provide a score for each subscale ranging from 1-5.These scores of the 6 subscales are then summed to create the total empowerment score (score range: 6-30).Higher scores represent higher perceptions of empowerment. The McCloskey Mueller Satisfaction Scale was developed by Charles W. Mueller and Joanne Comi McCloskey. In the article published in the Academy of Management Journal 1990, the MMSS is said to be a reliable and valid measurement for job satisfaction in nurses. The McCloskey Mueller instrument being designed for health care settings, dominated the other instruments in terms of the combination of psychometric properties and ease of use. The MMSS is a 31 item questionnaire with the sub scales of: Extrinsic rewards, scheduling satisfaction, famly/work balance, co-workers, interaction, professional opportunities, praise/recognition, control and responsibility global scale. A 5 point Likert response category was used for each various item (5) very satisfied, (4) moderately satisfied, (3) neither satisfied nor dissatisfied, (2) moderately satisfied, (1) very dissatisfied. Source Mueller, C., McCloskey, J. 1990. NursesÃ¢â¬â¢ job satisfaction: a proposed measure s and efficiency.AcademyofManagementJournal, 36(6):1345-1347. Validation of Research Instrument The Conditions for Work Effectiveness Ã¢â¬â II (CWEQ-II) for structural empowerment and Mueller and McCloskey Satisfaction Scale questionnaires will be pre- tested to a select number of respondents similar to the determined sample size, this will ensure internal validation of the instruments and determine if the tools adequately assess what is needed by the researchers and that the respondents have no difficulty in answering the questionnaires. These test respondents will not be added to the studyÃ¢â¬â¢s sample size. Since these instruments were not made and administered in the Philippines the researchers deliberated on the need for interpreting the questionnaires but deemed that the original documents need not be altered because of the educational attainment and profession of the respondents. Any irregularities or issues with the questionnaires will be considered and further changes will be made if discrepancies arise during the administration and interpretation. Data Gathering Process The data gathering process begins and is determined by the acquiescence of the Dean of Nursing of each college and university selected in the research to allow their faculty to participate in the study. If the proper permissions have been granted, the time period for administration of the questionnaires will be the school year 2014-2015 in the months of June to August. The total respondents for each college and university will be determined and in line with ethical and privacy concerns, will be informed about the confidentiality of the results and if deemed necessary the results will be forwarded at the Deans request. As individual respondent permission is granted the respondent will be given the questionnaires to be fulfilled and collected by the appointed liaison within the institution to be forwarded to the researchers. The data will be collated from the colleges and universities selected and tallied based on the scoring scales for each questionnaire. Statistical Treatment of Data MaÃ¢â¬â¢m Nava * I donÃ¢â¬â¢t get this part Ã ¯Ã Ã â angella
Explain why there is a need for world development I believe that world development is needed for the following reasons: Ã · In the world today, richer countries are the rulers and poor countries their slaves, for they do not choose to be indebted to the rich countries and they have repaid this debt back, however it is only in interest. The rich countries cannot seem to let go of the money given to them by the poorer countries, it's these repayments that cripple the poorer countries' economies and make sure that they can never be anything more than poor. In Timothy 6v10 it says 'For the love of money is the root of all evil' and that many people have 'broken their hearts with many sorrows', what the bible is teaching here is that money can corrupt people, and sometimes people who have money care about it more than they care about other people. This is what I think has happened to the rich countries, they are so blinded by their own greed that they do not recognise others needs until it becomes so obvious they cannot ignore it any longer, like the famine in Ethiopia. ..
Monday, August 19, 2019
The Voyage to the New World First of all, King Ferdinand of Aragon and Queen Isabella of Castille got married in 1464. The main reason that they got married was to unite their kingdoms into Spain. The king and queen were Roman Catholic, so they gave power to certain people to convert non-Catholics to Catholicism. In 1482, the Roman Catholic monarchs renew the reconquista, the military crusade ordered to conquer the remaining Muslim state in Iberia, Granada. In 1492, the Roman Catholic monarchs ordered all non-converted Jews expelled from Spain. In April, 1492, Spain received reports that the Portuguese succeeded in reaching the Indian Ocean, therefore Spanish monarchs authorized Christopher Columbus to sail to Asia and establish trade and start to convert natives to Christianity. The reasons that the monarchs let Columbus sail were mainly to search for spices and profits, spread Christianity, and to use some of their new technology like the caravel. Columbus would receive one-tenth of all the profits, and governance of the new lands would be shared by the monarchs and by Columbus. There were mainly three different types of natives who lived in the Caribbean. There were the Ciboneys (in Cuba), Caribs (in the lesser Antilles), and Taino-Arawaks (in the Bahamas, Cuba, Jamaica, Hispanola, and Puerto Rico). The population of the Caribbean Islands was probably not too much more than 1,500,000 of which about 1,000,000 lived mainly in Hispanola. Hispanola was the center of Taino culture. Between 1509 and 1520, the demand for native labor increased and the native population steeply decreased. Here is a table of how rapidly the population of the Tainos decreased: 1492- 1,000,000 (about) 1514- 28,000 1508- 92,000 1518- 16,000 1509- 62,000 1540- 250 1510- 66,000 1570- 125 1512- 27,000 By the 1540Ã¢â¬â¢s the native population of the Tainos did not even exceed 1,000. In October 1492, ColumbusÃ¢â¬â¢s ships were bound for Japan, China, and the Indies, but they arrived in the Bahamas. In May 1493, Columbus departed for his second voyage. The new goals were to settle the land, cultivate the land, assert royal authority over the whole area, convert the natives to Christianity, and mainly to search for gold and send it back to Spain. There were 17 ships, and about 1500 men on this voyage. Between 1494 and 1495, Columbus implemented a series of regulations to control the natives and to gain lots of wealth. Each adult must have delivered a certain amount of gold every three months, or else they would be punished by the Spaniards.
Sunday, August 18, 2019
The relative age of the earth is not often seen as a topic of controversy. Much of the scientific data published in school textbooks and taught to students indicate an age on the order of billions of years. Radiometric dating, as well as geological rock studies, have been used as evidence to support such a large expanse of time. However, a small but determined minority, mostly composed of fundamentalist Christians, has been vehemently challenging this age. These so-called Ã¢â¬Å"creation-scientistsÃ¢â¬ have disputed the evidence in support of a young earth. They have added their own measurements and observations, as well as interpreted other scientistsÃ¢â¬â¢ data, in an attempt to convince others of the possibility and ultimately, the Ã¢â¬Å"truthÃ¢â¬ of a young earth, one that is no more than 6,000 to 10,000 years old. The young earth idea has its roots in the Bible. If the lineages and families were traced back from known dates in the not-to-distant past, the creation of the world by the eternal Creator would have been around 4000 B.C. Because these creationists call their endeavors scientific, the question arises as to their method for making the claim of a young earth. Creation-science discussions of the age of the earth usually contain several standard items. The first is usually a criticism of the standard evolutionist methods for age determination, radiometric dating. Radiometric dating is the process of determining the age of a substance based on the ratio of isotopes in a given sample. The number of protons in the nucleus of an atom defines a particular element. However, the number of neutrons in the nucleus can vary, giving rise to different isotopes of the same element. Some of these isotopes are stable, while others are not. These unstable isotopes radioactively decay to more stable, often lighter elements, called daughter atoms, thereby releasing energy in the form of high-energy particles or electromagnetic waves. A particular isotope will have a characteristic half-life, based on the time that it takes for half of the population of the isotope to decay into the daughter elements.
Saturday, August 17, 2019
Physical education connotes many different things to people. To some it is a subject area which focuses on physical training. Conventionally, this has meant promoting activities which lead to anatomical and physiological development (Sansone, 2000). The notion of Ã¢â¬Å"PTÃ¢â¬ and calls to improve the physical condition of our nationÃ¢â¬â¢s youth in order to provide a strong base for the military have also been consistent with this idea (Ennis, 2001). Others have had a more expansive view of physical education and portrayed the area as Ã¢â¬Å"education through the physical,Ã¢â¬ rather than of the physical (Pringle, 2000). Such a notion suggests that involvement in a variety of sports and games provides participants not only with opportunities to develop physical prowess, but to learn important social values while developing desirable personal traits. A third major thrust that has affected the meaning attributed to the concept is associated with its recreational function (Ruth, 2006). The basis of this theme is that people perform optimally when they have periodic diversions from their normal Ã¢â¬Å"workÃ¢â¬ world, and that involvement in physical activity can provide necessary relief and renewal. Closely affiliated with this idea is that physical recreation provides a Ã¢â¬Å"wholesomeÃ¢â¬ and constructive use of oneÃ¢â¬â¢s free time (Lee2002). Despite such grandiose themes, Duda (2001) has argued that within the larger context of higher education classes focusing on the acquisition of skilled movements and play are viewed as Ã¢â¬Å"Ã¢â¬ ¦ nonintellectual, nonacademic, nonessential, and nonartisticÃ¢â¬ (p. 433). As a result of such perceptions he believes that physical education is relegated to a peripheral role in the academy, and its practitioners pay a price for its marginal status in their daily lives. Furthermore, Duda suggests that a large part of physical education failing to gain acceptance in higher education is a consequence of the static criteria used to assess academic value in general. According to his analysis value of a curricular offering is typically based on such things as the intellectual challenge of material, the extent to which subject matter is categorized as academic rather than motoric, the usefulness of learning various skills, and the cultural significance of an area of study. His recommendation for redressing physical educationÃ¢â¬â¢s plight is to convince those using such criteria to assess worth in broader, and less dualistic ways. Hence the types of challenges presented in physical skill acquisition situations might be understood as important stimuli for developing human capacities that complement those capacities acquired from more conventional intellectual pursuits. While the idea of rethinking criteria that should be used for judging academic value may be laudable, how this might come about is difficult to conceive. An alternative and, yet, much simpler approach for improving the viability of physical education classes in higher education is to improve the quality of student outcomes. In essence, it may be that the inclusion of physical education in higher education is not contested on philosophical grounds, but on operational ones. As Duda (2001) conveys Ã¢â¬Å"Ã¢â¬ ¦ performance classes are elective, not required. Skill instructors are rarely hired as tenure track faculty. Credit toward graduation may not be given for such classes, and grading is often pass/fail. Passing marks are virtually assured with a good attendance recordÃ¢â¬ (p. 437). If such a profile is accurate, it is difficult to understand how student achievement can be significant or the entire enterprise viewed as essential to the general curriculum. Indeed, such a profile connotes that the physical education curriculum is soft, and that whether or not students acquire certain information and/or master specific skills is ambiguous. Considering physical educationÃ¢â¬â¢s past philosophical themes and its current trends of providing opportunities for students to: (a) recreate, (b) build and maintain health through exercise, (c) learn how to compete and cooperate, and (d) develop specific sport skills and levels of fitness, instructors often have difficulty in identifying and utilizing meaningful grading criteria. This has been attributed to both philosophical (Midgley, 2001) and managerial (Pringle, 2000) concerns. Indeed, as observed by Church (2001) many physical educators compute grades based on student behaviours which are unrelated to performance or knowledge objectives, such as dress, participation, and discipline. Interestingly, Ennis (2001) found that in colleges and universities virtually all grading in physical education is left to the discretion of the instructor, including selection of criteria and instruments to be used to assess student achievement. They also reported a trend toward less testing of all types. Consequently, it is not surprising that with so many ideas about what is to be accomplished, and so little control over how this should be done, it is difficult, if not impossible to determine the value of physical activity courses in the general curriculum. Indeed, it is one thing to provide sound philosophical arguments for why a particular discipline belongs in the curriculum, and quite another to operationalize the philosophy so that its essence is actualized. Recent studies suggest the importance of objective assessment not only as a device to promote the legitimacy of physical education in an academic setting, but as a tool to promote learning. For example, Pringle (2000) showed that student achievement in table tennis classes reflected the focus of evaluation. Students graded totally on physical skills performed most skilfully at the end of a class performed most skilfully, while those graded on attendance and participation had lower performance scores but the highest attendance rates. As well, Lee (2002), demonstrated how the proper use of evaluation and grading tools promotes on task behaviour and superior skill development in volleyball. Chen (2001), using a riflery task, also demonstrated that grading based on task competence was superior to grading based merely on participation when skill development was examined. Hidi (2000) further argues that the appropriate use of grading can promote positive attitudes towards a course, develop a studentÃ¢â¬â¢s sense of confidence, and lead to substantial achievement. The reason why a rift exists between using grading as an integral part of the learning process, and using it only to fulfil administrative requirements seemingly is a complex problem that involves philosophical, technical, and practical issues (Duda, 2001). Yet, in a time when accountability is expected, and when cost cutting is widespread, empirical evidence for the integrity of a program is imperative. What and how we grade conveys a great deal about who we are, what we do, what we can accomplish, how we are viewed by others outside of our field, and whether physical education is considered as essential to the mission of education. Hence, the purpose of the present investigation was to acquire empirical descriptive data about grading of physical education in higher education. In light of our fieldÃ¢â¬â¢s history of divergent philosophical views, ambitious, and often ambiguous goals, and its defensive position in higher education (Duda, 2001), an examination of what and how we grade would seemingly shed light on where we are as a discipline. Furthermore, such an investigation might help identify important issues that need to be addressed and resolved if we are to gain the degree of acceptance the field has so desperately sought over the years. Method Instrument To acquire information about college physical education programs a questionnaire was developed which, in addition to requesting information about an institutionÃ¢â¬â¢s profile (e. g. , public-private, size, approximate percentage of students enrolled in physical education, etc. , asked a series of questions about its physical education activity program. These included: (a) whether students received academic credit which counted in a studentÃ¢â¬â¢s GPA, (b) the number and duration of class meetings, (c) how important various factors such as skill development, effort, and attendance were in computing a grade, (d) whether the department had a policy on grading, (e) the approximate percentage breakdown of grades awarded (e. g. , As, Bs, Cs, etc. ), and (f) whether the issue of grading had been considered by the department in the past five years. Prior to mailing the survey, questions were pilot tested on a group of five senior collegiate faculty members in a department of exercise and sport studies. These individuals each had taught undergraduate and graduate theory courses as well as a variety of undergraduate physical activity classes at a number of colleges and universities. They were quite knowledgeable about different types of service programs (e. g. , credit, required, no credit non-required) and how they typically operated. Furthermore, they were apprised of the questionnaireÃ¢â¬â¢s intent, and were asked to provide feedback on the clarity of questions as well as the instrumentÃ¢â¬â¢s overall format. Based on feedback from this group, questions were reworded, added and deleted. In addition, the sequence of questions was revised for the purpose of providing a more coherent structure. The final version of the survey contained eight questions, some of which had subparts. As well, pilot testing demonstrated that a respondent could complete the questionnaire in approximately ten minutes. Coding of Data As surveys were returned data were coded into an Excel Spreadsheet by two trained assistants, and then analyzed using ExelÃ¢â¬â¢s statistical functions. It is noteworthy to report that during the data reduction process it became evident, as conveyed by a number of respondents, that quantitative data which were requested from a number of questions did not exist Consequently, many respondents either did not answer such items or acknowledged that they merely volunteered their own perceived best guess, or a numerical range within which they believed the actual value requested would occur. Hence, a decision was made to code and analyze all data acknowledging that, for the most part, they only reflect respondentÃ¢â¬â¢s best estimates, rather than Ã¢â¬Å"hardÃ¢â¬ numbers. Furthermore, where a range was given, the midpoint was used in further analyses. In passing, the observation that certain types of data were not acquired or readily available may in itself be an important finding since a departmentÃ¢â¬â¢s viability may depend on such information. Items falling into this category included such things as: (a) the number of students taking physical education classes in a semester, (b) the typical grade distribution (e. g. , % As, % Bs, etc. ), (c) the factors utilized to compute course grades, and (d) whether an institutional limit existed for the number of physical education courses that could be taken by a student for academic credit. Results Sample Within a thirty day period of mailing surveys 556 (44%) responses were received. Table 1 shows a break down of respondents by institution type and size. Because of financial limitations, further attempts to obtain data from nonrespondents were not attempted. Of the 556 respondents, 78 (14%) indicated that they did not have, or no longer had a physical education activity program. This was somewhat of a surprising finding, especially so because many conveyed that their institutionÃ¢â¬â¢s program had been recently eliminated. Whether a trend toward program elimination actually existed is of significant import to our profession and deserves immediate attention. Schools which indicated that they did not offer physical education classes were removed from further analysis, leaving 478 institutions in the database. Is Academic Credit Given for Physical Education Activity Courses? An important question posed by this investigator was whether institutions grant academic credit which counts in a studentÃ¢â¬â¢s GPA for taking physical education activity courses. Presumably, this would indicate whether classes were viewed as a meaningful part of the institutionÃ¢â¬â¢s general curriculum. It was found that 335 (72. %) of respondents reported that academic credit which is computed in a studentÃ¢â¬â¢s GPA was awarded for physical education activity courses. Table 2 reveals that Public State Universities and Colleges were somewhat more likely to award academic credit than Private Universities and Colleges. Furthermore, while a few institutions had a unique formula for computing the amount of credit earned in a class, nearly all institutions granted one credit per course. A follow-up question probed how much of such credit may be counted in a studentÃ¢â¬â¢s total academic program. Although there seemed to be a great deal of uncertainty regarding the answer to this question, many respondents indicated that their institution had not set a limit or did not have a policy (only 65% of respondents who count physical education credit in the GPA responded). Those that were clear on this issue indicated that a limit did exist, and that the median value across institutions and within school categories was four credits. A subsequent question probed what the course time commitment was for earning credit. Across institutional types classes typically met for the length of a semester (14-15weeks), and for two contact hours a week. How are Grades Computed? A number of questions regarding how grades were computed Ã¢â¬Ëfollowed. An initial issue was whether or not the department had a policy on grading. The idea here was to get a sense of whether faculty members agreed on how such things as skill, knowledge, and class participation should be weighed in determining a studentÃ¢â¬â¢s performance. In regard to this question, 80% of respondents indicated that their departments did not have a formal grading policy. Nonetheless, many individuals conveyed that students were administered tests of skill and knowledge, but that course instructors ultimately determined assessment tools, how various components were weighed, and the course grade computed. Because most departments did not have a formal grading policy, the next set of questions should be interpreted as only giving a general sense of how grades are computed from a respondentÃ¢â¬â¢s general perceptions. This question probed whether grades were competency based (i. e. students are assessed on the absolute level of performance attained), or norm based (i. e. , students are graded in relation to other students in the class). Results showed that most respondents (60. 6%) thought that grading at their institution was competency based, although a fair number reported that they thought their grading system was more norm based (23. 3%). The remaining 16. 1% either were unsure or did not respond to this item. Another question related to this issu e was whether the amount learned was considered to be as important as the level of performance attained. Interestingly, 72% of respondents believed that instructors at their institutions weighed the amount learned as being equivalent to the proficiency attained, while 21% did not see these of equal importance. The remaining 7% were missing or undecided. In light of the previous data indicating a bias toward competency based grading, the response to this question is surprising since the amount learned would only be of importance if it correlated highly with proficiency attained. This may or may not be the case, but needs further investigation. Another way of probing the importance of factors employed in computing a grade was to ask respondents about how important they believed a subset of factors were in arriving at a grade. They rated the factors of (a) effort, (b) attendance, (c) attitude, (d) amount learned and (e) level of performance on a five-point scale anchored by the terms very important(5). Overall, attendance (1. 3) and amount learned (1. 4) had the lowest median values (i. e. , highest perceived weighting). The level of performance attained (1. ), and effort expended (1. 8) followed closely, while attitude (2. 3) appeared lowest in importance. It should be noted that all of these criteria tended to fall between the very important and uncertain end of the continuum. With the exception of performance attainment, it is not clear why the other factors identified were viewed as important in grading, if grading is competency based. For that matter, these criteria would also be somewhat problematic for a norm referenc ed standard which focuses on relative competency attainments. Respondents were also asked to estimate the percentage distribution of grades in physical education at their institution. Overall, as were perceived to be the most prevalent grade and were awarded to 51% of students. Bs were the next most prevalent grade awarded to 31% of students with Cs following at 14%. Ds and Fs were infrequently given with a combined percentage of 7%. Has the Issue of Grading been Considered in the Past Five Years? A final question asked whether the issue of grading had been considered by a department in the past five years. Although 51% had not discussed this issue, 47% had done so. The questionnaire requested respondents who answered this question in the affirmative to comment on what issues were discussed by their departments. Clearly, the topic of whether to change from a letter grade system to a pass-fail system was the most widely discussed issue. Related to this was the subject of grade inflation and the idea that moving to a pass-fail system may reduce pressure from various constituencies (e. g. , administrators, faculty, regents) to reduce the number of high grades awarded. There were also numerous comments about criteria to be used in grading, consistency in grading across sections of a course, and among different courses. Several respondents also commented on the conflict between trying to encourage lifelong participation m activities and the negative connotations of having to grade based on an individualÃ¢â¬â¢s proficiency. From the nature and number of comments collated, it was evident that departments have grappled with this issue, but remain in a quandary about an ideal solution.
Friday, August 16, 2019
Market equilibration gives businesses the opportunity to mold to different changes that occur within the field of marketing. With market equilibration, market prices are established through product and service competition. For example, the amounts of goods or services required by customers are equivalent to the amount of goods or services produced by business. Market equilibration will allow the business and customer to be on the same sheet of music with product and prices. Law of Demand In order for market equilibrium to exist, the economy must have a need for a particular product or services. For there to be a demand, customers must be prepared to pay the established prices set by the industry. After the need for a particular product has been identified, manufacturers can begin producing the products. Law of Supply With supply, the product or services are made available to the economy. When a consumer is prepared to pay the price the market is asking market equilibrium is established. Should there be an imbalance of the demand or supply, there would be no equilibrium. In cases of supply imbalance, this could cause prices to increase which would inadvertently create business and revenue for the competition. Contrary to supply shortage is an excess of supplies. Excess supplies in the market will cause the market prices to drop resulting in an imbalance in the market equilibrium. Efficient Market Theory Efficient market theory is an investment theory that states it is impossible to Ã¢â¬Å"beat the marketÃ¢â¬ because stock market efficiency causes existing share prices always to incorporate and reflect all relevant information (Investopedia, 2014). Because stock usually trades at fair values the efficient market theory keeps the stock exchange fair and honest. It prevents investors from selling at over inflated prices or purchasing at underrated prices. Surplus and Shortage Another cause of an imbalance in the market equilibrium could be a result of supply surplus. A supply surplus could also cause product prices to drop. Because there are more products available it could mean that customers just are not buying or that there are too many suppliers of the same product. The counter to this problem is to limit the number of like products available within the economy. The opposite effect to a surplus could be very beneficial to business competitors. A shortage would allow a competitor to move the business into the local economy and set prices high. As a result of shortages, this would allow the competitors to monopolize the market causing duress to surrounding companies. Real World Experience A real world example of the free market is when a customer looks for a bargain for the same product that both Wal-Mart and Target offers but at different price. Most consumers prefer to choose the item that has the best price versus the store name. Another factor that plays a role in the decision process is the location. If a customer has to drive further away to make a purchase they may elect to select the most expensive item. Customers can take advantage of supply and demand when the businesses are competing with each other. Conclusion In economics, manufactures and customers are the primary stakeholders in the equilibrating process. The market equilibrating process is difficult to balance because of the shifting market. By obtaining a good understanding of how the equilibrating process works, it will assist consumers on how to spend his or her money while saving at the same time. References McConnell, C., Brue, S., & Flynn, S. (2009). Economic Principles, Problems, and Policies (14th ed.). Boston, MA: McGraw-Hill Irwin. Investopedia. (2014). Retrieved from http://www.investopedia.com/terms/e/efficientmarkethypothesis.asp
Thursday, August 15, 2019
The Black Power Movement was a new way of fighting for Civil Rights in the 60Ã¢â¬â¢s. Many African Americans were tired of ineffective, peaceful protests so they turned to violence. There were multiple groups and leaders involved with this movement such as Malcolm X and the Black Panther Party. The Black Power Movement was a battle for immediate change in American society that involved the FBI and the Police. The media made it look like a danger to innocent people, while others viewed it as a progressive movement for African American culture. Though it was a violent and dangerous movement, it was necessary for African Americans to gain equality in America. The Black Power Movement was a form of protesting that had not yet been seen before in the Civil Rights Movement. The term Ã¢â¬Å"Black PowerÃ¢â¬ was introduced in 1966, in a speech by Stokely Carmichael, the head of the Student Nonviolent Coordinating Committee. The SNCC was an organization that would help African American students partake in the Civil Rights movement through peaceful activities. Carmichael grew tired of the slow rate of civil rightsÃ¢â¬â¢ progression, which he made clear in his speeches. He once said in a speech, Ã¢â¬Å"Some negroes have been walking down dream street talking about sitting next to white people. That does not begin to solve the problemÃ¢â¬ ¦ we were never fighting for the right to integrate, we were fighting against white supremacy.Ã¢â¬ CarmichaelÃ¢â¬â¢s enthusiasm towards a new type of movement brought many young African Americans into the picture. African Americans soon began to take pride in their heritage and create their own type of style. Many grew out their hair into Ã¢â¬Å"afrosÃ¢â¬ other than previously copying the white mansÃ¢â¬â¢ conk style of hair. They also began to wear traditional African dashikis and blue jeans. The new African American style gave them a sense of individuality and pride. The rise of the Black Power movement showed the people of America that African Americans were strong individuals that were willing to fight for their liberties. The motivation for this type of movement was greatly influenced by Malcolm X. Malcolm XÃ¢â¬â¢s actions pioneered the ideas and morals of the Black Power Movement. He spent his early years running from white supremacists with his family. His father was a civil rights activist as well as a Baptist minister. His home in Michigan was burned down and his father was found dead on the local train tracks. These events of his childhood gave him a sense of anger towards white people. Though early life was tough, he was always well educated. He graduated at the top of his class in middle school, but dropped out when his teacher told him that his dream of becoming a lawyer was Ã¢â¬Å"no realistic goal for a niggerÃ¢â¬ . He began to run drugs, prostitutes, and gambling rings to make money. When Malcolm X was arrested for petty crimes, he joined the nation of Islam in prison, where he went on to become a leader in their church. When Malcolm X was released, he was angry at the white oppressors in America. He started an Islamic gang that would help protect his fellow Afri can Americans against police brutality. His ability to overcome a rough life and become a leader in the Civil Rights Movement was inspiring to many. Malcolm XÃ¢â¬â¢s dignity, self-respect, and ability to fight for his beliefs were carried on through the Black Panther Party. The Black Panther Party was a national organization that promoted Black Power. It was founded by two very intelligent college graduates by the names of Huey Newton and Bobby Seale. The fact that they were well educated African Americans with college degrees made them admirable to their followers. They required members to read specific books in order to join the group. They practiced a ten point program that stated their desires which included the release of wrongly tried African American prisoners, Housing for the black community, employment for African Americans, and black people being exempt from military service. The program seems reasonable today but in the 60Ã¢â¬â¢s many people thought it was never going to happen. The organization was not afraid to kill police officers or any others who were oppressing African Americans. Though they were violent, much of their proceeds went towards building schools, art institutions, dance programs, houses, and many other utilities for Africa n American communities. The Black Panther Party created many opportunities for their people that they would not have received otherwise. Though The Party seemed like a violentÃ group to many, it was a well-organized group that was very beneficial for African Americans throughout the nation. The Black Panther Party was constantly being attacked by the FBI and the Police. The FBI would threaten the Panthers and try to force them to talk. They would also forge letters and send them to high ranking members of the party that were full of fake information. The FBI technically had no right to do what they did but they would cover up their actions with lies and scandals. The day after Martin Luther King Jr.Ã¢â¬â¢s death the FBI kicked in the door on a Black Panther Party meeting, killing four leaders of the party. The attack was unwarranted and they had absolutely no right to kill the four men. Also, when the FBI was called in to investigate multiple homicides of African Americans they would not release the truth of the death by calling them Ã¢â¬Å"accidentsÃ¢â¬ or Ã¢â¬Å"untraceableÃ¢â¬ . The police force was brutal on the party. There was even an instance of the LAPD raiding one of the Los Angeles PantherÃ¢â¬â¢s child care center. Officers held the children at gunpoi nt and made them watch the adults get beat mercilessly by the policemen. The Black Panther Party had difficulties running their operations with these unwarranted attacks. The FBI and the Police were corrupt and should have been punished for their actions. However, they were mostly not African Americans, so the United States Government did not even bat an eye. The Media viewed the Black Power movement as a group of thugs causing chaos. With song titles like, Ã¢â¬Å"Violence is as American as Cherry Pie,Ã¢â¬ made people feel threatened by the African American community. The movement also had support from the Viet Kong during the Ã¢â¬Å"Free HueyÃ¢â¬ Campaign. When Huey Newton was jailed, the Viet Kong offered to release prisoners of war for the release of Newton. When Americans realized that the Black Panther Party was supported by the communist government that we were currently in a war with made the group look dangerous. One leader of the movement, Gordon Parks, was frustrated with the media and said, Ã¢â¬Å"IÃ¢â¬â¢ve given up trying to explain it. The whites never really listen when I do anywayÃ¢â¬ For many members of the Black Power Movement, it was very difficult to voice their opinion due to the negative influence of the media. The mediaÃ constantly made Black Power look like a group of violent people, which made the move ment look bad in the eyes of many citizens. The practices of the Black Power Movement were terrifying to many Americans. They took the term Ã¢â¬Å"Black PowerÃ¢â¬ and compared it to Ã¢â¬Å"White PowerÃ¢â¬ making it look as if the African Americans were going to murder innocent white people. Many African Americans began to carry weapons visibly in public to show their strength. The combination of the two made it seem as if African Americans were fighting to kill, not for their rights. Also, the newly found pride that many African Americans had discovered was intimidating to many white people, mainly because they had never seen it before. As a result, the FBI considered the Black Panther Party their number one threat to American Security. The Black Panther Party was only taking extreme actions because they needed a huge change, yet many Americans were skeptical about Black Power and did not want to support it because of their fears of African American violence. The Black Power Movement an entirely different take on the battle for civil rights. Many African Americans were done with the slow paced peaceful protests, and began to fight for a faster change in society. The Black Panther Party and Malcolm X impacted the movement the greatest. Even though FBI and Police officers would always try and shut them down. The media made the movement look bad in the eyes of many, yet some still believe it was for the greater good. Even though it was a dangerous protest, it was the only way for many African Americans to make a statement in the United States society.