90 points Assignment Example | Topics and Well Written Essays - 250 words

90 points - Assignment Example For instance, I will attempt to understand the cultural values of my clients when marketing the products of the firm in order to foster respect for the customs of my target clients. Similarly, I will apply the concept of environmental scanning to gather valuable information that can benefit the firm. For example, I will utilize both online and offline means to collect information about the trends in the competition in the market. The collected information will help the marketing team to devise comprehensive marketing tactics to acquire a competitive edge. In my role as a marketing representative, I will endeavor to understand the preferences and purchasing behavior of the customers. For example, I will conduct routine customer surveys to establish what products and services they would like my firm to improve. The surveys will assist the marketing team to capture the needs of the customers as contained in the Maslow’s hierarchy of needs. Similarly, the concept of relationship selling will be paramount in my marketing activities. I will apply the concept in creating a long-term relationship with the potential as well as existing customers who belong to different generations as I seek to satisfy their various

Stategic management (strategic thinking) Essay Example | Topics and Well Written Essays - 750 words

Stategic management (strategic thinking) - Essay Example The notion of strategy holds its roots in military usage. According to Nickols, "In business, as in the military, strategy bridges the gap between policy and tactics. Together, strategy and tactics bridge the gap between ends and means" (2000, p. 1). Over the years, the definition of the word strategy has been interpreted in a variety of different ways by researchers and scholars. Nickols also claims that the concept of strategy consists of four rudimentary components: perspective, position, plan, and pattern. The official definition that he offers his readers after discussion the definitions proposed by others is that "Strategy is a term that refers to a complex web of thoughts, ideas, insights, experiences, goals, expertise, memories, perceptions, and expectations that provides general guidance for specific actions in pursuit of particular ends. Strategy is at once the course we chart, the journey we imagine and, at the same time, it is the course we steer, the trip we actually make" (2000, p. 1) Strategy can be difficult for a strategist because it often involves a lot of guesswork. No one can predict the future with full accuracy, so quite a few assumptions have to be made based on things such as past performance and experiences. Nonetheless, all strategies are based on goals, which mean managers have an ideal situation in mind to strive for, regardless of whether or not they know exactly how to get there. Strategy involves a lot of risk-taking, which also means that a lot of research has to be performed if it is to be as accurate as possible. Without a carefully made plan, an attempt at organizing a strategy can result in managers running around in circles, wasting money, and becoming quite frustrated (Nickols, 2000). Strategic decisions are made within an organization through a series of key steps. First of all, there is the communication stage where those with a vested interested gather together and exchange thoughts and ideas regarding a particular company's current situation versus where it could end up in the future. SWOT analyses are often conducted at this point. Once the desired end result has been determined, they are communicated continuously to those within the organization so that no one loses sight. Next, it is important that companies ensure a complete and thorough understanding of the desired end result through discussing issues related to it and gathering and observing feedback. One example of strategic decision making of this nature took place when Starbucks chose to redo their organizational structure around 2005, which is now relatively flat compared to the traditional organizational structure (Nickols, 2000). Strategic Thinking Mintzberg does an excellent job of providing advantages, disadvantages, facts, and folklores of strategic thinking in his literary works. Mintzberg claims that there are four myths regarding the job duties of a manager. First of all, people believe that managers tend to plan in a reflective manner, which is untrue since the often prefer to take action in a speedy fashion. Second, people tend to believe that managers are exempt from regular duties, but this is also untrue. Third, people tend to believe that managers always prefer concrete, paper evidence of information, when they in reality often prefer verbal

Perception of Leadership and Followership

Perception of Leadership and Followership Leadership and followership have the same coin but different face that we live by from the moment were born. Being on one of them does not mean youre just on that side, you can be a follower with your employer and a leader in your personal life. Both concepts have a broad meaning and cannot be adjusted into a short range or to a specific situation. Nevertheless, the relationship between them are endless and neither one of them can survive without the other. Moreover, whenever the leadership is setting an exemplary role, the follower will follow up exactly at the same level or at least the majority will do. Although, there is a correlation relationship between them, but it is always the leadership that has responsibilities to create reforms, expansions, and prosperity in the society. Furthermore, there is a very thin line between them and that line must be recognized by both side to ensure that commonsense balance is always present. For example, leaders sometimes forget to impose equ ality for all the followers under their responsibility due to the general system that has a limitation for them to spot that equality gap. Additionally, in this case, its better that a follower steps up to leadership and point out that gap and act accurately to close it by the right means. I feel that there is always a significant amount of useless area between leadership and followership that can be filled with enthusiasm, passion, and productivity. My family heritage and background have greatly influenced my perception of leadership in several ways. The experiences that you get in your early childhood days from the interactions that you have had with your family often re-emerges in your adult life interactions that you have with others including the interactions that you have in the business world. In that sense family becomes your first organization, and your family members become your first management team. It is your family life and upbringing that affects the ways in which the leaders respond to the pressures and the way they behave with their team members (Barry, 2015). My family upbringing was such that where I had many siblings and had many relatives with whom I used to interact quite often, which I believe has helped me develop my communication skills which I use as a leader also. The first time I realized my leadership potential was when I managed to finish my first big project in work much before the deadline and that project was a big deal to company performance and efficiency. Furthermore, the project was to transform hundreds of thousand paper data to electronic data which I was able to do with four members team and the timeline was two years and we finished it in just one year. As a result of my initiative, everything got sorted. There I was able to realize my leadership/influential skills. Values play a very crucial role in our lives. Besides taking decisions as per your values and philosophies, recognizing and understanding a given situation at your work place with respect to the values and philosophies of other team members is also very important. When an individual is able to establish a link between his or her own personal values with those of his or her employer, then a powerful connection is created (Anonson, 2014). Teaching can also be a way to shape the beliefs of a person regarding leadership. For example, The teacher who I can say had changed my life, and my views of leadership were my English teacher. When I was in 6th grade, there was a student in my class who was quite shy to speak up in the class, but Mr. Sultan (English teacher) showed faith in him and always encouraged him to speak even if he was wrong. And later on, that student became a very good spokesperson even at college level. At present concerning my professional work, I look up to my manager who is one of the executive, Mr. Abdullah as my role model for the most respective leader. The qualities that I admire about him are that he focusses on strength. He not just focusses on his own strengths or the strengths of the company, but also makes efforts to improve the strength of others in the organization as well. Besides this, he has got the qualities of trust. As an HR professional or line manager, HR Competencies will help me to become a better leader or follower and enhanced my team effectiveness. Earlier, before the development of leadership competencies, leadership was thought to be a task to be done only at the top level in the organization. Only the senior level people in the organization were able to take decisions and influence all in the organization (Shanafelt, 2015). Although, by the advancement of leadership competencies, it is now becoming an essential part in every level of the organization and not just by the upper-management. Leadership function that I was able to demonstrate while working with my team was being polite and friendly with my team members, and that gave me the advantage to have a better communication with them and to be opened to sort any misunderstanding that might happen. The Challenges and problems that I faced in my leadership were that though I was liked among my team members but due to this informal bonding, I lacked that respect that as a leader I should be getting and also people used to take my orders for granted. But as soon as I face this problem, I started working on the ways to overcome it. And for that purpose, I rather than encouraging informal communications, started taking up weekly formal meetings with all members. Race and gender also sometimes have an impact on leadership. When a female is given the position of a leader, many male team members refuse to follow her ideas. Also sometimes people do not cooperate with their leader on the basis of his nationality or caste. Ethics play a very important role in leadership. Sometimes leadership places employees in compromising positions which can result in dissatisfaction and thus can completely tarnish an organizations image and mission. Thus, leaders must take ethically correct decisions in the organization. On taking my self-assessment test, I got 37 points as a leader, which shows that I am a team player who enjoys working in the team. After my own experiences of working as a leader and a follower, I have noticed two dimensions of followership which are competency and relationship. Competency requires working well with others by analyzing them as a source of work. Whereas relationship requires building trust and improving communications. Whereas as a good leader, your strengths are being patient, confident, a role model and being polite to all. Using these strengths when your performing the leadership or followership role will enhance the reliability of your role and your part of any team. After assessing my own experiences, I can say that followers can either make or break the leaders by influencing the way the goals are achieved. Being a good follower means you take responsibility to back your leadership with any assistance they need to be on the right path and most importantly remained them if they lose their tracks. By being a good follower, you dont really have to be a sheep and follow blindly to the leader, but rather you must develop those skills of a good follower which will help you become a better leader (Derler, 2014). Thus, my future goals would include becoming a good follower to become a role model when following ethical leadership when it comes to being a leader. Thus, it can finally be concluded that followership is nothing but the mirror image of leadership and becoming a good follower will not let you down rather will help you in becoming a great leader. Also, leadership is inefficient without good followers. References Barry, T. R. (2015). Top 10 qualities of a project manager Anonson, J., Walker, M. E., Arries, E., Maposa, S., Telford, P., Berry, L. (2014). Qualities of exemplary nurse leaders: perspectives of frontline nurses. Journal of nursing management, 22(1), 127-136. Shanafelt, T. D., Gorringe, G., Menaker, R., Storz, K. A., Reeves, D., Buskirk, S. J., Swensen, S. J. (2015, April). Impact of organizational leadership on physician burnout and satisfaction. In Mayo Clinic Proceedings (Vol. 90, No. 4, pp. 432-440). Elsevier. D. (2015). Leaders in the Shadows: The Leadership Qualities of Municipal Chief Administrative Siegel, Officers. University of Toronto Press. Black, S. A. (2015). Qualities of effective leadership in higher education. Open Journal of Leadership, 4(02), 54. Derler, A., Weibler, J. (2014). The ideal employee: context and leaders implicit follower theories. Leadership Organization Development Journal, 35(5), 386-409. Bligh, M. C., Kohles, J. C. (2015). Approaching leadership with a follower focus.

Character Analysis of The Moon is Down by John Steinbeck Essay

Analysis of The Moon is Down by John Steinbeck â€Å"Apart from Mayor Orden, the characters in â€Å"The Moon Is Down† remain two dimensional† John Steinbeck’s â€Å"The Moon Is Down† is a novel about human relationships, the relationships between a small town and its invaders, the relationships between town officials and the towns-people, and the relationships between the members of the invading army. Although it is a short novel Steinbeck has made a few strong and well-defined characters in these 122 pages. While there are many characters that only have a few pages in which to define themselves, the major characters seem to be very well thought out, and most are quite well rounded. Most of the characters in the novel receive a small paragraph with a description of who they are, these paragraphs are very detailed and help to make the character whole. They not only provide a description of what the character looks like, they give an insight into what the character is thinking. Even to small characters this adds a feeling of understanding on the part of the reader. It allows the reader, in some way, to have a connection to the character, and while the dialogue of â€Å"The Moon Is Down† may be a bit thin, it makes the characters seem more real. Mayor Orden is indisputably, not only the main, but also the most realistic of all the characters in â€Å"The Moon Is Down†. He was made to be Mayor of the town, and nobody would ever dispute his position, however, the first few pages of the book show Doctor Winter and the Mayor’s serving-man (Joseph) offhandedly referring to the Mayor as if he was a little apathetic and vague towards his own appearance. â€Å" ‘What’s the Mayor doing?’ ‘Dressing to receive the Colonel, sir.’ ‘... ...the towns-people pose, he does know that they are the one fault in his leaders plan. Steinbeck wrote this character with a clear insight into the human mind. Colonel Lanser doesn’t want to be in the town any more than he is wanted there, but a Colonel in an army must do as their leader instructs. â€Å"The Moon Is Down† may be a short book, but it does have a lot going for it. Though many people may find the dialogue a let down, the characters are strong, and full of hidden quirks. Steinbeck didn’t directly create â€Å"three-dimensional† characters, but rather let the readers do the work for him. The way this novel is written brings enough life to the story to make every character seem slightly more real, no matter how small their part to play was. Biliography =========== The Moon Is Down by John Steinbeck. First published by William Heinemann Ltd. 1942.

The Food Wars by Walden Bello

Food insecurity is linked to various issues such as poverty, low income, poor infrastructure, inequitable access to land, water, credit and markets. Food security is also threatened due to natural disasters such as floods, droughts and further exacerbated by internal conflicts which can dislocate rural and farming communities. These issues and challenges are the normal and repetitive debates among the global community of practice regarding food security while the needs and necessities of the peasant farmers, who are responsible for the majority of food production around the globe, are not addressed. In The Food Wars, Walden Bello presents the important and burning issues of the North-South power gap and hierarchy regarding food security. Bello depicts and argues the role of the Bretton Woods institutions influencing agricultural policies in developing countries, organizations such as the WTO designing rules and regulations that exclude developing nations and their smallholder farmers, while donor organizations such as USAID heavily persuade developing nations to adopt unfriendly domestic policies. Most importantly, Bello closes the gap between the policies made by multilateral institutions, developing government ministries and their implication on the peasant farmer. The structural adjustment had massive implication and consequences in Mexico and the Philippines. According to Bello, the structural adjustment tore apart the traditional corn farmers of Mexico and turned a nation that was once the original place of corn domestication to a major corn importer. Furthermore, the creation of the North American Free Trade Agreement (NAFTA) in an attempt to create liberalization of agricultural trade further displaced smallholder farmers. Policies imposed by the North have diverted the traditional farming practices of the peasant farmer that has existed for decades to commercial agricultural practices in an attempt to increase agricultural efficiency and strengthen food security. Following the structural adjustment and NAFTA Mexico experienced severe food insecurity while the young labor force from rural farms stated migrating to the US. Bello also discusses the Philippines experience regarding the rice shortage. The Philippines once a major rice exporter nation owing to the government echnical services geared towards peasant farmers became a major food importer due to the effects of structural adjustments. Philippines entry to the WTO increased the country’s payment to its debts, extracting funds from various government services including towards peasant farmers while the nation’s food insecurity increased. Bello states: â€Å"Today, the status of the Philippines as a permanent importer of rice and, mo re generally, a net food importer is implicitly accepted by a government that does not view the countryside as an essential element in the nation’s economic development†¦Ã¢â‚¬ (Bello, 67). Bello also discusses the impact of the structural adjustment in the African agriculture. In what Bello labeled â€Å"Destroying African Agriculture†, he discusses the transformation of the African continent as a major exporter of food to a major importer. The aim of the structure adjustment in Africa was to loosen governments’ involvement in rural agriculture such as subsidized fertilizers. The ultimate goal was to attract the private sector into the agriculture economy so that ultimately agriculture productivity increases through industrialized mode of agriculture instead of the peasant agriculture. However, according to Bello, the private sector failed to step in to fill in the gaps. In the case of Malawi, the extreme influence over the government to adopt structural adjustment led the extreme food insecurity of the country and eventually led to famine. Prior to giving into the World Bank’s and IMF’s pressure to adopt to these adjustments, Malawi had a fertilizer subsidy program that provided peasants farmers with affordable fertilizers. After surrendering to the structural adjustment, the government of Malawi withdrew its support to peasant farmers with the hope of the private sector stepping in. However, food production declined tremendously while the nation turned to aid. Malawi finally refused to abide by these adjustments and continued to provide subsidized fertilizer which was followed by three years of crop surplus. Furthermore, Bello emphasizes the contradicting approaches between the WTO and the structural adjustment of the Bretton Wood Institutions. While the World Bank and the IMF were forcing governments to abandon the various subsidies they have set up in place for the peasant farmer, the WTO failed to eliminate subsidies by the US and European governments. Bello states: â€Å"Subsidies now account for 40 percent of the value of agricultural production in the European Union and 25 percent in the United States† (Bello, 76-77). Smallholder farmers were in no position to compete in such unfair market environment and thus the rise in food insecurity around the globe. Agrofuels were once considered the remedy to the massive consumption of fossil fuels and the green alternative. However, as Bello mentions and debates: â€Å"†¦that US and EU agrofuels policies were responsible for three quarters of the 140 percent increase in food prices between 2002 and February 2008† (Bello, 123). Agrofuels become an opportunity of major profit making for multiple multinational corporations. Government officials and development workers indorsed this magical solution with the hope of aiding their beneficiaries. However, the serious demand of agrofuel consumption and production led to extensive environmental damage, pollution and threats to biodiversity. Furthermore, the production of agrofuels failed to be sustainable for it exploits more energy than it produces. However, corporate agriculture and various privileged politicians are the primary beneficiaries to agrofuels and the main drivers to projects and policies that are favorable to it. According to Shepard Daniel and Anuradha Mittal’s article â€Å"The Great Land Grab: Rush for World’s Farmland Threatens Food security of the Poor,† the demand for land has driven investors from around the globe to the current land grab: â€Å"Attracted by this big demand and market, investors- mainly from the private sector and OECD member countries- are targeting vast tracts of land to produce crops for agrofuels in developing countries,†¦Ã¢â‚¬  (Daniel and Mittal, 4). The land grab in various developing nations is not only coming from the usual â€Å"Northern† countries but rather from emerging economies of China, India, Saudi Arabia and UAE. Furthermore, pressured by the international institutions and foreign investors, developing countries governments fail to make the appropriate decisions that favors smallholder farmers. More and more evidence is indicating that there is not much room for smallholder farmers in this global rush to massive land grabs. Peasant farmers are being forced out of their lands, forced to work on industrialized agriculture while losing their family/ traditional values. The global land grab is not only eliminating traditional farming heritages but is also creating a severe food shortage and insecurity in the most vulnerable areas of the world. Walden Bello presents a holistic argument regarding international food insecurity as influenced by various global players of the North. It offers an extensive analysis of the power hierarchy that exists between the North- South divide and its contribution to the various failed endeavors and attempts to achieving global food security. Bello also emphasizes on food sovereignty as the right of each nation and its citizens to sustain and advance its own capacity to produce basic food, while respecting environmental, productive and cultural diversity. Most importantly, the book emphasizes on the importance of the participation of peasant farmers in decision and policy making being key to achieving food security and healthy economic growth as a whole.

Response to “We Should Cherish Our Children’s Freedom to Think” by Kie Ho

We read the article, â€Å"We Should Cherish Our Children’s Freedom to Think† last week. The author Kie Ho uses his own experiences about his son’s thought and many examples to prove his point. He thinks that public education certainly is not perfect in America, but it is a great deal better than any other country. Children should be more liberal thinking, writing and imagining, rather than comply with the rules or follow the prescribed order of their parents and the execution of what adults say. Children’s creativity brings inspiration to adults, improves the act of education and makes the change to the world.It is also can make children have a better future. The system of education is not perfect; it is difficult for the children to freely to think, write and create when they began to study the knowledge from the school for a long time, because school teaches the knowledge that is scientific and rigorous. The knowledge is the system and it needs to be au dited and modified. Chinese students spend 15 to17 years study knowledge in school. So the school does not require students to research the new knowledge. They just need the student to memorize and calculate rather than to validate it that is correct.Just like the sky is blue. Why? Because our teacher is telling us the sky is blue. When people are very young, they do not know what many words mean. And the meaning of these words is also what other people give to it. After that their parents or teachers teach them what these words mean, because that knowledge is fixed and cannot be changed. The reality of the society requires people to not only to remember the knowledge, but also have to complete experiments. Solving the reality and ideal conflict can also make the education system more perfect.I agree with the author’s point that the students just use ways of dedication and obedience to answer the teachers’ question about knowledge. The teacher very easily controls and manages the students' learning progress, and can quickly lead students to think about the knowledge. They do not have a chance to choose the answers because teacher will give a correct answer when the student asks. There is nothing that can replace it. If the student does not use the correct answers to fill in the homework or exam problems, they won't get a good result, which has a great influence on their GPA.So that in the future they can't go to a good university. Therefore there are many schools that will provide opportunities for students and guidance to exercise to have a rich imagination. In China, many parents send their child to this school to exercise the ability before children go to the elementary school. Parents always are willing to provide their children with future security. People need the very rich and colorful thought from the children, because Children's thinking is not restricted and is not affected by the external environmental effects. Adult feeling and though t has a fixed pattern.And they also think things should be comprehensive and meticulous, they cannot do wayward things before they think. They need to have sense of responsibility and social moral consciousness, because they have more force of action and also have independent economic needs to support their actions. So the idea of children of the enlightenment, schools can compensate for these external factors, and reduce the bad influence of socially. So in conclusion I agree with Kie Hos’ ideas that people should cherish their children’s freedom to think, write and be creative in imagination, and make education system more perfect.He improves his idea on children thought, and uses his experiences to show other people what he thinks about the freedom of young people’s ideas. In return, I think that he demonstrated the ideas and perspectives made by the adults to reflect on their own ideas on the future of children’s thought, Children’s thought can help adults instead of limiting children’s development. The children’s thought is very rich and colorful, and they cannot be influenced by the adult’s thought. The adults will from their mind bring inspiration of the children. Do not imprison our thoughts. We can make our country perfect.

Balsawood Structure Design Essays - Mechanics, Materials Science

Balsawood Structure Design Essays - Mechanics, Materials Science Balsawood Structure Design 1. Introduction: This report is the first stage of the design, construction and testing of a balsa wood structure. In April, the design will be tested against classmates designs, where the design with the highest load/weight ratio wins. The information gained from this report will be used in the construction of the structure. The report is composed of two sections. The first is an evaluation of material properties of balsa, glues and different joint configurations. The second section consists of a discussion on a preliminary design that is based on conclusions drawn from the testing section. Common material tests of tension, compression and bending were performed and analyzed. The qualities of three different adhesives were tested and evaluated, and finally, three different joint configurations were tested. Illustrations of each test setup are included. Whenever possible, qualitative results will be given as opposed to strictly quantitative values. A qualitative result is much more useful in general design decisions. Experimental results from the testing stage combined with experiences is working with the materials offered clues for the preliminary design. The design section mixes both practical and experimental experience together to present the best possible solution for the structure. It also offers additional insights that were not considered in the initial material testing procedure. The design presented in the this section, is likely to be similar the final model, however modifications may be needed for the final design that were unforeseeable at the time of this report. This report generally functions as a guide for the construction stage of the project. Its role is to provide useful information and a basis for the final design. Before the final design is tested, prototypes will be constructed to test the principles discussed in this report. The goal of this report is to combine the results from testing and experience to produce a working preliminary design. 2. Material Testing All standard testing was performed on the Applied Test System located in room XXXXXXXXXXXXXX. The goal of this section is to determine the material strengths of balsa, and how balsa responds to different loading. Before testing, the basic structure of balsa needs to be considered. Wood grain is composed of bundles of thin tubular components or fibers which are naturally formed together. When loaded parallel to this grain, the fibers exhibit the greatest strength. When loaded perpendicular to the grain, the fibers pull apart easily, and the material exhibits the least strength. Generally, for design considerations, the weakest orientation should be tested. However, testing procedure called for testing of the material in the greatest strength orientations; torsion and compression, parallel to the grain, and bending with the shear forces perpendicular to the grain. Testing the materials for their "best direction" characteristics can produce results that are not representative of real behavior. To expect uniform stress distributions and to predict the exact locations of stresses prior to testing prototypes is generally not a good idea. However the values obtained from these tests can give a general idea of where the structure may fail, and will display basic properties of the material. Tension Test In tension testing, it is important to have samples shaped like the one in Figure 1, or the material may break at the ends where the clamps are applied to the material. Failure was defined to occur when the specimen broke in the center area, and not near the clamps. The machine records the maximum load applied to the specimen and the cross sectional area was taken of the central area prior to testing. These two values are used to compute the maximum stress the material can withstand before failure. Figure 1: Sample Torsion Specimen In general, the material failed at the spaces with the smallest cross-sectional areas, where imprecisions in cutting took place or the material was simply weaker. It took many tests to get breaks that occurred in the center section instead of at the ends, perhaps with an even smaller center section this would have been easier. It should also be noted that two different batches of balsa were tested and there was a notable discrepancy between the results. Table 1: Tension Tests Results Specimen # Strength (psi) 1 1154 2 1316 3 1830 4 1889 Specimens 3 and 4 were from a different batch of balsa and were thicker pieces in general, although thickness should have had no effect on maximum stress, it is assumed that the second batch simply has a greater density than the first one, or perhaps that it had not been affected by air humidity as much as the first batch. (See the design concepts section for more discussion

Combined Gas Law Definition and Examples

Combined Gas Law Definition and Examples The combined gas law combines the three gas laws: Boyles Law, Charles Law, and Gay-Lussacs Law. It states that the ratio of the product of pressure and volume and the absolute temperature of a gas is equal to a constant. When Avogadros law is added to the combined gas law, the ideal gas law results. Unlike the named gas laws, the combined gas law doesnt have an official discoverer. It is simply a combination of the other gas laws that works when everything except temperature, pressure, and volume are held constant. There are a couple of common equations for writing the combined gas law. The classic law relates Boyles law and Charles law to state: PV/T k where P pressure,  V volume,  T absolute temperature (Kelvin), and  k constant. The constant k is a true constant if the number of moles of the gas doesnt change.  Otherwise, it varies. Another common formula for the combined gas law relates before and after conditions of a gas: P1V1 / T1 P2V2 / T2 Example Find the volume of a gas at STP when 2.00 liters is collected at 745.0 mm Hg and 25.0 degrees Celsius. To solve the problem, you first need to identify which formula to use. In this case, the question asks about conditions at STP, so you know youre dealing with a before and after problem. Next, you need to understand  STP. If you havent memorized this already (and you probably should, since it appears a lot), STP refers to standard temperature and pressure, which is 273 Kelvin and 760.0 mm Hg. Because the law works using absolute temperature, you need to convert  25.0  degrees Celsius to the Kelvin scale. This gives you 298 Kelvin. At this point, you can plug the values into the formula and solve for the unknown. A common mistake some people make when theyre new to this kind of problem is confusing which numbers go together. Its good practice to identify the variables. In this problem they are: P1   745.0 mm HgV1   2.00 LT1   298 KP2   760.0 mm HgV2   x (the unknown youre solving for)T2   273 K Next, take the formula and set it up to solve for the unknown  x, which in this problem  is  V2: P1V1  / T1   P2V2  / T2 Cross-multiply to clear the fractions: P1V1T2   P2V2T1 Divide to isolate  V2: V2   (P1V1T2) / (P2T1) Plug in the numbers and solve for V2: V2  Ã‚  (745.0 mm Hg  · 2.00 L  · 273 K) / (760 mm Hg  · 298 K)V2 1.796 L Report the result using the correct number of significant figures: V2   1.80 L Applications The combined gas law has practical applications when dealing with gases at ordinary temperatures and pressures. Like other gas laws based on ideal behavior, it becomes less accurate at high temperatures and pressures. The law is used in thermodynamics and fluid mechanics. For example, it can be used to calculate pressure, volume, or temperature for the gas in clouds to forecast weather.

A Tale Of Two Cities Introduction

A Tale Of Two Cities Introduction Essay In the fictitious novel Tale of Two Cities, the author, Charles Dickens, lays out a brilliant plot. Charles Dickens was born inEngland on February 7, 1812 near the south coast. His family moved to London when he was ten years old and quickly went into debt. To help support himself, Charles went to work at a blacking warehouse when he was twelve. His father was soon imprisoned for debt and shortly thereafter the rest of the family split apart. Charles continued to work at the blacking warehouse even after his father inherited some money and got out of prison. When he was thirteen, Dickens went back to school for two years. He later learned shorthand and became a freelance court reporter. He started out as a journalist at theage of twenty and later wrote his first novel, The Pickwick Papers. He went on to write many other novels, including Tale of Two Cities in 1859. Tale of Two Cities takes place in France and England during the troubled times of the French Revolution. There are travels by the characters between the countries, but most of the action takes place in Paris, France. The wineshop in Paris is the hot spot for the French revolutionists, mostly because the wineshop owner, Ernest Defarge, and his wife, Madame Defarge, are key leaders and officials of the revolution. Action in the book is scattered out in many places; such as the Bastille, Tellsons Bank, the home of the Manettes, and largely, the streets of Paris. These places help to introduce many characters into the plot. One of the main characters, Madame Therese Defarge, is a major antagonist who seeks revenge, being a key revolutionist. She is very stubborn and unforgiving in her cunning scheme of revenge on the Evermonde family. Throughout the story, she knits shrouds for the intended victims of the revolution. Charles Darnay, one of whom Mrs. Defarge is seeking revenge, is coneztly being put on the ezd and wants no part of his own lineage. He is a languid protagonist and has a tendency to get arrested and must be bailed out several times during the story. Dr. Alexander Manette, a veteran prisoner of the Bastille and moderate protagonist, cannot escape the memory of being held and sometimes relapses to cobbling shoes. Dr. Manette is somewhat redundant as a character in the novel, but plays a very significant part in the plot. Dr. Manettes daughter, Lucie Manette, a positive protagonist, is loved by many and marries Charles Darnay . She is a quiet, emotional person and a subtle protagonist in the novel. One who never forgot his love for Lucie, the protagonist Sydney Carton changed predominately during the course of the novel. Sydney , a look-alike of Charles Darnay, was introduced as a frustrated, immature alcoholic, but in the end, made the ultimate sacrifice for a good friend. These and other characters help to weave an interesting and dramatic plot. Dr. Manette has just been released from the Bastille, and Lucie, eager to meet her father whom she thought was dead, goes with Mr. Jarvis Lorry to bring him back to England. Dr. Manette is in an insane state from his long prison stay and does nothing but cobble shoes, although he is finally persuaded to go to England. Several years later, Lucie, Dr. Manette, and Mr. Lorry are witnesses at the trial of Charles Darnay. Darnay, earning his living as a tutor, frequently travels between England and France and is accused of treason in his home country of France. He is saved from being prosecuted by Sydney Carton, who a witness confuses for Darnay, thus not making the case positive. Darnay ended up being acquitted for his presumed crime. Darnay and Carton both fall in love with Lucie and want to marry her. Carton, an alcoholic at the time, realizes that a relationship with Lucie is impossible, but he still tells her that he loves her and would do anything for her. Darnay and Lucie marry ea ch other on thepremises of the two promises between Dr. Manette and Darnay. Right after the marriage, while the newlyweds are on their honeymoon, Dr. Manette has a relapse and cobbles shoes for nine days straight. READ: Lysistrata Argumentative Essay Frances citizens arm themselves for a revolution and, led by the Defarges, start the revolution by raiding the Bastille. Shortlybefore the start of the revolution, the Marquis runs over a child in the streets of Paris. He is assassinated soon after by Gaspard, the childs father, who is also a part of the revolution. Three years later, right in the middle of the revolution, Darnay is called to France to help Gabelle, an old friend. As soon as he goes down what seems to be a one-way street to France, he is arrested (in France) for being an enemy of the state. Dr. Manette, Lucie, and the Darnays daughter go shortly after to Paris to see if they can be of any help to Charles. When the delayed trial finally takes place, Dr. Manette, who is in the peoples favor, uses his influence to free Charles. The same day, Charles is re-arrested on charges set forth by the Defarges and one other mystery person. The next day, at a trial that had absolutely no delay , Charles is convicted and sentenced to death. Because of the despondent situation, Dr. Manette has a relapse and cobbles shoes. Sydney Carton overhears plot to kill Lucie, herdaughter, and Dr. Manette and has them immediately get ready to leave the country. Carton, having spy contacts, gets into the prison in which Darnay is being held, drugs him and switches places with him. Lucie, Charles, and their daughter successfully leave the country. Sydney Carton, making the ultimate sacrifice, partly for Lucie, goes to the guillotine in place of Charles. Just before he dies, Carton has a vision in which society is greatly improved and the Darnays have a son named after him. This dramatic plot revolves around several central themes. One theme involves revenge. Ones bad side is brought out by the evil effects of revenge. Madame Defarge is the main subject of this implicit theme. She turns into a killing machine because she must get revenge. An example of this is when she finds out Charles Darnay is an Evermonde and is going to marry Lucie Manette. She knits Darnays name into the death register. Another key theme in the novel has to do with courage and sacrifice. There were many sacrifices in this novel by many different characters. The ultimate sacrifice was made by Sydney Carton. Because of his love for Lucie and his friendship with Darnay,Carton is the example of one of the most important themes implied in this book. Carton helps others, and does not think so much of himself. Right before going to the guillotine, Carton sees a better world, a world where he gave to others, not thinkingof himself. These themes help outline an interesting story.

Outline and critique the main themes in martin luther kings Jr.s Essay

Outline and critique the main themes in martin luther kings Jr.s theology. can it inspire the contemporay church to be a 'voice of conscience' in society today - Essay Example Other than the colored church traditions, King sought from other intellectual sources to back up his noble course of liberating his people from oppression. National and international public figures like Mahatma Gandhi and Thoreau inspired him with their individual philosophies. He borrowed the nonaggressive protest tradition that the two advocated. He also gave secular interactionism a chance, alongside protestant liberalism in an attempt to have in place a harmonized approach of theology amid struggle for equality. It’s apparent that the key hindrance to Martin King talented theologian is the narrow, shallow, elitist, and racist definition of theology. These flaws restricts its methods and subject matter to problems and issues that other races tend to identify. King at all times steered from the front. He passionately sought to transform all the forms of oppression in his society. He aspired to establish a fair and a nondiscriminatory society. Thus, it is possible to analyze his involvement with such events as the famous successful Montgomery bus boycott (1953-56). In addition to the defeat in Albany (1961), the Birmingham demonstrations(1963), the Sejma March for goring rights (1965) and his encounter with racism in Chicago (1966). Moreover, Kings had dialogue with black power advocates during and after the Meredith Mississippi March (1966). He arranged the preparation for Poor Peoples March on Washington (1967), had a stand against the Vietnam War (1967-68), and had his last march with garbage workers in Memphis (1968). Martin King was keen not to restrict his theological pursuit to the afflictions of one minority group. As much as his initial drive was motivated by the oppression of the black, his theological vision was diverse and in fact, universal. He targeted the entire humanity as he thought of the brown Vietnamese

Compare and contrast the Erechtheum and the Pantheon Essay

Compare and contrast the Erechtheum and the Pantheon - Essay Example Of course it had always been referred to that the Romans were imitative of Greek culture. The same can be said in their architecture. Barstow makes for an interesting commentary when he said that â€Å"Roman architecture has been called merely Greek architecture imitated with greater richness but less refinement. No doubt the Greeks were greater originators, but the Romans were more practical, and, being great builders they extended the art in every direction. Yet, where they changed or modified the Greek, they did not always improve it (p. 49). The columns are the very main foundation of both the Erechtheum and the Pantheon. It served not only a decorative, and magnificently so at that, but also as the main source of strength of the two buildings. When we see the Erechtheum and the Pantheon we are immediately transported to the culture of a former world and its lush sense of style that has continued to captivate the essence of design up to this day. There are many similarities between these architectures and this may be palpable in the two structures but there are also differences that may be perceived, especially in the Pantheon which came much later than the Erechtheum and thus contains some improvements and innovations. The Erechtheum is a temple built for the goddess Athena Polias with Ionic design. The design is characterized by two chambers where one faces west and the other faces east. There is a debate as to which direction is actually devoted to Athena but there is belief that it is the western end the Erechtheum while in the eastern portion is that of Poseidon-Erechtheus, Hephaestus and Boutes. The Erechtheum is actually the name of one of its cellas, the same way the Pantheon derived its name. An interesting tidbit of history was divulged by Pausinias to describe the worship for Athena of the people. He tells that even though there are many of those who had already converted to Christianity, they still hold a special reverence for Athena and the Erechtheum. The image in the Acropolis was considered to be most holy. Legend says that it fell from the sky with a lamp that never goes out of oil easily though it is lighted throughout (George, n.p.). The most distinct design of Roman architecture is their use of arches. This was not new when they incorporated it into their construction but it was revolutionized by the Romans. Where the Greeks usually employed straight lines, the Romans made use of arches to give a softer feel to the look of the buildings. This is an integral aspect of the Pantheon which is essentially a dome that fully embraces the use of an arch. This transformed the total design of a building. It was also during the time of the Romans where the use of cement which is basically rock that were ground and sand mixed as a wet component proliferated. This technique was actually responsible and made it possible to build the Pantheon. But unlike the Greeks, the Romans built more than temples

Discussion Board Essay Example | Topics and Well Written Essays - 250 words - 7

Discussion Board - Essay Example It is actually at this point that the women begin acting as detectives. Mrs. Peters made inferences on a loaf of bread left in there, as well as on the possibility that Minnie Wright was actually preparing a quilt and that she was actually making nervous sewing patterns on it, which was a sign of a possible mental problem or anxiety. The rising action continues until the part where both female characters find an empty birdcage and finally a bird in the sewing basket whose neck was wrung. The falling action is the part of the play where the men return from their search while the women pretend not to know anything especially about the dead bird with a broken neck. The men still make fun of the women as they overhear them talking whether Minnie Wright was going to quilt it or knot it. The men thought that the women were just discussing trifles but what they did not realize was that it was the actually the most important piece of evidence they needed. Basically, it is the female characters’ actions and curiosity that advance the play’s plot. Had Mrs. Hale and Mrs. Peters not been curious or inquisitive enough, they would not have started looking around the kitchen among Minnie Wright’s things for anything that could satisfy their curiosity. This eventually led them to the bird with a broken neck. Moreover, the indifference of the men towards the women – by regarding them as merely interested in trifles – somehow helped advance the plot too, for, had they been different, they would have searched the kitchen first and the play could have ended there if they had found the bird

Juvenile Sex Offenders consequences Thesis Example | Topics and Well Written Essays - 250 words

Juvenile Sex Offenders consequences - Thesis Example These punishments include incarceration in proper prisons, as opposed to juvenile hall. The crimes that these sex offenders commit are no less hideous than the ones committed by adults, so the consequences should be no less harsh. More rules and laws regarding juvenile sex offenders need to be set down so that all sex offenders are tried in the same way; young or not, they are still committing a horrible crime. When they are left off with just a talking to, their behavior is almost being condoned, allowing the juveniles to be unaware of their mistakes. Young sex offenders are not getting the punishments that they need to change their ways. If they are not stopped in their tracks now, they will only become worse as they get older. They will be under the impression that what they are doing is not too bad, due to the lack of decent punishment, and continue to do it. This sort of mind frame can only worsen the longer a person allows it to strengthen. While prisons might be too problematic for juvenile sex offenders, there are still other options that can be decided and used against these young offenders. Better to get them off of the streets before they cause unfixable

Consumer Behaviour (Marketing) Essay Example | Topics and Well Written Essays - 2000 words

Consumer Behaviour (Marketing) - Essay Example A, Ms. B, Miss C and Little D. Mr. A is a 63 years old retired man. He spends most of his time at home. His wife, Mrs. A, is a 55 years old lady. She has been a housewife throughout her life. She also remains confined to her home most of the times. She visits the nearby market twice a week to buy groceries and vegetables. Their elder daughter, Ms B is a 34-year-old widow and lives with them. She works as a middle level manager in a big company. Miss C, 24, is the younger daughter of Mr. and Mrs. A. She works part time while attending her MBA Classes. She spends all the money that she earns on her education and personal grooming like, clothing, perfumes, beauty parlor etc. She is very fashion conscious and spends most of the time outside home. Little D is the daughter of Ms. B. She is a 7 year old child who attends school from morning nine o' clock to noon. After that she spends her time at home watching TV. In the evening she devotes a couple of hours in doing homework and playing ou t with friends. The family does not appear to be very affluent as there is only one major working member (Ms B) when compared to the basic expenses of food for five people, medicines for two old people and education of a child. All the members of this family have their own choices as far as TV viewing and radio listening is concerned. Mr. ... Viewing / Listening pattern of Member 1 (Mr. A) Mr. A is not very choosy as far as TV channels are concerned. He watches any program that the other family members are watching and often sleeps in the middle of it. However one habit that he still maintains from his early days is listening to the news channel on the radio in the morning. He says, "Just like breakfast I never miss the morning bulletins". Listening to a particular radio channel has become such a habit that he finds his day incomplete without tuning the channel. When the entire house is bustling with activity in the morning, he is the one who is most relaxed, listening to the radio. His liking for that particular radio channel can be linked to the theory of lifestyle. On asking why he listens to that news channel of the radio he said it has become a habit since childhood days when TV had not become an integral part of our lives. Since his childhood he has heard from his elders that the radio bulletins are very credible. So his choice of radio news channel can be linked to the theory of attitude as well. It has rightly been observed by Hawkins, Best and Coney (1992, p. 372) that " Source credibility influences attitudes. It appears to be composed of two basic dimensions: trustworthiness and expertise. Influencing attitudes is much easier when the source of the message is viewed as highly credible by the target market". Viewing / Listening pattern of Member 2 (Mrs. A) Mrs. A is highly interested in watching TV. Says Mrs. A that " I literally have a fight everyday with my grand- daughter (Little D) and the sole reason of our conflict is the TV". Mrs. A loves watching channels that run daily soaps and cookery shows.

Discussion Board Essay Example | Topics and Well Written Essays - 250 words - 7

Discussion Board - Essay Example It is actually at this point that the women begin acting as detectives. Mrs. Peters made inferences on a loaf of bread left in there, as well as on the possibility that Minnie Wright was actually preparing a quilt and that she was actually making nervous sewing patterns on it, which was a sign of a possible mental problem or anxiety. The rising action continues until the part where both female characters find an empty birdcage and finally a bird in the sewing basket whose neck was wrung. The falling action is the part of the play where the men return from their search while the women pretend not to know anything especially about the dead bird with a broken neck. The men still make fun of the women as they overhear them talking whether Minnie Wright was going to quilt it or knot it. The men thought that the women were just discussing trifles but what they did not realize was that it was the actually the most important piece of evidence they needed. Basically, it is the female characters’ actions and curiosity that advance the play’s plot. Had Mrs. Hale and Mrs. Peters not been curious or inquisitive enough, they would not have started looking around the kitchen among Minnie Wright’s things for anything that could satisfy their curiosity. This eventually led them to the bird with a broken neck. Moreover, the indifference of the men towards the women – by regarding them as merely interested in trifles – somehow helped advance the plot too, for, had they been different, they would have searched the kitchen first and the play could have ended there if they had found the bird

Consumer Behaviour (Marketing) Essay Example | Topics and Well Written Essays - 2000 words

Consumer Behaviour (Marketing) - Essay Example A, Ms. B, Miss C and Little D. Mr. A is a 63 years old retired man. He spends most of his time at home. His wife, Mrs. A, is a 55 years old lady. She has been a housewife throughout her life. She also remains confined to her home most of the times. She visits the nearby market twice a week to buy groceries and vegetables. Their elder daughter, Ms B is a 34-year-old widow and lives with them. She works as a middle level manager in a big company. Miss C, 24, is the younger daughter of Mr. and Mrs. A. She works part time while attending her MBA Classes. She spends all the money that she earns on her education and personal grooming like, clothing, perfumes, beauty parlor etc. She is very fashion conscious and spends most of the time outside home. Little D is the daughter of Ms. B. She is a 7 year old child who attends school from morning nine o' clock to noon. After that she spends her time at home watching TV. In the evening she devotes a couple of hours in doing homework and playing ou t with friends. The family does not appear to be very affluent as there is only one major working member (Ms B) when compared to the basic expenses of food for five people, medicines for two old people and education of a child. All the members of this family have their own choices as far as TV viewing and radio listening is concerned. Mr. ... Viewing / Listening pattern of Member 1 (Mr. A) Mr. A is not very choosy as far as TV channels are concerned. He watches any program that the other family members are watching and often sleeps in the middle of it. However one habit that he still maintains from his early days is listening to the news channel on the radio in the morning. He says, "Just like breakfast I never miss the morning bulletins". Listening to a particular radio channel has become such a habit that he finds his day incomplete without tuning the channel. When the entire house is bustling with activity in the morning, he is the one who is most relaxed, listening to the radio. His liking for that particular radio channel can be linked to the theory of lifestyle. On asking why he listens to that news channel of the radio he said it has become a habit since childhood days when TV had not become an integral part of our lives. Since his childhood he has heard from his elders that the radio bulletins are very credible. So his choice of radio news channel can be linked to the theory of attitude as well. It has rightly been observed by Hawkins, Best and Coney (1992, p. 372) that " Source credibility influences attitudes. It appears to be composed of two basic dimensions: trustworthiness and expertise. Influencing attitudes is much easier when the source of the message is viewed as highly credible by the target market". Viewing / Listening pattern of Member 2 (Mrs. A) Mrs. A is highly interested in watching TV. Says Mrs. A that " I literally have a fight everyday with my grand- daughter (Little D) and the sole reason of our conflict is the TV". Mrs. A loves watching channels that run daily soaps and cookery shows.

Minorities in the United States Essay Example for Free

Minorities in the United States Essay Assimilation is defined as a process by which an individual or a group acquires the attitudes and sentiments of other individuals or groups and then incorporates their history and experience to achieve a similar cultural life (Park Burgess, 1921). Early American ancestors who were against assimilation in the country foresaw that immigrants to the country would throw away their cultural identities and the next generations would not retain those cultural identities. It was debated that assimilation could result to a similar nature of national identity in which immigrants could achieve both social and economic benefits by integrating themselves into the mainstream of the American culture (Barvosa-Carter). Immigrants are required to take an identity of an Anglo-Saxon, Protestant, white and monolingual English language speaker when integrating immigrants on the assimilationist model. However, assimilation disregarded the important distinction between a national identity and an ethnic identity. Assimilationists have influenced the American political culture with a false view that the growing cultural diversity among immigrants affects their loyalty to the country (Barvosa-Carter). Furthermore, an assimilationist approach adopts the notion that successful integration of immigrants in the country must remove all ethnic identities among immigrants (Barvosa-Carter). Definition of multiculturalism Multiculturalism is also called ethnic federalism because it is the official acknowledgment of unique, fundamentally fixed ethnic individuals and the sharing of resources based on the idea of membership in an ethnic group. It disapproves the concept of the role of ethnic diversity in the emergence of a single, culturally united people. Multiculturalism also affirms the right of every ethnic American to privilege and power, to demand recognition and respect, and to act in their native language (Salins, 1997). Moreover, multiculturalism came out of a conflict between social cohesion and cultural diversity that has been existent in the American political culture since its formation (Bryson, 2005). Assimilation versus Multiculturalism Assimilation in American life has been much more accommodating, flexible, and effective in allowing the country to retain its national unity despite the influx of different types of cultures and nationalities, while multiculturalism is more often an ideology of ethnic grievance and unavoidably results to ethnic conflict (Salins, 1997). There are two principles that are considered the foundation of multiculturalism and the opposites of assimilationism: immigrants should not throw away any of the cultural qualities they inherited from their ancestors and there will or can never be a single united nationalistic identity that all Americans can interrelate with (Salins, 1997). According to Chavez, multiculturalism supersedes affirmative action with a power to influence how all racial and ethnic groups in the country perceive themselves and conceptualize the country. Proponents of multiculturalism have not lost their belief in the capability of assimilation. The drive to traditionally assimilate ethnic minorities has been overwhelming in the United States, notably among the children of immigrants. Religion looks to be a more effective hindrance to complete assimilation than the temporal elements of culture (Chavez, 2009). Strengths and Limitations of Assimilation and Multiculturalism One of the disadvantages of multiculturalism is the failure to hear the voices of other people who live and share in the same country. However, multiculturalism has proved to be powerful and exclusionary because its primary framework and tools are borrowed from the history of anthropology (Michaelsen, 1999). According to Chavez (2009), the driving force for multiculturalism will not come from immigrants, but from their assimilated counterparts who are more affluent and established. However, multiculturalism will not promote progress, but will put the nation a step backward. The more culturally diverse Americans become, the more important that they commit themselves to a shared culture. The most notable attribute of American culture has been its capability to integrate different elements into a new unified culture (Chavez, 2009). Assimilation among Americans has always implied the notion of give and take and the American culture has been enhanced or improved by what individual ethnic groups contributed to it. (Chavez, 2009) Minority groups experiences Discrimination suffered by ethnic minorities in the United States has affected their achievements in life. The country faces two challenges in dealing with ethnic relations: the move to further eliminate the negative impact of racism that started with slavery and the successful assimilation of growing immigrants, particularly coming from South and Central America and Asia. Moreover, the immigration trend in the country has gained exceptional successes in making the nation’s motto a reality. However, each wave of immigration has resulted to tension between new types of immigrants and older, naturalized immigrants (Thernstrom, A S, 2002). The nature and structure of life in the United States constitutes the social environment in which interpersonal relations among people of different religions, races and national origins occur. The estimated 190 million Americans are not just individual persons with psychological attributes, but belong to different types of groups: primary, secondary, family, associations, social networks, religious, racial, and social classes. The nature of these different types of groups and their interpersonal relationships has a fundamental impact on how people of different cultural backgrounds perceive and relate to each other (Gordon, 1964). The different cultural varieties of Americans have the tendency to be with their own social class and ethnic group for the main purpose of having the warm relationships with their primary groups, interacting with other cultural varieties of Americans mainly in neutral relationships with secondary groups (Gordon, 1964). In conclusion, the United States can cope with the influx of immigrants and increasing diversity by making sure that all Americans learn how to relate with different types of groups that exist in the country. They must learn to continually eliminate structural separation of different types of ethnic groups by enhancing their interaction on the job, on the civic environment, and in other areas of impersonal relations. The process of having a modern and industrial society is dependent on the commitment of mobility and interchangeability of individuals based on their occupational expertise and needs. The universal criteria of training and competence, which rely on the achievement of occupational roles, the choice of political leaders, the selection of living space, and the effective implementation of the educational process must exist in the country, while the criteria based on religion, racial background, and nationality must eliminate. If the structural separation of ethnic groups, brought by prejudices and the desire to maintain their own subculture and ethnic identity, the American society will experience, conflict, mediocrity and confusion (Gordon 1964). Chavez recommends that that all of ethnic minorities in the United States should think of themselves as Americans, no matter where they all come from or what reasons that brought their ancestors in the country. All Americans need to retain the idea that they are one people, not simply an integration of various and competing ethnic groups. Furthermore, the value for immigrant children to understand English than to retain their native language is also necessary to address the complexity of cultural diversity. Going beyond the line where ethnicity and race are the key elements that Americans identify themselves or establish loyalty is also needed. Retaining the values and principles that unite Americans must exist rather than their differences in ancestry (Chavez, 2009). The nation can also cope with the steady influx of immigrants by understanding the concept of culture. Cultures are sets of practices involving codes of communication, habits of interaction, expression of artistic talents, and standards of human behavior that need to be understood by Americans. Furthermore, cultures are interrelated with people because as people change their cultural practices, the entire cultures can and do change (Moya, 2002). Students and teachers can play an important role in helping the nation cope with the growing cultural diversity. They must learn to understand that certain ethnic groups are culturally deprived, while other ethnic groups are culturally rich. It is also important that students and educators must be provided with tools they need to learn the impact of daily interaction on different cultural practices. Understanding the notion of concept of culture will help explain the importance of cultural diversity. Cultures not only can familiarize Americans to the world, but can also be an important form of moral knowledge (Moya, 2002). References Barvosa-Carter, Edwina. American immigrants in American conflict. Georgetown Journal of International Affairs. Retrieved April 7, 2009, from http://journal. georgetown. edu/72/barvosa. cfm. Bryson, Bethany Paige (2005). Making Multiculturalism: Boundaries and Meaning in U. S. Palo Alto, California: Stanford University. Chavez, Linda (2009). Multiculturalism is driving us apart. USA Today. Retrieved April 7, 2009, from http://findarticles. com/p/articles/mim1272/is_n2612_v124/ai_18274647/ Gordon, Milton M. (1964). Assimilation in American Life: The Role of Race, Religion and National Origins. Great Britain: Oxford University Press, Inc. Michaelsen, Scott (1999). Limits of Multiculturalism: Interrogating the Origins of American Anthropology. Minneapolis, MN: University of Minnesota Press. Moya, Paula M. L. (2002). Learning From Experience: Minority Identities, Multicultural Struggles. Berkeley, California: University of California Press. Park, Robert E. Burgess, Ernest W. (1921). Introduction to the Science of Sociology. Chicago, Il: University of Chicago Press. Salins, Peter D. (1997). Assimilation, American style: multiculturalism and ethnic relations. Reason. Los Angeles, California: Reason Foundation. Thernstrom, Abigail Stephan, Eds. (2002). Beyond the Color Line: New Perspectives on Race and Ethnicity in America. Palo Alto, California: Hoover Institution Press.

Lg Group Developing Tomorrows Global Leaders Management Essay

Lg Group Developing Tomorrows Global Leaders Management Essay Based on the basic management philosophy of: Competition from a global perspective Pursuit of best value for customer, employees and shareholders Become the worlds best business group through management by principle And contribute to social development as a good corporate citizen, Bon Moo Koo as a chairman of the LG Group, one of the three largest Korean chaebols, announced LEAP 2005 as vision of the future. It has a goal of increasing revenue to US$380 billion by 2005 with 50% coming from international sales. Leap 2005 centered on employees and this new vision would lead LG to develop the most rewarding workplace for employees. Mr. Y.K. Kim as the head of the LG Human Resource (HR) team was charged with the task of identifying and developing high potential individual and the global leaders that LG would need in the future. He worked closely with Dr. Michael Lee, Managing director of LG Academy (LGA). They estimated that LG would need approximately 1,400 new global leaders by 2005 with about half would be Korean and the rest would be non-Korean. By 1987, LG had businesses and industries in chemicals, communications, energy, electronics, finance, insurance, machinery, metals, sports and trade. Even though LG was strong in Korea, it was not an international technology or quality leader in any of its business segments, especially relative to world-class foreign competitors. A new corporate identity program was launched in 1995, Lucky-Goldstar Group officially changed its name to the LG Group. The logo was designed to symbolize five key concepts: The world, The Future, Youth, Humans and Technology. Top management and HR team needed to create global working environments that include both Korean and non-Korean leaders in order to achieve the objectives of Leap 2005. Strategic analysis using 7s framework Strategy: Low cost strategy (1947 1987) Focused on competing through low cost manufacturing but also strongly emphasized high production volumes Under pricing competitors with products of acceptable, although not superior, quality It established Lucky-Goldstar brand as a low cost and acceptable quality products manufacturer Value strategy (1987 1995) Korean consumers were increasingly aware of and demanding higher quality products because of the standard of living increased the ability to afford higher quality products and services Korean government began to relax trade barriers that made it easier for foreign companies to compete with LG in Korea The cost competitiveness of Korean began to slip Strategic orientation of LEAP 2005 Focused on strategic markets that expected with economic growth and size, also the extent of business opportunity in that market Technological revolution through innovation to be produced faster or more cost efficiently Investment for the greatest possible return Customer satisfaction as a key measure of success Structure: Centralized decision making and a top-down management process In 1987, LGs various affiliated companies were divided into 21Cultural Units consists of multiple Strategic Business Unit (SBUs) Systems: Departments were separated and sequentially handing off projects from product research to product design to engineering to manufacturing to marketing to sales Managers had to develop a new perspective on time based competition thus speed had to be a central value that permeated the groups culture Shared Values: Focused on valuing employees and contributing to social development through good corporate citizenship In 1987, focused on creating customer value Valuable components from old culture: stability, harmony and respect Established and reinforce four new cultural elements: challenge, speed, simplicity and boundarylessness Style: In 1980s, the new management approach management by self-control for greater decision making autonomy Cultural value of respect, translated into a top down management style and emphasis on hierarchy Leap 2005 required LG to change course to a global setting, leadership development emerged as one of the biggest challenges Staff: Managers focused on producing high volumes and getting per unit as low as possible rather than finding out what customer wanted, developing high quality products or expanding marketing capabilities. SBU heads were given full profit and loss responsibility for their units Within SBUs, middle managers were charged with reviewing and reengineering business processes to ensure efficiency and effectiveness Cultural Unit presidents focused on integration and coordination across SBUs Need more global leaders because LG had a domestic orientation in the past included both Korean and non-Korean People from different disciplines and geographies increasingly needed to work together to analyze problems and figure out solutions Skills: Many managers were lack experience with decision autonomy Need hundred of world class managers to achieve its target with more sophisticated knowledge in finance Recommendations: Characteristics of the human organization that would help LG achieve Chairman Koos LEAP2005 vision of the future First, HR should be held responsible for defining an organizational structure. It should identify the model of the companys way of doing business. The well known 7s framework distinguishes seven components in a companys architecture. LG Human resources Team should also used a change model to guide a transformation process at the company began by asking Who, Why, What and How. This model helps an organization identify the key success factors for change and assess the organizations strengths and weaknesses regarding each factor. As change agent, HR professionals do not themselves execute change, but they make sure that it is carried out. The hardest and most important challenge facing LG in that era was changing their culture. In helping to bring about a new culture, HR must follow a four steps process: It must define and clarify the concept of culture change It must articulate why culture change is central to business success It must define a process for assessing the current culture and the desired new culture, as well as for measuring the gap between the two It must identify alternative approaches to creating culture change HR strategies, policies, programs or practices translating the Chairmans vision into reality Key needed capabilities of LGs future global leaders Managers had to change their mindset from flawlessly executing orders to determining strategic direction Managers are required to have a clear idea of what customer needs, values and preferences World class managers that have capabilities for success and growth strategies LG needed a cadre of managers with more sophisticated knowledge of finance To challenge and think differently and to come up with breakthrough innovations Globalization: they must be more literate in the ways of international customers, commerce, and competition than ever before therefore LG should increase their ability to learn and collaborate and to manage diversity, complexity and ambiguity. Profitability through growth: they must also become more focus, more in touch with the fast changing and disparate needs of their customers. Technology: the challenge for managers is to make sense and good use of what technology offers. They will need to figure out how to make technology a viable, productive part of the work setting. Intellectual Capital: The challenge for organizations is making sure they have the capability to find, assimilate, develop, compensate and retain such talented individuals. Change, change and more change: LG must be able to learn rapidly and continuosly, innovate ceaselessly, and take on new strategic imperatives faster and more comfortably How to identify, attract, select and hire, train and develop, motivate, appraise and reward to perform at peak level, and retain the global leaders with the needed competencies and capabilities? The establishment of a development strategy is an important first step in the recruiting process. The second is achieving a fit between it and the rewards that an organization offers. A good fit must exist in in order to attract and motivate effective performance. The issue that needs to be considered when recruiting individuals relates to their motivation to perform. Attracting and recruiting the right talent is a critical part of managing human capital and an integral element of the designing process in organizations. Companies are starting to evaluate their employees not only by objectives but also by the competencies they develop. One possible procedure is what is known as the balanced scorecard. Under this procedure indices of competencies are added to indices of results, and a weighted average is calculated to obtain a final index, which tends to be tied to variable pay. Every company must decide what competencies it needs to develop in its managers in order to achieve its specific goals. The competency profile it chooses is a clear and precise expression of the culture it wants to promote, and can therefore be used as a tool for cultural change. Core competence of the corporation Collective learning in the organization, especially how to coordinate diverse production skills and integrate multiple streams of technologies Harmonizing streams of technology, organizing work, and delivering value Complex harmonization of individual technologies and production skills Could the team take the same approach with the Korean and non-Korean managers? Yes, as long as managers have some strategic competency as follows: business vision, problem solving, resources management, customer orientation, effective networking and negotiation. And also leadership capacity with following basic competencies: communication, organization, empathy, delegation, coaching and teamwork. Questions: What do you consider as the desired characteristics of the human organization that would help LG achieve Chairman Koos LEAP2005 vision of the future? If you were a member of Mr. Y.K Kims LG Human Resources Team, what HR strategies, policies, programs or practices would you recommend to translate the Chairmans vision into reality? What were the key needed capabilities of LGs future global leaders? How would you identify, attract, select and hire, train and develop, motivate, appraise and reward to perform at peak level, and retain the global leaders with the needed competencies and capabilities? Could the team take the same approach with the Korean and non-Korean managers?

Cyber Crime and Cyber Law Essay -- Internet Security, Cybercrime, Onli

Introduction Recently, the Internet has become the most significant technology in all over the world, which is not only used by the people to contact with each other but also utilized by the business organizations to become global (Taylor, Caeti, Loper, Fritsch & Liederbach, 2006). Computer and internet enable the business organizations to execute the Electronic commerce business model, which has become very popular. Computers and Internet are a powerful source in the success of globalization and international business. Computers are being used worldwide and due to this, cyber crimes are increasing continuously with a rapid growth (Cheeseman, 2006). These types of crimes have become a matter of importance for the consumers as well the business firms because it involves large eviction of the amount in terms of money. In these types of crimes, computer and Internet are the primary factor (Spinello, 2000). A high percentage of population is using computers in the Australia, United States as well as other developed nations. These people are much more connected with the world by the use of internet. They are using the computer for fun, business, e-commerce, e-marketing, etc.; thus, it has become an essential part of life and daily routine (Wall, 2008). Cyber crime has become an important concern for not only the business firms, government, law enforcement agencies but also for the common people because these kinds of issues are related to the consumer’s day-to-day activity (Polivanyuk, 2005). Due to these types of crimes, consumer’s money, children, business organization’s integrity, consumer and company’s privacy, etc. are in danger. This is an illegal activity and to remove this crime from the society is very important for a brig... ...Fighting_Cybercrime_-Technical,Juridical_and_Ethical_Challenges.pdf McAdams, T., Neslund, N. & Neslund, K., 2004, Law, Business and Society, 7th Edition, New York: McGraw-Hill Companies. Polivanyuk, V., 2005, ‘Computer Crime: New Kind of Professional Crime’, Web. 28 May 2015. Spinello, R., 2000, Cyber Ethics: Morality and Law in Cyberspace, eds., New York: Jones & Bartlett Publishers. Taylor, R.W., Caeti, T.J., Loper, D.K., Fritsch, E.J. & Liederbach, J., 2006, Digital Crime and Digital Terrorism, 1st Edition, New York: Pearson Education, Inc. Wall D., 2008, ‘Cybercrime, Media and Insecurity: The Shaping of Public Perceptions of Cybercrime’, International Review of Law, Computers and Technology, vol. 22, no. 1-2, pp. 45-63. Yar, M., 2006, Cybercrime and Society, eds. Sage Publications.

The Right Of Autonomy :: essays research papers

The Right of Autonomy   Ã‚  Ã‚  Ã‚  Ã‚  Political philosophy is the philosophy of the state. A state is a group of people who have supreme authority within a given territory or over a certain population, according to Wolf. Authority then, is the right to command and the right to be obeyed which is different from power. Power in Wolff's terms, is the â€Å"ability to compel compliance.† Moral autonomy is â€Å"a submission to laws which one has made for oneself.† Wolf believes that there is a problem between authority and autonomy. Autonomy overrides the importance of authority. He also thinks that classical democracy fails to be a solution to this problem.   Ã‚  Ã‚  Ã‚  Ã‚  An autonomous person is not subject to the will of another. This is thought to be the primary obligation of man. In political philosophy, autonomy is a refusal to be ruled, and authority of the state is the right to rule, there is a conflict. If a man fulfills his obligation to autonomy, then he will go against the claim by the state to have authority over him. Wolf states, â€Å"He will deny that he has a duty to obey the laws of the state simply because they are the laws.† This is the major conflict with political authority. Some philosophers believe that a solution to this problem is the concept of democracy.   Ã‚  Ã‚  Ã‚  Ã‚  This argument says that if men rule themselves then they would be both the law givers and followers, combining autonomy with authority. â€Å"His obligation to submit to the laws stems not from the divine right of the monarch, nor from the hereditary authority of a noble class, but from the fact that he himself is the source of the laws which govern him.†   Ã‚  Ã‚  Ã‚  Ã‚  Wolf doesn't think that it fully solves the problem between authority and autonomy. A unanimous direct democracy is the closest to resolving the conflict, yet in only exists in theory. Representative democracy seems to solve the problems of unanimous direct democracy, but it too, has its problems. Its problems lie in the fact that it is incredibly difficult for everyone to be truly represented. If one is not, then their autonomy is sacrificed. Another possible democratic solution is majoritarian democracy. The problem with this comes with those people who are in the minority. The minority voice is limiting their autonomy because they are obeying something that they do not will. Here Wolf again shows democracy fails to solve the problem between authority and

Educational psychology Essay

I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, & Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, & Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson & Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer & Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the student’s performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.