Creativity in a Business Context Report '' set up a new uk events Essay

Innovativeness in a Business Context Report '' set up another uk occasions managament organization'' (inspiration, ledrship and pay) - Essay Example The facts confirm that gifted and experienced representatives can be considered as significant resources of an association. Worker inspiration can be considered as a significant perspective that should be considered by an association. Successful worker inspiration can improve the whole working environment execution just as business execution of an association. An association can guarantee powerful representative inspiration through huge initiative style of the hierarchical pioneer. What's more, the Royal Planner is additionally experiencing the working environment clashes that have been created because of the insufficient pay dissemination process. A few representatives inside the association are attempting to leave the association because of absence of inspiration and inconsistent remuneration conveyance issue. This exposition will attempt to explore the issue. Besides, the exposition will examine about the issues that are looking by the association. It is profoundly significant for the association to embrace and execute a compelling innovative critical thinking model in the business activity procedure to defeat the procedure. Finally, the association will assess the convenience of the speculations of innovativeness in supporting the program of suggested work. It is exceptionally significant for Royal Planner to distinguish the issues and issues that are influencing the business execution of the association. The association is confronting a few work environment related issues. Absence of representative inspiration, lacking installment dispersion and helpless initiative quality influenced the business execution of Royal Planner. Parnes-Osborn’s CPS model and procedure can be executed so as to explore the issues and issues. Above all else it is exceptionally essential to distinguish the main problems (Abott, 1988, pp.65). It will assist the analyst with adopting and execute compelling and fitting CPS Model that can assist the association with overcoming the ongoing issues. It is obvious from the above conversation

Writing On Paper For Personal Use

Writing On Paper For Personal UseMany people have trouble when it comes to their writing on paper. You can easily write articles, short stories and poems by hand and be very happy with the results. But what if you were faced with a blank piece of paper with nothing to write?It can be very difficult to find a page or two on which to write without having to use multiple pages. If you are forced to write on a blank piece of paper, your feelings about writing on paper will probably be somewhat jaded. However, there are many creative ways to make your work flow smoothly from page to page without having to worry about a blank piece of paper.One unique way to do this is to always use one sheet of paper to begin your project. Then place another sheet over the top so that there is some space to write on. When it gets to the end of the first page, simply fold the piece of paper in half. This folding will allow you to make a 'zoomed in' copy of the original piece of paper so that you can easily replace the words that do not quite fit on the piece of paper on top of it.A slightly more involved method would be to 'zoom in' each page before you begin writing. This is done in two ways. First, you can use a pencil on the page as you are writing and place it closer to the actual image of the image in the image area of the page. Second, you can position your writing at the bottom of the page.Once you have finished writing on each page, turn the page over and place it inside of a large document folder. Make sure that the page is in its original position in order to make sure that it does not fall out as you're using it again. However, it is highly recommended that you only use this technique if you are using a large piece of paper.The second option would be to use a pen. You should always put your pen somewhere on the page where you are going to be writing so that you can place it precisely where you want it. You may also want to use a different colored pen so that you can put it in a different color from the rest of the paper.In the next step, you should ensure that you do not forget to write anything that you might need to correct or add. Simply look at the page before you continue writing and check that you have written down all of the information that you need to write down. Then you should use the pen that you were using before to write down the information that you would like to add.After you have completed the entire project, you can either discard the materials that you did not use or save them to a CD for future reference. You may even want to preserve the paper and then make it into a quilt or scrapbook by covering it with a cloth. There are many ways to use your ideas and writing on paper to make your own art.

Soundtrack to the Graduate essays

Soundtrack to the Graduate expositions The sound track and the picture track in The Graduate do well to supplement one another. Music, exchange, and audio cues add to the state of mind, and set the pace of some random scene. The regularly indistinguishable principle character, Benjamin Braddock, is taken care of a wide range of ways by sound all through the image. The manners by which he associates with individuals and his condition is molded by the sound track. As the film opens, Simon and Garfunkle'sThe Sound of Silence? is heard as Benjamin leaves the air terminal. This melody is held back a few times all through the film. It appears that when Ben is separated from everyone else and mirroring, this tune builds up a kind of clearness inside him. He is still especially confounded at these focuses, however in any event he has a flashing clear brain. The tune itself is somewhat solemn and mysterious, as Ben is at a bewildering and difficult time in his life. The following sound heard following the 'sound of quietness? subject is the gurgling and sprinkling of Ben's fish tank. Ben is situated before the tank, and it appears that Ben is entangled inside the tank. A similar oceanic clamors are heard as Ben tests his new scuba gear. Ben is inundated in his environmental factors, similarly as the fish seem to be. During Mrs. Robinson's enchantment of Ben, she plays a saucy Latin melody on the radio. This activity shows that she is particularly in charge of the circumstance and of the temperament in the room. The tune decision is clear to delineate the steamy demeanor of Mrs. Robinson. Later on, when a topless Mrs. Robinson corners Ben, they?re discourse runs all together philharmonic sound foggy spots significantly further. In this unbalanced second, all legitimate sound is obscured. It splendidly coordinates the expression all over. At the point when the tables are turned, and Ben is in the driver's seat, the sound track sounds totally extraordinary. Ben is overwhelmingly apprehensive as he rushes around the inn hall. His exchange is anxious, and furthermore, inquisitive commotions emerge from his throat as he paces arou... <!

Life on a PhD Waitlist Is There Anything You Can Do

Anyone who’s been on an admission waitlist can tell you that it’s a frustrating place to be! On the other hand, the fact that the committee has waitlisted you shows that you’re very close to the top of their admit list. If you’ve been waitlisted by a PhD program, what should you know, and what can you do? There are some important things to consider and be aware of. Do you want to stay on the PhD waitlist? First, consider whether you want to stay on the waitlist. Ask yourself: Do you have other offers? Is this your top-choice school? Is it the only school you were waitlisted at (with rejections everywhere else)? If you definitely want to stay on the waitlist, look carefully at the correspondence you received from the program and see whether there’s anything you need to do or to let them know. For example, do you need to confirm that you want to remain on the waitlist? If so, you can take that as an opportunity to briefly affirm your interest in their program. Most PhD programs aren’t interested in having a lot of contact from you, and you don’t want to turn them off by being overly chatty, so don’t send them unasked-for materials. (Conversely, if they ask for updates, be sure that you supply them!) The PhD Notification Timeline Second, understand the timeline you’re dealing with. For most U.S. PhD programs, April 15 is their notification/enrollment date. Schools require a commitment from admitted students by that deadline in order to fill their classes by that date. If there’s movement off the waitlist, you can expect to hear something as April 15 approaches (and even slightly afterward). If you’ve received notification that you’re on a waitlist, you’re dealing with a program that is at least being transparent about its waitlisting procedures. You could be on a waitlist and not even know it. Most programs start letting admitted and rejected students know their status in late February or early March, but the process lasts until mid-April. Many schools will rank candidates below their â€Å"admit† list, but not send a notification unless a space opens up – in other words, you might not hear anything at all from the school until they determine, in April, whether they have space for you. (Talk about frustrating!) Schools that do this will send their final rejection notifications in April, too. If you’re on the waitlist and you haven’t heard anything as April 15 approaches, you can consider contacting the admissions chair to ask what your rank is on the waitlist – that will give you a clearer picture of whether you have a realistic chance. Financial Implications of the PhD waitlist Third, consider whether there would be any financial aid/funding implications to being admitted to a program late (if you do decide to remain on the waitlist and are admitted). Some programs may have distributed all of their fellowship funds early to students at the top of their list. Bottom line Unfortunately, being on the waitlist does require some patience, but the fact that you’re waitlisted at a very competitive program means that your application is strong and that the admissions game isn’t over yet. Do you need help making sense of your waitlist status and determining your next admissions move? Accepted’s expert advisors can help you with that (and with any other element of your PhD application). Check out our Waitlist Services for more information on how we can help you get ACCEPTED. ; By Dr. Rebecca Blustein, former Accepted admissions consultant. Dr. Blustein has a BA and PhD from UCLA in English and Comparative Literature. She formerly worked as a Student Affairs Officer at UCLA’s Scholarship Resource Center where she gained experience guiding applicants in areas of admissions and funding. Dr. Blustein’s clients have been accepted to top Master’s and PhD programs in dozens of fields across all disciplines.  Want an admissions expert help you get accepted? Click here to get in touch! Related Resources: Plotting Your Way to a PhD: 8 Topics in PhD Admissions,  a free guide Are You a Competitive PhD Applicant? You Can Get Accepted Off the Waitlist! Here’s How

Authentic Leadership - 1627 Words

CASE 10.1 AM I REALLY A LEADER? 1. Learning about oneself is an essential step in becoming an authentic leader. What role did self-awareness play in Sally’s story of leadership? Throughout her journey, Sally’s self-awareness made her into an authentic leader she is. Self-awareness is having a personal insight of one’s self, and as Sally was being aware of her strength and weaknesses; she understood herself and what she clearly wanted. She was able to grasp her traits and characteristic, both her assets and flaws to her advantage. Sally also concentrated on her values, emotions, goals, motives and who she really was deep inside. And as she did so, she was able to†¦show more content†¦He was able to witness and experience the love and care that the villagers were providing him even though he was just a mere stranger plus a foreigner in the land. This incident became the starting point of the force that driven his leadership, it was the need in his heart to be able to give back to the village that once helped him when he was left exhausted, weak and disoriented. From then, he was able to discover more about the differences of their cult ure in contrast to the culture that the Americans were brought up. And as he observed and learn more about the Korphe village in general, he became more engrossed and attached to it. These forces were able to drive the once lacking-in-commitment man he was to a man behind 78 schools (by 2008) in Afghanistan and Pakistan. Greg exhibited the fifth characteristic of an authentic leader, which is having the passion about one’s mission. Everything that Greg did was an act from his heart and not to satisfy any selfish ambitions. He simply started by offering his expertise as a nurse to the village after recovering from the exhaustion of being lost. He then promised to come back and build a school for the people of Korphe, after learning that they couldn’t afford a decent education. Greg began asking for donations and even reached to a point of donating everything he owned. But after all the effort and passion thatShow MoreRelatedAuthentic Leadership2732 Words   |  11 Pages5/25/2009 HR MGT BUSA5059 CONRAD VIEDGE BECOMING AN AUTHENTIC LEADER Individual Assignment Hand In | Joy Ruwodo [431519] Word count – 1807, Addendum - 755 Author: Joy Ruwodo Date: Monday, May 25, 2009 Table of Contents How to become an Authentic Leader .................................................................................................... 3 Introduction to Authentic Leadership.....................................................................................Read MoreAuthentic Leadership3391 Words   |  14 Pagesdyadic relationships will become more intimate and trusting as the level of consistent commensurability of a person’s actual self, and perceptions of the other’s view of his or her actual self, increases. The implication for the development of authentic leader–member relationships in unconstrained settings is that followers and leaders will be most likely to form trusting and close relationships with persons who see them as they see themselves, i.e.—persons who see their true selves. MoreoverRead MoreA Theory Of Authentic Leadership1366 Words   |  6 PagesA theory in its infancy Authentic leadership is in its infancy, which means the concept still lacks certain universal answers or theories to specific questions. As we will explore in the section about the advantages and disadvantages of the theory, the lack of proper theory or model is sometimes criticised. But the core ideas of authentic leadership have evolved and academics are continuously researching the theory and its validity further. The emphasis of the theory is on the leader’s legitimacyRead MoreAuthentic Leadership : An Authentic Leader Essay915 Words   |  4 Pagesâ€Å"Formulations about authentic leadership can be differentiated into two areas: the practical and the theoretical approach† (p. 255). The authentic leadership approach is a developmental process that grows within leaders overtime. Two theorists perceived authentic leadership is two very different ways. Bill George, who invented the Authentic Leadership Characteristic Chart, believes a leader should focus on a specific characteristic in order to be successful. Robert W. Terry, invented the Authentic Action WheelRead MoreA Theory Of Authentic Leadership1598 Words   |  7 Pagesaccountability, calling for positive forms of leadership in organizations in order to restore confidence in our social i nstitutions (Avolio, Gardner, 2005; Walumbwa, Avolio, Gardner, Wernsing, Peterson, 2007; Gardner, Cogliser, Davis, Mathew, Dickens, 2011). A theory of authentic leadership has emerged in part as a response to this call. The concept of authentic leadership has been developed over the last decade through the overlap of leadership, ethics, positive organizational behavior scholarshipRead MoreThe Habits Of Authentic Leadership1534 Words   |  7 PagesHabits of Authentic Leadership Stephen R. Covey has authored numerous leadership and personal growth books. This paper focuses on the book titled â€Å"The Seven Habits of Highly Effective People† and its relation to the theory of authentic leadership as well as its application to nursing practice. All seven of the habits are valuable to nursing practice, enabling nurses to become more effective leaders and care providers. The habits applying to authentic leadership principles that will be discussed areRead MoreA Leadership For Authentic Learning2591 Words   |  11 Pages Leadership for Authentic Learning Introduction The focus of this assignment is authentic learning, but more specifically, authentic learning within a Catholic school context. This assignment will put forward leadership approaches that school leaders can employ to help build teachers’ capacities to provide authentic learning experiences in their classrooms. Futhermore, the moral dimension of leadership in this context will be explored as will a transformational leadership style, which can bringRead MoreAuthentic Leader Vs. Authentic Leadership1769 Words   |  8 PagesThe ideals of the authentic leader are molded by individual beliefs developed through education, self-analysis, consultation with others, and a lifespan of experience. In a healthcare setting, Authentic Leadership may have the potential to develop healthier organizations. A review was conducted on the available literature in order to understand how Authentic Leadership is defined across boundaries, the effects it has on teamwork in a health setting, and th e benefits it has on patient care interactionsRead MoreThe Theory Of Authentic Leadership Essay1627 Words   |  7 Pagesleans toward three styles of attachment: secure, insecure-ambivalent and insecure-avoidant. The researchers argue that people who are securely attached are most likely to exhibit authentic leadership. Their research reviews how secure attachment is positively related to each of the four components of authentic leadership; self-awareness, relationship transparency, balanced processing and internalized moral perspective (Hinojosa, Davis McCauley, Randolph-Seng, Gardner, 2014). John Bowlby, the founderRead MoreTransformational Leadership And Authentic Leadership1834 Words   |  8 PagesI feel that are important traits needed in a leader especially with those whose leading style tends to be more democratic and focused on the relational aspect in leadership. Similarly, my results from the Leadership Style Assessment survey labeled my strongest characteristics as being a people mover and truth-seeker (Your Leadership Legacy, n.d.). The VIA Classification of Character Strengths, the last personal survey I took, classified Wisdom and Knowledge, Courage, Justice, and Temperance as

The Gravitational Slingshot Essay - 1567 Words

The Gravitational Slingshot The gravitational slingshot is a way that scientists have truly harnessed the gravitational pull of a planet by using it to launch satellites and other useful projectiles towards their desired locations. This method was developed through the use of Newtons Laws of Gravity and Keplers Laws of Planetary Motion. When these ideas of gravity and the shape of a planets orbit were brought together piece by piece, this new theory changed how a projectile traveling through space could simply cross an orbital pattern, which would in turn change the path of the moving object. The change in the path accelerates the object at a higher rate and sends it speeding off in its proper direction. The gravitational†¦show more content†¦Kepler established the Laws of Planetary Motion. The first Law states that the orbit of every planet is an ellipse with the Sun at one of the two foci. The second law states that a line joining a planet and the Sun sweeps out equal areas during equal intervals of time. And the final Law tells that the square of the orbital period of a planet is directly proportional to the cube of the semi-major axis of its orbit. Keplers Laws also come into play with the use of the gravitational slingshot, because Kepler believed that the orbit that a planet takes around another body follows an elliptical pattern, instead of traveling in a perfect circle. Of course each planet has a specific elliptical orbit, just as humans have different fingerprints to identify them. Before launching their equipment into space, each planet must have its pattern identified to ensure accurate results for the launch. This knowledge helps scientists identify where the ellipses are in relation to the paths of orbit so that they can launch satellites in the proper direct, at the proper time, with the proper velocity. Combining both of these sets of theories together has lead the way to the effect we know as the gravitational slingshot effect. Today, the gravity assist effect is used extremely often by NASA and the Air Force. It is the most fuel efficient, naturally occurring â€Å"booster† inShow MoreRelatedShort Story1289 Words   |  6 Pagesdata in Johnna’s density and gravitational force data from his space telescope. I did the calculation. It’s coming right towards us.† â€Å"What! How!?† â€Å"This object is denser and bigger that we thought and based on the calculations of Jupiter’s gravitational pull and the density of the object†¦.It is heading towards us.† â€Å"Shit!. How much time do we have to stop it?† â€Å"Umm†¦.the object already exited Jupiter’s gravitational field and its gravitational pull has made it slingshot towards us faster than beforeRead MoreRelativity Essay1956 Words   |  8 Pages Picture two cars, traveling in the same direction at the same rate, Car A’s driver has a slingshot while Car B’s driver has a laser pointer. At the exact same instant both fire in the direction of travel. If you were to measure the speed of the projectile that was fired from the slingshot it would measure v+v’ where v= the velocity of the car and v’= the velocity the projectile would have if the slingshot were at rest relative to the observer. However this is not the same for the beam of light firedRead MoreSolar System Formation Essay1857 Words   |  8 Pageswith the area of higher mass at the center. Due to the inverse square law of gravity, the gravitational pull of the center mass only increased as the radius of the nebula shrank. The small er the nebula became the more dense and hot the center turned. Three distinct things happened as the nebula decreased in size: One, Due to the properties of conservation of energy, as the cloud shrunk the gravitational potential energy of the particles within transformed into thermal energy; two, due to conservationRead MoreLeadership on Apollo 13 Essays749 Words   |  3 Pagesso-called explosion sent Apollo 13 spinning away from the Earth at 2,000 miles per hour, 75 percent of the way to the moon. In order to get the astronauts back to the Earths atmosphere would be to utilize the moons gravitational pull and send them back towards home, like a slingshot. However, this procedure would require three days, and this demanded more oxygen and electricity than the crew had available to them. Eugene Gene Kranz, head of this flight mission, although looking on in horrorRead MoreEssay on Human Factors in Long-Duration Spaceflight1162 Words   |  5 Pagesfactors challenges the crew will face, describe why they are so dangerous, and finally, iden tify ways to mitigate these challenges. The first challenge in a long-duration spaceflight is almost immediately apparent after lift-off, leaving the gravitational pull of Earth, and entering a micro gravity environment. Weightlessness can have several different impacts on the human body. Astronauts who orbit the Earth on the International Space Station (ISS) already experience these effects, and thoseRead MorePhysics Of Kicking A Soccer Ball1353 Words   |  6 Pagessequence . The soccer ball won t ricochet much, yet the tennis ball will get the active vitality from both itself and the soccer ball and will blast upwards. This slingshot impact is even utilized by researchers to build the pace of satellites by having them just about slam into a major planet – utilizing the planet s gravitational draw. Does Size/Weight Matter When Striking a Ball It is normally imagined that the bigger or taller a soccer player is, the harder they will kick. This is most certainlyRead MoreMeteors8010 Words   |  33 Pagesa dense belt of such asteroids outside the orbit of the planet Mars, called the Asteroid Belt. Asteroids are huge in size and their lengths can number to kilometers! Once in a while, small pieces of rock or dust, come into range of Earths gravitational pull and fall on Earth as shooting stars. An asteroid dislodged from its trajectory and falling on Earth is also called a meteorite. However, an asteroid being huge in size, causes a cataclysmic explosion on Earth on impact. Origin Meteor andRead MoreMovie Review : Apollo 132667 Words   |  11 PagesMission Control was split on what to do. Some thought it would be best to turn around immediately, while others thought this was too risky because the engines were likely damages, and that they should instead go around the moon using the gravitational pull to slingshot the LEM to Earth. However, there were problems with this approach also, the LEM was built to land on the moon with two men inside it, not support three men for an extended period of time. It was eventually decided that the best route would

A Streetcar Named Desire/as I Lay Dying free essay sample

This proves that the main characters of A Streetcar Named Desire and As I Lay Dying are very similar because they both experience tragedy and are affected by such. In the play A Streetcar Named Desire, by Tennessee Williams, one of the main characters, Blanch DuBois, is portrayed as the typical rich southern belle who fell down on her luck. The other characters, specifically her brother in-law, dislike her â€Å"hoity-toity† mannerisms and the fact that she has an aura of self-righteousness. After her past is revealed, the reader is aware of the reasons for her actions. Her pain lies behind the death of the one man she ever loved and the guilt that she feels for his suicide. This tragedy causes her to be more aware of her looks and it drives her insane to the point where the music from that night constantly plays in her head. She is now more perceptive but the other characters do not appreciate her actions. We will write a custom essay sample on A Streetcar Named Desire/as I Lay Dying or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the novel As I Lay Dying, by William Faulkner, one of the main characters, Darl Bundren, is also disliked because of his actions. Darl is the most perceptive of his southern family and he recognizes things that the others of his time would never understand. After the death of his mother Darl is broken especially since he knows that his mother did not love him as much as she loved his brother. Even though this was true Darl still loved his mother and set the barn on fire where she was in her casket. His family members saw this and were instantly appalled by it. Only Darl would see this as a way of cleansing the family after keeping her body for days post mortem. Both Darl and Blanche are looked down upon but no one truly understands the reasons for their ways. This causes a great repercussion that changes their lives forever. Even though Blanche is dealing with the suicide of her only love and her attempts to find love in all of the wrong places, she still notices when her brother-in-law is being abusive and when her sister should attempt to find a way out. As well as being perceptive, Darl is also a genius who notices things that others would not even if he did attempt to set his mother’s dead body on fire. The fact that these two are so misconstrued and later thrown into a mental asylum shows how similar they are. During this time period a mental asylum was the cure for everything but it was not what the two of them needed. They share a similar story in which a person who had to deal with problems on their own was immediately thrown into an â€Å"asylum† that really would not help them at all. Dealing with the death of a loved one, either a boyfriend or a parent is hard enough but having to deal with the pressures of a severe society makes the transition even harder. In conclusion Darl Bundren and Blanch DuBois were similar because they both did not have the opportunity to communicate their feelings to others in a healthy way. When society could not handle their dissimilarities they were immediately thrown to the wayside. This shows how during this time there was very little acceptance from the entire society of our nations. When looking at today’s society and the society of the early 20th century the differences are staggering. Darl and Blanch would have had the chance to lead a normal life only if they had lived today. It is hard to watch brilliant minds being thrown away.

Issue Paper Essays - Bush Family, Livingston Family, Schuyler Family

Issue Paper Issue paper In the two thousand presidential elections there are two main candidates. The candidates are Al Gore and Governor George W Bush. Al Gore is the candidate running for the Democratic Party and Bush is running for the Republic party. Each candidate has great points on certain issues. The president whom won my vote though, was Governor Bush. Bush won my vote for many reasons. Some of his feelings for certain issues met in agreement with mine. His main mentor is his father. He is governor, so he definitely has the leadership skills needed to be president. His tax cut plan seems to be highly intelligent. He feels that it is important to cut taxes to lessen government spending and to keep economy growing. He pledges to cut one point three trillion dollars for everyone. The best part being is that George wants to cut taxes for people of every class. He has what seems to be a great social security plan, which is to not cut social security for senior citizens. Bush doesn't even want to think of touching set aside money for social security. He wants to give younger workers the option to invest some of their contributions. According to George, his first priority is education. He wants to assist education any which way he can to increase its efficiency. He feels that the government should give schools more stately freedom. Govern or Bush has a list of principles to better schools, some of which are: having measurable goals, regular testing, accountability, local control, and competition. He applied this principle to Texas where he is govenor and the results are incredible. Gore did not win my vote. He didn't win it for a few reasons. He is the vice- president; this is proof that he definitely has the experience. He wants to bring more government into people's lives. He feels it is trully necessary. Al's first priority is campaign-finance reform. He feels that it needs many adjustments, for there are so many flaws in the old laws that contain it. Al wants to reduce the cost of campaigns, restore the faith of the people, and eliminate the influence of special interests and more. He offers great ideas but this shouldn't be his first priority. For social security he feels the system should be kept the same and have Uncle Sam fund extra retirement plans for the working class. He has many propositions of how to save the social security fund. Some of his propositions are; to devote all social security surpluses to social security, oppose efforts to raise the retirement age, three: improving fairness to widows, to create retirement savings plus accounts, which are tax-free accounts that are maintained by private financial institutions, and more. This shows he wants more government involvement. For his tax plan it seems that he wants to pick only certain people to give assistance to and neglect the others. Some categories he has chosen to help out are; Working families caring for children and aging parents, for educational purposes, Family liabilities, retirements, low-income communities, and more. My vote is for Bush, and stands firm. I like Gores tax plan a little better, but Bush's whole outlook seems more beneficial to me. I don't like Clinton too much and I feel that if we do get Gore as president it is just like reelecting Clinton. Gore has some good ideas but his wanting for more government involvement made him lose my vote. Overall Bush has better plans and ideas in-which government assistance is not needed.

Free Essays on Dr. Martin Luther King Jr. And Nonviolent Direct Action

Dr. Martin Luther King Jr. and Nonviolent Direct Action Nonviolent direct action is a means of reform introduced long ago, which is still in use today. The most well-known use of nonviolent direct action was by Dr. Martin Luther King Jr. in the 1960’s during the civil rights movement. King was amongst very few civil rights leaders who did not believe in using violence or other immoral behavior to achieve the moral desire of desegregation. King made use of nonviolence to demand a negotiation from those communities that refused to negotiate, and to end violence against the blacks, without using violent means to do so. Nonviolent direct action is a method which was first used by Gandhi. As King was searching for a way to put an end to the white racism and segregation in Montgomery, he read speeches and essays by Gandhi and Thoreau on civil disobedience, and began to discuss the idea of a nonviolent resistance movement with his wife, Coretta King (Sitkoff 48). Determined to devise a strategy, King also studied speeches on the application of Gandhian tactics to the race problem, and other historical examples of direst mass action. Being an educated man, he was well aware that acting violent and extreme against the whites would result only in imprisonment, and would not allow the blacks to gain respect or consideration, and he knew he had to use this information to form a plan that would force the blacks to be heard, and force the whites to see the harsh magnitude of the racial problems in the south. There are four basic steps to any nonviolent campaign, according to King, and these steps are: (1) collection of the facts to determine whether injustices are alive; (2) negotiation; (3) self-purification; and (4) direct action (McQuade and Atwan 737). Direct action creates a crisis and establishes tension which causes a community that has avoided negotiation to be forced to acknowledge and confront the issue at hand. Those involved in ... Free Essays on Dr. Martin Luther King Jr. And Nonviolent Direct Action Free Essays on Dr. Martin Luther King Jr. And Nonviolent Direct Action Dr. Martin Luther King Jr. and Nonviolent Direct Action Nonviolent direct action is a means of reform introduced long ago, which is still in use today. The most well-known use of nonviolent direct action was by Dr. Martin Luther King Jr. in the 1960’s during the civil rights movement. King was amongst very few civil rights leaders who did not believe in using violence or other immoral behavior to achieve the moral desire of desegregation. King made use of nonviolence to demand a negotiation from those communities that refused to negotiate, and to end violence against the blacks, without using violent means to do so. Nonviolent direct action is a method which was first used by Gandhi. As King was searching for a way to put an end to the white racism and segregation in Montgomery, he read speeches and essays by Gandhi and Thoreau on civil disobedience, and began to discuss the idea of a nonviolent resistance movement with his wife, Coretta King (Sitkoff 48). Determined to devise a strategy, King also studied speeches on the application of Gandhian tactics to the race problem, and other historical examples of direst mass action. Being an educated man, he was well aware that acting violent and extreme against the whites would result only in imprisonment, and would not allow the blacks to gain respect or consideration, and he knew he had to use this information to form a plan that would force the blacks to be heard, and force the whites to see the harsh magnitude of the racial problems in the south. There are four basic steps to any nonviolent campaign, according to King, and these steps are: (1) collection of the facts to determine whether injustices are alive; (2) negotiation; (3) self-purification; and (4) direct action (McQuade and Atwan 737). Direct action creates a crisis and establishes tension which causes a community that has avoided negotiation to be forced to acknowledge and confront the issue at hand. Those involved in ...

Big Tobacco Sues Feds over Graphic Warnings on Cigarette Labels Research Paper

Big Tobacco Sues Feds over Graphic Warnings on Cigarette Labels - Research Paper Example Congress, 2009). Till 1996, the FDA has no vital role to play as far as the regulation of tobacco products is concerned. It was then controlled through an array of state and congressional legislation. In most of the US States, statues deal with the issue of selling the tobacco products to minors and licensing for its distributions to retailers. In the year 1950, all states had put the ban on sale of tobacco products to minors at that time purchase age varied from state to state (U.S. Congress, 2009). The law in vogue impressed upon the large size tobacco manufacturing companies to disclose publically all the ingredients used in the cigarette manufacturing process. It should also highlight the poisonous contents used in it. The company should refrain from using the mild words just as light or ultra light to dispel the impression of its harm on human body. The bill in force makes the cigarette manufacturers accountable on wooing the adults and children to become addiction of smoking (U .S. Congress, 2009). In the eyes of critics, the promulgated act is effectuate in the sense that it can reduce the nicotine level in the cigarette to some extend rather than wipe it out completely. The affordable level of nicotine may encourage smokers to smoke more. Market restrictions definitely put the hurdles to find out the smoking alternatives to smoke cigarette. In FDA v Brown & Williamson case, the Supreme Court of United States of America held that since the congress had not delegated the authority to FDA to control the damages arising out of the use of tobacco products, therefore to fill the gap and to ensure effective control, Family Smoking Prevention and Tobacco Control Act came into being. Secondly the former American Administration over acted the delegated power of congress in this respect. As per the Senate bill, health-warning label should cover fifty percent of front and back portions of the package. The word warning thereon should be in capital letter. The number of opposition members in the Senate largely hailing from tobacco cultivating states, supported the ongoing move to discourage the smoking in spite of the facts that they have deep roots in the tobacco industry. In the larger national interest they are ready to afford the financial losses to keep away their children and adults from the bad habits of smoking (Gifford, 2010). In order to have an effective control over the damages of human health they have suggested the following measures to be implemented (U.S. Congress, 2009): 1. FDA should have tobacco control centers at its disposal to regulate the substance, marketing and sale of tobacco products. 2. Importers and tobacco companies should reveal the ingredients of their existing products and get approval from FDA. Approval for any new tobacco product should also be sought from the same authority. 3. FDA should have the authority to change the tobacco substance in any product to lessen could be damages on the body of its users. 4. I t should shun the application of sugar coated definition cigarette, which is contrary to section 3(1) of the Federal Cigarette Labeling and Advertising Act (Connolly, 2004). New rules are to be introduced to prevent sales through direct channel or to conduct between retailer and consumer in order to curb the eye catching advertising campaign,

What are the key opportunities for the hotel sector to engage with Essay

What are the key opportunities for the hotel sector to engage with management consultants - Essay Example For making its business operation effective and efficient these hospitality companies hire management consultants for its different departments of its hotel business. Management consultant in hotel companies acts as a counsellor. The consultants provide expertise opinion about hotel operations, management and other professional activities. They provide guidance in various business matters for the development of the company. They analyze all the data hotel and builds strategies according to the situations. The management consultants make effective decisions in maximum utilization of the available resources of the company. High quality of consultancy services improves the business productivity and operations of hotels. They focus on various problems of the company and create a road map for achieving success by solving those problems. To expand and to gain competitive advantage a hotel can tap into several opportunity areas which can provide it strategic advantage. Although the hotels c an identify the opportunity areas in which it can develop itself, it will require the help of a management consultant to actually help it achieve its goal. The management consultant can help the hotel group by providing expert help in a particular area of concern. So the hotel industry in particular may have to hire several management consultants with each of them having expertise in a particular key area. For example for accessing opportunities in the technological area the hotel may seek the help of a technical consultant and for helping in human resource area the hotel may hire a consultant in the human resource field. In this report various key opportunities that the hotel industry can focus on and use the services of management consultants are elaborated. Some of these opportunities involve human capital, expansion in newer market segments, improving the service quality, technology, sustainability, online business etc. The hotel may hire the

Project Report on Performance Appraisal Essay Example for Free

Project Report on Performance Appraisal Essay It is not constituted by individual sounds but by their accurately measure the performance of its members and use it objectively to optimize them as vital resources. The performance of an employee is his resultant behavior on task which can be bserved and evaluated. It refers to the contribution made by an individual in the accomplishment of organizational objectives. Performance can be measured by combining quantity, quality, time and cost. People do not learn unless they are given feedback on the results of their actions. For learning to take place, feedback should be provided regularly and it should register both successes and failures. It should also follow soon after the relevant action or actions. Performance appraisal system provides management an opportunity to recall as well as give feedback to people. This feedback is pertaining the performance of the worker. This helps them to correct their mistakes and acquire new skills. Performance appraisal (PA) refers to all those procedures that are used to evaluate the personality, the performance and the potential of its group members. Evaluation is different from Judgment. The former is concerned with performance and the latter is concerned with the individual. While evaluation deals with achievement of goals, a Judgment has an undercurrent of personal attack and is likely to evoke resistance. Performance appraisal could be informal or formal. Informal performance appraisal is a continuous process of feeding back information o the subordinates about how well they are doing their work in the organization. The informal appraisal is conducted on a day-today basis. For example, the manager spontaneously mentions that a particular piece of work was well performed or poorly performed. It is due to the close connection between the behavior and the feedback on it, the informal appraisal quickly encourages desirable performance and discourages undesirable performance before it becomes permanently ingrained. Therefore, informal appraisal should not be perceived merely as a casual occurrence but as an important activity and an integral part of the organizations culture. The formal performance appraisal occurs usually annually on formal basis and involves appraise and appraiser in finding answers to the following questions: 1 . What performance level has to be achieved during the period? 2. Has it been achieved? 3. What has been the shortfall and constraints? 4. What are we going to do now? 5. How will we know that we have done it? 6. What kind of feedback can be expected? 7. What assistance can be expected to improve performance? 8. What rewards and opportunities are likely to follow from the performance appraisal? When the employees have this type of information, they are aware of the following pecifications:- 2. What assistance is available? 3. What can they expect when the required level of performance is achieved? This increases employee acceptance of the appraisal process and results in the trust that the employee has in the organization. An environment that affords an opportunity for further growth while minimizing stressful situations certainly enhances appraisal acceptance. Establishing this type of environment goes far beyond the performance appraisal process. Every aspect of managing people and their work relates to the improvement of their quality of work life. Performance appraisal is an integral part of trusting, healthy and happy work environment that goes a long way in promoting the same. Performance appraisal has been used for the following three purposes: Remedial Maintenance Development A performance appraisal needs to cover all these three purposes with the same focus. If any purpose predominates, the system becomes out of balance. For instance, if remedial purpose is foremost, then the performance appraisal may become a disciplinary tool, a form of a charge sheet and a tool of power instead of instrument of evaluation.

Human Life :: essays research papers

The beliefs and views of modern society are hypocritical and unjust. By the time an individual matures from a young child to an adult, they have been taught an uncountable number of life lessons. One of the outstanding lessons that each and every person has learned is that killing another human being is wrong. This is perhaps the first recognizable lesson on the value of human life. Most children know that killing is against the law and learn religiously that it goes against all religious morals and beliefs, yet society is bombarded by violence everyday in the media and in real life. Today, the value of human life can be questioned, especially that of the young. Through numerous examples of child murder and abortion it is rather obvious that the lives of the unborn or newly born are not valued to the degree that they should be. In most cases, the young are not recognized as "people" and are robbed of their human rights and freedoms. Young lives, both born and unborn, are s een as more of a commodity these days, than as precious, magical miracles. In the media today there are ridiculous numbers of reports pertaining to accidents, shootings and robberies-these are just a few examples of unjust acts that are occurring everyday. There is also a shocking amount of coverage about parents accidentally, or on the other hand, brutally murdering their kids. Parents are supposed to be loving and supporting caregivers, they have a great influence over everything a child can possibly say or do. It is hard to believe that some parents would actually take their children’s lives into their hands. Recently in the news there have been accounts of a mother poisoning her son to a father taking a knife and slashing his son’s throat. These are all cases where the parent in charge has taken advantage of their control. Each helpless child is defenseless in these situations. In many cases, children have become victims of a parent’s mental instability. In one case a mother claims to have been "suffering form delusions about h ell when she took the life of her twenty month old child." In the end this woman was found not criminally responsible because "she had apparently been suffering from psychosis the day of the drowning." She was then committed to a psychiatric hospital. This seems to be common place today, and there is no justice done for the young slain victims.

Differentiation in the Classroom

Differentiation in the Classroom Brittany Hunt University of Toledo Differentiated instruction in the classroom can be beneficially for every child’s needs to learn to their best ability. Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. No student learns the same and differentiation is helping each student grow and succeed by meeting each individual needs.Whenever a teacher reaches out to an individual or a small group to change his or his teaching to create the best learning experience possible, that teacher is differentiating the instruction for the student(s). Four characteristics shape teaching and learning in an effective differentiated classroom (Tomlinson, 1995a): 1. ) Instruction is concept focused and principle driven. All students have the opportunity to explor e and apply the key concepts of the subject being studied. All students come to understand the key principles on which the study is based.Such instruction enables struggling learners to grasp and use powerful ideas and, at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information. Concept-based and principle-driven instruction invites teachers to provide varied learning options. A â€Å"coverage-based† curriculum may cause a teacher to feel compelled to see that all students do the same work. Related article: Cda Competency Goal # 1In the former, all students have the opportunity to explore meaningful ideas through a variety of avenues and approaches. 2. ) Ongoing assessment of student readiness and growth are built into the curriculum. Teachers do not assume that all students need a given task or segment of study, but continuously assess student readiness and interest, providing support when students need additional instruction and guidance, and extending student exploration when indications are that a student or group of students is ready to move ahead. 3. ) Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes hey work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes. 4. ) Students are active explorers. Teachers guide the exploration. Because varied activities often occur simultaneously in a differentiated classroom, the teacher works more as a guide or facilitator of learning than as a dispenser of information.As in a large family, students must learn to be responsible for their own work. Not only does such student-centeredness give students more ownership of their learning, but it also facilitates the important adolescent learning goal of growing independence in thought, planning, and evaluation. Implicit in such instruction is (1) goal-setting shared by teacher and student based on student readiness, interest, and learning profile, and (2) assessment predicated on student growth and goal attainment.Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: * Content- what the student needs to learn or how th e student will get access to the information; * Process- activities in which the student engages in order to make sense of or master the content; * Products- culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and * Learning environment- the way the classroom works and feels.Examples of differentiating content at the elementary level include the following: using reading materials at varying readability levels; putting text materials on tape; using spelling or vocabulary lists at readiness levels of students; presenting ideas through both auditory and visual means; using reading buddies; and meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners. Several elements and materials are used to support instructional content. These include acts, concepts, generalizations or principles, attitudes, and skills.The variation seen in a differentiated classr oom is most frequently in the manner in which students gain access to important learning. Access to the content is seen as key. Align tasks and objectives to learning goals: designers of differentiated instruction view the alignment of tasks with instructional goals and objectives as essential. Goals are most frequently assessed by many state-level, high-stakes tests and frequently administered standardized measures. Objectives are frequently written in incremental steps resulting in a continuum of skills-building tasks.An objectives-driven menu makes it easier to find the next instructional step for learners entering at varying levels. Differentiated instruction should be concept-focused and principle-driven. The instructional concepts should be broad-based, not focused on minute details or unlimited facts. Teachers must focus on the concepts, principles and skills that students should learn. The content of instruction should address the same concepts with all students, but the deg ree of complexity should be adjusted to suit diverse learners. Some examples of differentiating process or activities at the elementary level include the following: 1.Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity; 2. Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them; 3. Developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early; 4.Offering manipulative’s or other hands-on supports for students who need them; and 5. Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learne r to pursue a topic in greater depth. Samples of differentiating products at the elementary level include: giving students options of how to express required learning (e. g. create a puppet show, write a letter, or develop a mural with labels); using rubrics that match and extend students' varied skills levels; allowing students to work alone or in small groups on their products; and encouraging students to create their own product assignments as long as the assignments contain required elements. Items to which students respond may be differentiated so that different students can demonstrate or express their knowledge and understanding in different ways. A well-designed student product allows varied means of expression and alternative procedures and offers varying degrees of difficulty, types of valuation, and scoring. Examples of differentiating the learning environment at the elementary level include: 1. Making sure there are places in the room to work quietly and without distract ion, as well as places that invite student collaboration; 2. Providing materials that reflect a variety of cultures and home settings; 3. Setting out clear guidelines for independent work that matches individual needs; 4. Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and 5.Helping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996). Characteristics of a differentiated classroom likely to be responsive to the needs of gifted (and other academically diverse) students are the following: * Teacher sensitivity to the varying needs of learners; * On-going assessment of student progress and modification of instruction based on assessment data; * Multiple learning options at a given time on many occasions; * Variable pacing; Respectful (interesting, important) tasks for all learners; * Use of flexible grou ping (balancing like-readiness grouping, mixed-readiness grouping, grouping by interest, random grouping, whole class instruction, and individual/independent work); * Teacher use of a variety of instructional strategies (learning contracts, compacting, group investigation, complex instruction, interest centers, learning centers, tiered lessons, tiered products, graduated rubrics) that invite varying students to learn in a variety of ways; * Varied modes of assessment likely to give students maximum opportunity to demonstrate knowledge, understanding, and skill; and * Grading based, at least in significant measure, on student growth rather than in comparison to one another or to an absolute scale (Tomlinson, 1995a). Additional guidelines that make differentiation possible for teachers to attain is key to having a successful differentiated classroom, this includes: * Clarify key concepts and generalizations. Ensure that all learners gain powerful understandings that can serve as the f oundation for future learning. Teachers are encouraged to identify essential concepts and instructional foci to ensure that all learners comprehend. * Use assessment as a teaching tool to extend rather than merely measure instruction.Assessment should occur before, during, and following the instructional episode, and it should be used to help pose questions regarding student needs and optimal learning. * Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and procedures for students should require that they understand and apply meaning. Instruction may require supports, additional motivation, varied tasks, materials, or equipment for different students in the classroom. * Engaging all learners is essential! Teachers are encouraged to strive for the development of lessons that are engaging and motivating for a diverse class of students.Vary tasks within instruction as well as across students. In other words, an entire session for students shoul d not consist of all drill and practice, or any single structure or activity. * Provide a balance between teacher-assigned and student-selected tasks. A balanced working structure is optimal in a differentiated classroom. Based on pre-assessment information, the balance will vary from class-to-class as well as lesson-to-lesson. Teachers should ensure that students have choices in their learning. Most classrooms employ single-size instruction. Thus, moving toward differentiated instruction requires considerable change on the part of teachers.Changing habits or patterns of teaching in busy and pressure-laden classrooms is difficult and stressful. Teachers who are helped to understand specific benefits to students and to themselves of differentiated instruction may be more willing to risk the change than those who are not assisted in developing a solid rationale for change, or those who are mandated to change rather than assisted in doing so. The design and development of differentiate d instruction as a model began in the general education classroom. The initial application came to practice for students considered gifted but whom perhaps were not sufficiently challenged by the content provided in the general classroom setting.As classrooms have become more diverse, differentiated instruction has been applied at all levels for students of all abilities. Many authors of publications about differentiated instruction, strongly recommend that teachers adapt the practices slowly, perhaps one content area at a time. Additionally, these experts agree that teachers should share the creative load by working together to develop ideas and menus of options for students. Differentiated instruction is an instructional process that has excellent potential to positively impact learning by offering teachers a means to provide instruction to a range of students in today's classroom situations.

10 Magical Multiplication Tricks to Teach Kids to Multiply

Not all kids are able to learn  multiplication facts using rote memorization. Luckily, there are 10 multiplication magic tricks to teach kids to multiply and many multiplication card games to help. In fact, research has shown that rote memorization doesn’t help kids to learn the connections between numbers or understand the rules of multiplication. Practically-based math, or finding ways to help kids do math activities in real life, is more effective than just teaching the facts. Represent multiplication Using things like blocks and small toys can help your child see that multiplication is really a way to add more than one group of the same number over and over again. For example, write the problem 6 x 3 on a piece of paper, and then ask your child  to create six groups of three blocks each. She will then see what the problem is asking us to put together six groups of three. Practice doubles facts The idea  of â€Å"doubles† is almost magical in itself. Once your child knows  the answers to her â€Å"doubles† addition facts (adding a number to itself) she magically knows the twos times table as well. Just  remind her that any number multiplied by two is the same as  adding that number to itself—the problem is asking how much are two groups of that number. Skip-counting to five facts Your child may already know how to count by fives. What she may not know is that by counting by five, she’s actually reciting the fives times table. Demonstrate that if she uses her fingers to keep track of how many times she’s â€Å"counted† by five, she can find the answer to any fives problem. For instance, if he’s counted by five up to twenty, he’ll have four fingers held up. That’s actually the same as 5 x 4! Magical Multiplication Tricks There are other ways to get the answers that aren’t as easy to see through. Once your child knows how to do the tricks, she’ll be able to amaze her friends and teachers with her multiplication talent. Magically Multiplying Zero Help your child write out the  10 times table and then ask if she notices a pattern. What she should be able to see is that when multiplied by the number 10, a number looks like itself with a zero on the end. Give her a calculator to try it out using large numbers. She’ll see that every time she multiplies by 10, that  zero â€Å"magically† appears on the end. Multiplying by zero doesn’t seem all that magical. It’s hard for kids to understand that when you multiply a number by zero the answer is zero, not the number you started with. Help your child understand that the question really is â€Å"How much is zero groups of something?† and she’ll realize the answer is â€Å"Nothing.† She’ll see how the other number disappeared. Seeing Double The magic of the 11 times tables only works with single digits, but that’s okay. Show your child how multiplying by 11 always makes you see the double of the number she’s multiplying. For instance, 11 x 8 88 and 11 x  6 66. Doubling Down Once your child has figured out the trick to her twos table, then she’ll be able to make magic with fours. Show her how to fold a piece of paper in half lengthwise and unfold it to make two columns.  Ask her to  write her twos tables in one column and the fours table in the next column. The magic that she should see is that the answers are the doubles doubled. That is, if 3 x 2 6 (the double), then 3 x 4 12. The double is doubled! Magic Fives This trick is a little odd, but only because it only works with odd numbers. Write down the fives multiplication facts that use an odd number and watch as your child finds the magical oddity. She may see that if she subtracts one from the multiplier, â€Å"cuts† it in half and puts a five after it, that’s the answer to the problem. Not following? Look at it like this:  5 x 7 35, which is actually 7 minus 1 (6), cut in half (3) with a 5 on the end (35). Even More Magic Fives There’s another way to make the fives tables appear if you don’t want to use skip-counting. Write down all the fives facts that involve even numbers, and look for a pattern. What should appear before your eyes are that each answer is simply half of the number your child is multiplying by five, with a zero on the end. Not a believer? Check out these examples:  5 x 4 20, and 5 x 10 50. Magical Finger Math Finally, the most magical trick of all—your child just needs her hands to learn the times tables. Ask her to put her  hands face down in front of her and explain that the fingers on the  left hand represent the numbers 1 through 5. The fingers on the right hand represent the numbers 6 through 10. And, for the  first trick, ask her to fold down the index  finger on his left hand, or finger number 4.Remind her that 9 x 4 36, and then have her look at her hands.  To the left of her bent finger, there are 3 fingers. To the right are her remaining 6 fingers.The magic to this trick is that the number given to the finger that she folds down  x 9 is equal to the number of fingers to the left of the bent finger (in the tens place) and the fingers to the right (in the ones place.) Recalling the  answers to multiplication facts is a key skill your child will need to master in order to move on to more complicated types of math. That’s why schools spend so much time trying to make sure that kids can pull up the answers as quickly as possible.