Essay about The Hobbit by JRR Tolkein - 997 Words

THE HOBBIT BY J.R.R. TOLKIEN The Hobbit by J.R.R. Tolkien is a story of adventure and danger, and it is a prime example of a romantic plot and fantasy genre. What makes this story such a great example of a romantic plot? One, the unlikely hero, Mr. Bilbo Baggins is a hobbit that is dragged on an adventure he doesn’t wish to take. Second, there is a great quest with a reward at its end. Third the great teacher figure, Gandalf is a wizard that helps Bilbo to become the great hero he is destined to be. And lastly the dragon figure, in this story the dragon figure, happened to be a dragon but there are also many miniature dragon figures through out the tale. The story begins with our soon to be hero Bilbo Baggins he’s smoking his†¦show more content†¦He failed but you get a glimpse of the hero he is to become. The quest begins when the group meets at the Green Dragon Inn. From there they venture into the Lone-lands. As heavy rains begin to fall, Bilbo notices that Gandalf is missing. This is something that is later on considered to be normal because Gandalf comes and goes throughout the duration of the trip. All through the quest Bilbo ends up saving the party from many dangerous situations. This is something that at first Bilbo finds hard to believe because he has very low self-esteem. The group always seems to find themselves in worse, and worse problems, but they always overcome these problems, with the help of Bilbo and some times Gandalf. Some of these problems include: getting caught by trolls, getting captured by goblins, being attacked by large wolves called Wargs, one of the dwarves falls into a coma from touching black water in the Mirkwood Forest, nearly dying of starvation, being captured by large spiders and being captured by wood-elves. Although this is all very good action, the real action begins when the party finally reaches their destination- Lonely Mountain (home of Smaug). On Lonely Mountain, in order to sneak into Smaug’s lair, Bilbo puts on his magic ring, which turns him invisible. He talks to the dragon for a while and gets the dragon to show him the under side of his stomach. Bilbo manages to get close enough to see the dragon’s weakness, which is a missing scale in his chest. Smaug getsShow MoreRelatedBest Two Things Of My Life1398 Words   |  6 Pagesand pets or their best friends, I wrote about becoming birds or about ducks building robots. Truly. I suppose I could blame it on my parents – my father for trying to teach me how to read when I was too young and my mother for reading The Hobbit by JRR Tolkein to me as my bedtime story – but I know, truthfully, that it wasn’t their fault. It is no one’s fault, for I do not see my strange imagination as a terrible, abnormal thing. I do know that no one in particular influenced my creativity when IRead MoreEssay on Personal Narrative- My Love of Reading and Writing1404 Words   |  6 Pagesand pets or their best friends, I wrote about becoming birds or about ducks building robots. Truly. I suppose I could blame it on my parents – my father for trying to teach me how to read when I was too young and my mother for reading The Hobbit by JRR Tolkein to me as my bedtime story – but I know, truthfully, that it wasn’t their fault. It is no one’s fault, for I do not see my strange imagination as a terrible, abnormal thing. I do know that no one in particular influenced my creativity when I

Database In The Real-world - 850 Words

In today’s digital era, our life seems easier because of its technologies. Computer technology is the most influential among others. It supports anything that related to the new inventions and innovations. One of important role in computer technology is a database. Although database is not as popular as web application in computer technology innovations, it determines whether such application system is good or not. Database is ‘a shared collection of logically related data and its description, designed to meet the information needs of an organization’ (Connolly Begg 2010, p. 65). Some organizations have their databases to be accessed via networking system. We are able to interact with them everywhere. For example, we access them such as database in flight data, student system, bank, library and Facebook. Although those online database systems make our life easier, there are some risks to be considered. Database is a place where data is stored and accessed. For example, database in flight system facilitates both passengers and the airlines’ crews. The passengers are able to order flight tickets in their online systems, as they input their data there. After the tickets are booked, they already have passengers’ data in their database such as passenger’s name, flight number, place and time of departure, place and time of arrival. It makes the airlines’ crews easier to organize the flight system. Moreover, they will have the history of the flight saved in their database.Show MoreRelatedDescription Of A Relational Database1366 Words   |  6 Pagesthe generalized term to describe a relational database that uses no form of SQL language querying and consists of several data models to define it. My topic of this research paper is the Document Store data model. I will be covering the introduction of the model and its mechanics, how and when the model emerged, it s strengths and weaknesses, and it’s real world applications. 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As one owner remarked upon his retirement, â€Å"We did well with the business, but we made our real money by buying the building.† Explain why this might be so. There are three reasons why a small business owner might want to own the building in which they operate. First, the cost of moving around is expensive. Some small businessRead MoreLogical Data Model And Its Dbms Products1564 Words   |  7 Pagesdata model suggests that if the relationships between data in the database are established that one data item could be described as the subordinate of another one. Products based on hierarchical model are IBM IMS, RDM mobile, Windows Reqistry and etc. (Oracle Help Centre 2017). First, IBM information management system is one of the most popular products based on the hierarchical data model. 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Our website has compiled an extremely expansiveRead MoreImplementing A Dbms System Within Any Organization Large Or Small Requires Proper Planning1318 Words   |  6 PagesIntroduction Implementing a DBMS system within any organization large or small requires proper planning, analyzing files and shared drives and a knowledgeable DBA (Database Administrator, in-depth knowledge of DBMS architecture. Using a DBMS to store and manage data comes with advantages, but also overhead. One of the biggest advantages of using a DBMS is that it lets end users and application programmers access and use the same data while managing data integrity. Data is better protected and maintainedRead MoreLibrary Research Topics1259 Words   |  6 Pages Finding a Research Topic and Exploring the Library The area of interest I have chosen to explore is the connection between the inclusion of a real world curriculum and student motivation levels in the mathematics classroom. 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When One Parent Loses a Job Free Essays

Melissa McAfee Mrs. Bastian Dev022 April 11, 2013 First draft The Impact when one parent loses a Job When one parent loses a job it impacts the whole family. My household went from two incomes to one, in a matter of months. We will write a custom essay sample on When One Parent Loses a Job or any similar topic only for you Order Now There was no time to prepare. My husband Bucky works for Burlington Northern Santa Fe Railroad; therefore his pay was never the same. So, my income was very important. I got paid the same amount every two weeks. We could budget our expenses off that amount. We always had extra money, a savings account and a Christmas fund in place. We had the luxuries of two incomes. Lucky for us we didn’t live outside our budget. I was employed with US Cable for eight years. I succeed well in my job making a good income. I took several related courses to achieve the most in my pay. Taking every cable, internet, and telephone course offered. For very passing test we got a raise, this was something we were offered to do in our own time. We could even work Saturdays for overtime, and there was always someone who would give up there day to work. Julie would always give up her Saturday. Mcafee-2 My husband Bucky doesn’t worry about me working. It will work out, it always does he would say. Easy for him to say I liked having my own money! I didn’t really worry much until the day after Jan. 23, 2013. Then it hit me I will no longer have a paycheck, or a job to go too. I have worked at the same place just shy over eight years. What would I do when all I am use to is being extremely busy all day: between work and family. Well you see that didn’t change. I gained more family time. My two oldest daughters didn’t live at home anymore. So, we got too hang out more together. I got to spend more time with my new grandson Lane. My daughter Donna had just started college. My title became grandma-sitter. My daughter Deana liked to come over and spoil her nephew, when she wasn’t working. My youngest daughter Shelby also enjoyed me being home. I picked her up from school and most days she would get a sweet tea from McDonalds. That was a treat. My husband Bucky also enjoyed me home during the day. You see there were many days we would go without seeing each other; because of our schedules. In the conclusion we gained more family time and more family meals. We would actually dine out two to three times a week: before my job ended. Now it’s maybe that a month. The effect of losing my job became a blessing really. As of today I am a full time student at college and have made more memories with my family. The effect was well worth the impact. How to cite When One Parent Loses a Job, Papers

Importance of Leadership

Questions: 1. Write about the importance of Leadership nowadays by providing the real life example such as Apple.2. Discuss about the Leadership Theories supported by journal articles. In details, discuss about the "Trait Approach", "Behavioral Approach", "Contingency Approach".3. Discuss about different types of Leadership. In details, discuss about the "Charismatic Leadership", "Transformational Leadership", and "Transactional Leadership". Answers: Leadership is the process of influencing the behavior, thoughts, and attitudes of others in the process of setting direction to help others to rise to the challenges to what lies ahead. Leaders thus see the potential in an individual, encourage, and inspire them to greater heights of their responsibilities (Belias Koustelios 2015, p. 103). A good leader should thus lead by example as poor leadership tends to degenerate to conflicts as every individual sees things differently and will tend to lean towards different solutions. Leadership is thus important as it helps everything work together for the good of both the employees and the organization (Zydziunaite, Lepaite Suominen 2013, p. 231). Leaders have the responsibility of training the staff as well as monitoring their progress and completion of responsibilities as he garners enthusiasm for the organization and brings the best out of the employees. The objectives can thus be achieved only if the employees feel supported and safe in their working environment. Leadership is thus important in the following aspects; Helps followers to fulfill their needs In the process of establishing a personal relationship with the followers, a leader helps individual in fulfilling their needs. For example, Belias and Koustelios (2015, p. 106) suggests that an individual will only be considered as a leader and will be followed by particular people if they feel the individual is beneficial to them in certain ways. For instance, the leadership of Apple Company is effective as it provides the employees with the security they need to access opportunities that will enable them earn wealth and give them the right to work. The employees of the organization hence see their leaders as people who meet such needs for them and hence they willingly accept their motivate skills that enables them to work with enthusiasm and dedication. Introduces the required changes in an organization Kereem (2016, p. 10) suggests that with the rapid change in the current business environment, organizations tend to introduce many changes in the organization so as to cope up with the ever-increasing competition. For instance, Apple Company adopts ever changing innovation skills in the mobile and technological industry. The leadership thus readily influences individuals to make relevant changes so as to be able to effectively compete with other organizations in the market. Any opposition to such changes will thus be eliminated depending on the strength and leadership ability of the organizations management. Essential for effective conflict resolution Depending on the weight of the influence of leadership, conflicts between the employees or even the employer and the employees can be solved effectively. Effective leadership in an organization thus allows the employees to express their views, understands the nature of the presented conflict and provides a timely solution thus minimizing possible adverse results that may arise due to the conflict (Zydziunaite, Lepaite Suominen 2013, p. 229). Development and training of the subordinates Effective leadership in an organization will ensure the employees are regularly given the relevant training from time to time so as to develop their performance skills in the particular areas of their performance. For instance, Vrontis and Iain (2013, P. 300) reports that the success of Coca-Cola Company is as a result of effective leadership of the organization. The leadership ensures that the employees are equipped with the relevant information on the modern working techniques such as new methods of marketing, distribution, and product advertisement. The organization has thus currently adopted technology which has seen the company maintain a record of success as one of the best soft drinks company globally. Such development steps when effectively adopted enables organizations to equip their employees to be good leaders as well. Influences the behavior of individuals Effective leadership brings the subordinates into control and motivates them to put their best effort in achieving the goals and objectives of the organization so as to achieve effective results (Belias Koustelios 2015, p. 110 and Shao 2016, p. 133). From both Apple and Coca-Cola Companies, it is evidenced that leading by example creates cohesiveness in an organization thus making the staff be more engaged with trust and respect to the leadership Question two: Theories of leadership Trait approach Trait theory believes that people are either made or born with particular qualities that support them to excel in leadership roles. Qualities such as creativity, intelligence, sense or responsibility, and self-control among other good characters contribute to good leadership qualities in an individual. As a result, trait approach focuses on the analysis of social, mental, and physical characteristics so as to gain more understanding of the combination of characteristics or traits found among leaders. However, Walker and Aritz (2016, p. 460) note that many studies tend to focus on low-level managers as other studies to do clearly explain the relation between the impact on leadership and each characteristic. Therefore, studies on the trait leadership approach tend to focus less on the context of qualities of leadership in different organizations. Behavioral approaches The behavioral leadership approach focuses on the leadership behavior as opposed to their mental, social, and physical characteristics. Here, with psychometric evolution, studies such as Belias Koustelios (2015, p. 110) and Shao (2016, p. 133) measure the cause as well as the effect of the relationship of particular human behavior from leaders. The two reviews focus on the questions such as do leadership involves dictation of what needs to be accomplished or does it involve other employees in the decision-making so as to encourage support and acceptance? The results of the review report three different types of leaders depending on their behavior i.e. autocratic, democratic, and laissez-faire leaders. On the other hand, Solaja, Idowu and James (2016, p. 100) in their study evaluate the behavioral patterns observed in successful leaders. For example, a leader who motivates the desired behaviors on employees by scolding the individuals that arrive late at work and show appreciation as well to the employees that arrive at work on time. The behavioral theory thus focuses on the behavior of a leader in the process of delegating their roles and duties within an organization (Kareem 2016, p. 10). Contingency approach According to Monzani, Ripoll, and Peir (2015, p. 449), contingency approach argues that there is no particular way of leading as every leadership style is based on particular situations. According to the theory, the environment has a great influence on the performance of leaders as some people can perform best under certain conditions and still perform worst under certain circumstances. At some point, Lili (2013, p. 420) notes that contingency theory is related to trait theory as the environment or situation in which a leader exercises their role is dependent on their human trait. The same idea is supported by Azar and Asiabar (2015, p. 4) who in their studies conclude that contingency theory thus focuses on predicting the best leadership style that can be adopted for particular circumstances. Therefore, contingency theory has no set of traits or psychological profile that has a direct link with leadership (Martin 2015, p. 235). However, it is the interaction between the individual traits and the prevailing conditions that lead to the creation of effective leadership. Fielders model of contingency leadership thus focuses on the situation and the interaction of the leadership style in relation to the authority of leadership and the structured aspects of the tasks to be achieved (Zydziunaite, Lepaite Suominen 2013, p. 237). Question Three: Different types of leaderships Leadership plays a major role in the successful performance of an organization as every organization is created with a purpose to achieve particular objectives. As a result, effective leadership is essential in ensuring the organization coordinates its activities so as to achieve the set goals and objectives. Good leadership is hence the backbone to the success of any organization as the performance of the workforce is solely dependent on direction and motivation from the leadership (Walker, Aritz 2015, p. 458). Therefore, there are different types of leadership styles that can be experienced in a workplace each of which has its advantages and disadvantages. The types of leadership styles adopted are dependent on the goals and culture of the organization as well as the task to be completed (Solaja, Idowu James 2016, p. 101). These include transactional, charismatic, transformational, participative, and autocratic types of leadership. Transactional Transactional type of leadership is where the leader allocates the task to be performed by those under him and finally give rewards or punishments based on the results of performance. The team members and the managers together set predetermined goals which the employees agree to follow under the direction of the leadership to accomplish the goals (Martin 2016, p. 335 and Tristan 2016, p. 24). On the other hand, Lili (2013, p. 442) notes that transactional manager has the power of reviewing the results as well as the training and correcting the team members or employees in case they fail to meet the set objectives and goals. The employees are given rewards such as promotions, bonuses, payment increase when they accomplish the goals. Transformational According to Arnold et al., 2015 (p. 485) transformational leadership is dependent on the high level of communication from the leadership or management on guidance and instructions of meeting the goals and objectives of the organization. Tristan (2016, p. 25) also notes that such leadership enhances efficiency and productivity by motivating employees through high visibility and communication as the style involves the management in order to meet the goals of the organization. Leaders tend to delegate smaller tasks to the team in accomplishing the goals of the organization as they focus on the big picture of the organization. Charismatic According to Kareem (2016, p. 10), charismatic type of leadership involves the creation of a powerful self-image depending on the level of his charm and persuasiveness. For example, a business leader having charismatic leadership skills can be enlisted to launch a new product line or orchestrate a turnaround. Charismatic type of leadership is thus driven by the commitment and conviction of the leader towards achieving their cause (Arnold et al., 2015, p. 453). They tend to use powerful oratory with an engaging personality as well as a unweaving commitment toward a positive change in the organization. The charisma in leadership tends to be identified during the crisis as the leaders as seen to exhibit a unique or exceptional devotion and expertise in different facets of positive change and development (Monzani, Ripoll, Peir 2015, p. 450). Participative It is also known to be the democratic leadership style where the leaders give high priority to the input of the members as he has the responsibility for final decision making. Monzani, Ripoll, and Peir (2015, p. 450) note that involving the employees in decision-making processes boosts the morale of the employees and makes them feel that their opinion also matters in the organization. In the case of the need of making changes, participative leadership enables the employees to easily accept changes as they play a role in the changes (Tristan 2016, p. 28). List of references Arnold, K, Connelly, C, Walsh, M, Martin Ginis, K 2015, 'Leadership styles, emotion regulation, and burnout',Journal Of Occupational Health Psychology, 20, 4, pp. 481-490, PsycARTICLES, EBSCOhost, viewed 13 June 2016 Azar, F, Asiabar, A 2015, 'Does leadership effectiveness correlates with leadership styles in healthcare executives of Iran University of Medical Sciences',Medical Journal Of The Islamic Republic Of Iran, 29, pp. 1-5, Academic Search Premier, EBSCOhost, viewed 13 June 2016. Belias, D, Koustelios, A 2015, 'Leadership Style, Job Satisfaction and Organizational Culture in the Greek Banking Organization',Journal Of Management Research (09725814), 15, 2, pp. 101-110, Business Source Premier, EBSCOhost, viewed 13 June 2016. Kareem, J 2016, 'The Influence of Leadership in Building a Learning Organization',IUP Journal Of Organizational Behavior, 15, 1, pp. 7-18, Business Source Premier, EBSCOhost, viewed 13 June 2016 Lili, B 2013, 'Leadership styles of entrepreneurial women in eastern china: characteristics and differences',Social Behavior Personality: An International Journal, 41, 3, pp. 421-431, SPORTDiscus with Full Text, EBSCOhost, viewed 13 June 2016 Martin, J 2015, 'Transformational and Transactional Leadership: An Exploration of Gender, Experience, and Institution Type',Portal: Libraries The Academy, 15, 2, pp. 331-351, Library, Information Science Technology Abstracts, EBSCOhost, viewed 13 June 2016 Monzani, L, Ripoll, P, Peir, J 2015, 'The moderator role of followers personality traits in the relations between leadership styles, two types of task performance and work result satisfaction',European Journal Of Work Organizational Psychology, 24, 3, pp. 444-461 Shao, Z 2016, 'Effectiveness of top management support in enterprise systems success: a contingency perspective of fit between leadership style and system life-cycle',European Journal Of Information Systems, 25, 2, pp. 131-153, Business Source Premier, EBSCOhost, viewed 13 June 2016 Solaja, O, Idowu, F, James, A 2016, 'Exploring the relationship between leadership communication style, personality trait and organizational productivity',Serbian Journal Of Management, 11, 1, pp. 99-117, Business Source Premier, EBSCOhost, viewed 13 June 2016 Tristan, E 2016, 'HOW LEADERSHIP STYLES IMPACT EMPLOYEE SAFETY',EHS Today, 9, 5, pp. 24-27, Business Source Premier, EBSCOhost, viewed 13 June 2016. Vrontis, D, Iain, S 2013, The Strategic Positioning of Coca-Cola in theirGlobal Marketing Operation, Market Review Business Journal, Volume 3, pgs 289-309, retrieved from Walker, R, Aritz, J 2015, 'Women Doing Leadership: Leadership Styles and Organizational Culture',International Journal Of Business Communication, 52, 4, pp. 452-478, Business Source Premier, EBSCOhost, viewed 13 June 2016. Zydziunaite, V, Lepaite, D, Suominen, T 2013, 'Leadership styles in ethical dilemmas when head nurses make decisions',International Nursing Review, 60, 2, pp. 228-235, Academic Search Premier, EBSCOhost, viewed 13 June 2016.

Educational Planning Essay Example

Educational Planning Essay Educational Planning Planning can be defined as â€Å"a process of taking decisions for future actions in order to achieve pre-determined objectives by optimum utilization of available resources in a limited time frame†. Thus a pre-condition for planning is the existence of certain objectives which need to be achieved and constraints in this respect are time and resources. Here resources include all the three types of resources namely physical(or material), financial and human resources. It is said that we plan because we have limited resources and we have to achieve our objectives within the constraint of these limited resources. The term â€Å"planning† is very frequently used in daily life and every person without exception does some planning at individual level when one has to accomplish some task. Households plan for meeting the requirements of the family within the income available and thus plan for monthly expenditure. When planning is undertaken at the individual or household level decision for future actions are taken by individuals. However, if planning is to be undertaken for a system e. g. lanning for education, the important issues to be addressed are : who (and at what level) will decide about the goals, objectives, allocation of resources and time frame which are important and essential components of planning. At the systems level these decisions are taken at various hierarchical units. This concept of availability of various hierarchical units for planning is called the multi-level planning framework. It means the existence of hierarchy of levels of planning with clearly defined territorial jurisdiction. Under this framework planning is possible at national, state (provincial),district, sub-district and village level. We will write a custom essay sample on Educational Planning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Educational Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Educational Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However in India planning particularly in the field of education is carried out at the national, state and in a limited way at the district level only. In the field of education in any country there can be a possibility of developing plans at various levels. Specifically in the big countries and even in medium sized countries the planning is undertaken at more than one level, that is, at various hierarchical administrative units. In many countries the hierarchical units available for planning are national, provincial, district, sub-district and village levels. It may therefore be noted that planning for education can possibly be undertaken at these levels. Undertaking the planning at lower levels along with the higher units is refereed to as decentralized planning. However, if we consider the methodology of planning for education it may be made clear that the methodology or the steps involved in planning remain the same whether plans are formulated at higher level or at the lower level. In order plan for education there are certain steps that are involved. These are as follows. ? Diagnosis of the Educational Situation · ? Target Setting · Intervention Strategies and Activities · ? Costing and Budget Preparation · ? Implementation and Monitoring Mechanism · ? Negotiations, Appraisal and Approval Diagnosis of Educational Situation The first step in developing a plan for education is to diagnose the educational situation. A diagnosis of the education system is an important and initial step towards developing plan. Diagnosis forms an important step in understanding the system itself. Diagnosis in planning is a process of making a realistic assessment regarding what and how much has already been achieved till now. Diagnosis in the context of educational planning is an effort to make a fair assessment of achievements and constraints. It is very likely that what is achieved may be less than what was expected as per the targets set in the earlier plan. There may be various reasons for this under achievement. The diagnosis exercise attempts to identify these constraints so that they are removed while implementing the next plan. It may also be found that sometimes the under achievement of the targets may be due to various constraints imposed on the educational system from within or outside. It may often be difficult to analyze what happens to education ystem without reference to what happens at the household level or at the immediate environment in which the schools are functioning. For example, for knowing the reasons of non-enrolment of children one may have to analyze not only school related factors but also education related factors that operate in the social and economic realm of the society. The diagnosis of educational situation can be done at various levels e. g. at the national, provincial, district, sub-district, village and school level. However, the nature and content of analysis and the indicators used for analyzing the situation may vary between levels. At the higher levels like national and provincial level the analysis of present situation in education may mostly be quantitative and focusing more on input variables whereas at the lower levels e. g. at the village or school levels focus may be more on the qualitative dimension and process variables. The level of disaggregation of information required for analysis also varies between various levels. Foe example, an analysis of educational situation at national level may focus more on inter-state disparities in educational progress; a diagnosis at the state level may focus on inter-district differences. At the lowest level i. e. village level the focus may be on the disparities between households and families. The diagnosis can be purely quantitative or can also be qualitative. However, it involves a systematic and empirical analysis of the educational situation. For this there is a need of developing a reliable data base for initiating the planning exercise. The quantitative analysis is more important while diagnosing the educational situation at the national or provincial level. Even at the local level quantitative information provides more objectivity to analyze the educational situation. To understand the educational situation one may have to analyze education related factors which may have direct bearing on education. Hence an analysis of immediate external environment may be quite helpful in order to understand the educational process that is taking shape in schools and their immediate surroundings. Focus on such education related dimensions is more important to identify constraints. In planning for education the diagnosis exercise may focus on various factors. These may be related to factors pertaining to inputs to the education system; factors pertaining to the functioning of the system and factors pertaining to the efficiency and outcomes of the educational process. While considering the inputs important elements to be considered include provisions of facilities and infra-structure, enrollment ,teachers etc. As far as functioning of the system is concerned the elements to be taken into account include administration of education at the system level, managing the educational process at the institutional and classroom level. For analyzing the quality and outcomes of the education system the efficiency of education and the pass percentage and graduation rate etc. are important. Target Setting Targets are translation of objectives in clearly defined quantitative terms. What the plan intends to achieve during the plan period when specified in quantitative terms is known as target. Targets are statements which state clearly and unambiguously what is to be achieved and are in measurable terms and have definite time frame. In order to develop education plan the targets may be set for access, enrolment, retention and achievement level of children. However it is desirable to undertake the target setting exercise in a disaggregated manner. Secondly in a medium and long term plan the targets should be set in a phased manner which means that targets should not only be set for the total plan period but should also be set for all intervening years. This may not only help to see the progress of implementation of the plan on year to year basis but may also facilitate in reviewing the implementation strategies and perhaps revising the targets for the coming years. The gender and social disparities in the field of education are common features in developing countries. These disparities may be in enrolment, retention or even in achievement also. One of the important objectives in the education plan will be to reduce these disparities. It is therefore important to set the targets on enrolment and retention separately for boys and girls as well as for different ethnic groups that are educationally backward. Over a period of time the gap between boys and girls and between various ethnic groups and others may be reduced. The target of reducing this gap may depend upon the gaps between these categories in the base year of the plan. Several demographic and enrolment indicators can be used in setting enrolment targets. These are growth rate of population; growth rate of school age population or share of school age population to total population; share of girls in total child population; share of under age and over age children in total enrolment at a given level of education; Net Enrolment Ratio; growth rate of enrolment in the preceding year; and Net Intake Rate (NIR). It is important to note that plan targets for all major interventions need to beset at the lower level administrative unit. For example, in the national plan state (i. e. province) wise targets may be set or while planning at the state level district wise targets need to be set. Further the plan targets should be expressed both in terms of absolute figures as well as in terms of performance indicators, where ever applicable. Intervention Strategies and Activities After setting the targets the next step in planning is to evolve strategies to achieve the targets and therefore evolving intervention strategies to achieve the targets is another important aspect of plan formulation. The effort may be to highlight the interventions that will help to overcome the problems and constraints identified in the plan so as to ensure that the targets set are achieved. However, it is to be noted that the strategies evolved will have to address the identified problems and issues. While evolving the strategies important points to keep in view are: (i) in a decentralized planning any single strategy may not be uniformly operational or applicable indifferent areas and that is why probably for addressing a single problem one may have to envisage a set of strategies for a given context. ii) Many a times a single strategy may not be enough to address an issue or a problem and there will be a need to work out multiple strategies for addressing a single problem. (iii) All the problems and issues identified during the planning exercise must be tackled and intervention strategies should be worked out accordingly and there should thus be a linkage between the problems/issues identifie d and the intervention strategies developed for addressing them. Translating the strategies into programs and activities is the next step in the plan formulation. It is to be kept in view that a specific intervention strategy may require a number of programs to make it operational and effective. However a program may be an aggregation of various activities. It is therefore necessary to translate each and every strategy into activities and tasks. For example for improving access the strategy can be ‘opening of new schools’. However one of the activities under the strategy of opening new school may be ‘construction of school building’. But the activity of construction of school building has many tasks that are to be undertaken. These tasks may be (i) identification of school-less habitations; (ii)identification of habitations qualifying for opening schools; (iii) listing and prioritization of habitations; (iv) deciding about the number of schools to be opened;(v) identification of habitations where schools are to be opened; (vi) deciding the location/site of the school; (vii) acquiring site/transfer of land; (viii) identification of agency for construction and supervision; (ix) actual construction work; (x) monitoring and supervision of construction work and (xi) finishing and furnishing of school building. Next step in plan formulation is the sequencing and phasing of these activities and the tasks. It may be noted that some activities / tasks can be undertaken only in a sequential manner whereas some activities/tasks can be started simultaneously. For example, construction of school building and recruitment of teachers are the activities which can be undertaken simultaneously while actual construction of school building can not be done before deciding the site of the school, acquiring site, transfer of land and identification of agency for construction and supervision. Costing and Budget Preparation An important step in the plan formulation exercise is the costing and estimation of financial requirements to implement the plan. Translating the physical inputs into financial requirements is essential for funding purpose. All the activities and tasks identified, which have financial implication, are to be cost properly and budgeted adequately. Various steps that are involved in estimation of financial requirements are: (i) listing of all the activities to be undertaken (ii) classifying all these activities into two categories i. . activities having cost implications and activities which do not have cost implications; (iii) classifying the activities which have cost implications into recurring and non-recurring heads; (iv) working our the is another important aspect of plan formulation. The effort may be to highlight the interventions that will help to overcome the problems and constraints identified in the plan so as to ensure that the targets set are achieved. However, it is to be noted that the strategies evolved will have to address the identified problems and issues. While evolving the strategies important points to keep in view are: (i) in a decentralized planning any single strategy may not be uniformly operational or applicable indifferent areas and that is why probably for addressing a single problem one may have to envisage a set of strategies for a given context. (ii) Many a times a single strategy may not be enough to address an issue or a problem and there will be a need to work out multiple strategies for addressing a single problem. iii) All the problems and issues identified during the planning exercise must be tackled and intervention strategies should be worked out accordingly and there should thus be a linkage between the problems/issues identified and the intervention strategies developed for addressing them. Translating the strategies into programs and activities is the next step in the plan formulation. It is to be kept in view that a specific intervention strategy may require a number of programs to make it operational and effec tive. However a program may be an aggregation of various activities. It is therefore necessary to translate each and every strategy into activities and tasks. For example for improving access the strategy can be ‘opening of new schools’. However one of the activities under the strategy of opening new school may be ‘construction of school building’. But the activity of construction of school building has many tasks that are to be undertaken. These tasks may be (i) identification of school-less habitations; (ii)identification of habitations qualifying for opening schools; (iii) listing and prioritization of habitations; (iv) deciding about the number of schools to be opened;(v) identification of habitations where schools are to be opened; (vi) deciding the location/site of the school; (vii) acquiring site/transfer of land; (viii) identification of agency for construction and supervision; (ix) actual construction work; (x) monitoring and supervision of construction work and (xi) finishing and furnishing of school building. Next step in plan formulation is the sequencing and phasing of these activities and the tasks. It may be noted that some activities / tasks can be undertaken only in a sequential manner whereas some activities/tasks can be started simultaneously. For example, construction of school building and recruitment of teachers are the activities which can be undertaken simultaneously while actual construction of school building can not be done before deciding the site of the school, acquiring site, transfer of land and identification of agency for construction and supervision. Implementation Schedule and Monitoring Mechanism One of the important stages in planning exercise is detailing out the implementation plan. When planning at the lower levels, e. g. district level planning, implementation is part and parcel of planning activities. A plan document is incomplete if it does not contain detailed plan for implementation of the programs and projects that the plan contains. It thereby means that planning for implementation should be inbuilt in the plan document. A failure in the achievement of plan targets in the education sector is generally attributed to the lack of detailed planning for implementation. Planning for implementation facilitates the process of implementation of programs and projects by providing a sound mechanism of monitoring in the form of implementation schedule and it also increases the efficiency of the system by minimizing the costs of implementation of a given program or project. Planning for implementation makes it possible to critically analyze the activities of a given educational program and to develop an implementation schedule which can be used for monitoring the progress of implementation. There are certain steps that are necessary in planning for implementation of educational programs or projects. These are; listing of activities that make up the program; thinking through each of these activities; establishing inter-relationships between these activities; establishing a network; setting activity duration; determining material, equipment and human resource needs; deciding about time duration for the program implementation of each activity; identifying identical activities of the program which can not be overlooked without affecting the duration of the average cost of recurring activities and unit cost for non-recurring activities (v)estimation of costs separately under the recurring and non-recurring heads. While estimating the financial requirements for the Education Plan the recurring costs estimation may be on items such as salaries, training, maintenance of building, equipment, furniture, infrastructure, travel costs; stationary and consumables, contingencies, rents etc. Similarly the non-recurring cost estimation may be on items such as: construction of school building, additional classrooms, toilets, compound wall, equipments, furniture; infrastructure; vehicle etc. The aggregation of costs of all the activities and tasks under various strategies will give the total financial requirements of the plan. Allocation of resources to education is based on the budgets. Budgets are prepared annually to facilitate the resource allocation process. This implies that these activities are to be classified according to the year of beginning and completion of the activities. This may help in preparing the annual budgets. The budget should correspond to the activities indicated to be completed in that particular year. While estimating the cost requirements for the plan it is of utmost importance to keep in view the financial parameters fixed by the higher level decision making bodies with regard to Education Plans to be formulated at the lower levels. The costing of the plan must adhere to the ceilings on various items and other financial parameters prescribed by the approving body which may be the national (i. e. central) government and/or the provincial government. Negotiations, Appraisal and Approval The plans developed are draft plans till they are discussed and finally approved by the approving authorities. Since resources are to be allocated for implementation of plan, the negotiation process is very important. Many proposals in the plan may require financial allocation from the higher authorities. Hence the plan may become final only when they are discussed and finally approved by the authorities by approving budget and allocating funds as per requirements. The approving authorities look into the desirability of proposals and the feasibility of implementation of the plan. This is the process of negotiation between those who formulate the plan and those who have to finally approve the plan and budget. It is generally found that some cut in the proposed resource requirement is done by the authorities and in such case the plan need to be revised in the light of discussion. Based on the resources assured by the approving authorities, plan proposals are to be prioritized. After such re-prioritization so as to establish a link between what is proposed and the extent of resources available, the plan is finalized. In order to approve the plan the authorities, who have to approve the plan and budget, do generally like to do comprehensive review of the various aspects and components of program proposals. It is therefore seen whether the plan is technically sound, financially viable and justified and administratively feasible. This is done with the help of a team of experts who discuss the plan proposals at length with the planning team. This process is known as the appraisal of plan. Thus an important aspect of plan negotiation is appraisal through which the opinion of the experts is sought about the soundness and feasibility of plan proposals before it is finally approved for implementation. Negotiation is a process by which one can bargain for more resources. If the proposals made in the plan document are justified and the planning team is able to convince the authorities it is very likely that they may get more resources. However, if the plan proposals are weak and unconvincing the chances are that they may get less amount of resources. The soundness of the proposals which constitute a plan is an important consideration influencing the amount of resources allocated

Angiosperms - Definition and Examples

Angiosperms s Angiosperms, or flowering plants, are the most numerous of all the divisions in the Plant Kingdom. With the exception of extreme habitats, angiosperms populate every land biome and aquatic community. They are a major food source for animals and humans, and are a major economic source for the production of various commercial products. Angiosperms differ from non-vascular plants in that they have a vascular transport system for moving water and nutrients to various parts of the plant. Flowering Plant Parts The parts of a flowering plant are characterized by two basic systems: a root system and a shoot system. The root system is typically below ground and serves to acquire nutrients and anchor the plant in the soil. The shoot system consists of the stems, leaves, and flowers. These two systems are connected by vascular tissue. Vascular tissues called xylem and phloem are composed of specialized plant cells that run from the root through the shoot. They transport water and nutrients throughout the plant. Leaves are an important component of the shoot system as they are the structures through which plants acquire nutrition by photosynthesis. Leaves contain organelles called chloroplasts that are the sites of photosynthesis. Gas exchange needed for photosynthesis occurs through the opening and closing of tiny leaf pores called stomata. The ability of angiosperms to shed their foliage helps the plant to conserve energy and reduce water loss during cold, dry months. The flower, also a component of the shoot system, is responsible for seed development and reproduction. There are four main flower parts in angiosperms: sepals, petals, stamens, and carpels.  After pollination, the plant carpel develops into fruit. Both flowers and fruit are often colorful in order to attract pollinators and animals that eat  fruit. As the fruit is consumed, the seeds pass through the animals digestive tract and are deposited at a distant location. This allows angiosperms to spread and populate various regions. Woody and Herbaceous Plants Angiosperms can be woody or herbaceous. Woody plants contain secondary tissue (bark) that surrounds the stem. They can live for several years. Examples of woody plants include trees and some shrubs. Herbaceous plants lack woody stems and are classified as annuals, biennials, and perennials. Annuals live for one year or season, biennials live for two years, and perennials come back year after year for many years. Examples of herbaceous plants include beans, carrots and corn. Angiosperm Life Cycle Angiosperms grow and reproduce by a process called alternation of generations. They cycle between an asexual phase and a sexual phase. The asexual phase is called the sporophyte generation as it involves the production of spores. The sexual phase involves the production of gametes and is called the gametophyte generation. Male and female gametes develop within the plant flower. The male microspores are contained within pollen and develop into sperm. Female megaspores develop into egg cells in the plant ovary. Angiosperms rely on the wind, animals, and insects for pollination. Fertilized eggs develop into seeds and the surrounding plant ovary becomes the fruit. Fruit development distinguishes angiosperms from other flowering plants called gymnosperms. Monocots and Dicots Angiosperms can be divided into two main classes depending on seed type. Angiosperms with seeds that possess two seed leaves after germination are called dicots (dicotyledons). Those with a single seed leaf are called monocots (monocotyledons).  These plants also differ in the structure of their roots, stems, leaves, and flowers. Roots Stems Leaves Flowers Monocots Fibrous (branching) Complex arrangement of vascular tissue Parallel veins Multiples of 3 Dicots Taproot (single, primary root) Ring arrangement of vascular tissue Branching veins Multiples of 4 or 5 Monocots and Dicots Examples of monocots include grasses, grains, orchids, lilies, and palms. Dicots include trees, shrubs, vines, and most fruit and vegetable plants. Key Takeaway: Angiosperms Angiosperms are plants that produce flowers. Flowering plants also produce fruit which covers and protects angiosperm seeds.Angiosperms are organized into a root system and a shoot system. The supportive roots are below ground. The shoot system is composed of the stems, leaves, and flowers.Two types of angiosperms are woody and herbaceous plants. Woody plants include trees and some shrubs. Herbaceous plants include beans and corn.Angiosperms cycle between an asexual phase and a sexual phase by the process of alternation of generations.  Angiosperms are classified as either monocots or dicots depending on seed type. Monocots include grasses, grains, and orchids. Dicots include trees, vines, and fruit plants. Sources Klesius, Michael. The Big Bloom-How Flowering Plants Changed the World. National Geographic, National Geographic, 25 Apr. 2016, www.nationalgeographic.com/science/prehistoric-world/big-bloom/.  Tree of Life Angiosperms. Flowering Plants. Tree of Life Web Project, tolweb.org/Angiosperms.

Software restriction policies Research Paper Example | Topics and Well Written Essays - 750 words

Software restriction policies - Research Paper Example Hence, software restriction strategies are one of the most important management qualities in Windows-Server-2003 and Windows-XP (Microsoft). This paper presents an overview of software restriction policies. Basically, this paper will discuss its possible functions, advantages and applications. Software restriction policies are one of the most important characteristics of active directory group policy. In this scenario, system administrators are able to define these policies on a temporary basis, depending on specified principles and users cannot avoid it. In fact, software restriction policies offer a capability to fight productively with a wide variety of security threats and issues such as Trojans and viruses, ActiveX controls (permit or prohibit definite ones), installation of software (that for instance is not the ones we require executing on client systems) and application of malicious Email attachments (Florian’s Blog; Microsoft). In addition, software restriction policies work on the basis of a rule-set that we use to describe the policy, read from the first one to the last, the significant rules that assess the running application in an excellent way and gets applied. Additionally, we can configure SRP using the following node: CompConf\Windows Settings\Security Settings\Software Restriction Policies by right-clicking the node and selecting ‘New Software Restriction Policies’ (Florian’s Blog; Microsoft). I have presented below the image of software restriction policies that describes the overall rules and regulations used to develop and apply these policies: Moreover, we can apply strict policies according to the situation for instance, deny all the software applications except the one that I white-list by means of my policy or a lesser strict policy that allows us to run a software application on

Game Programming Assignment Example | Topics and Well Written Essays - 2500 words

Game Programming - Assignment Example What A* does is generate and process the successor states in a certain way. Whenever it is looking for the next state to process, A-star employs a heuristic function to try to pick the best state to process next. If heuristic function is good, not only will A-star find a solution quickly, but it can also find the best solution possible. Brief Description:: The A* algorithm maintains two sets or ordered lists OPEN and CLOSED. OPEN list keeps a track of those nodes that need to be examined. CLOSED list keeps track of those nodes that have already been examined. Initially, OPEN list contains just the initial node. Start with initial node and insert it in ordered list OPEN list. Create a list CLOSED. This is initially an empty list. Each node 'n' maintains the following: g(n) = the cost of getting from the natal node to 'n' h(n) = the estimate, according to the heuristic function, of the cost of getting from n to the goal node. f(n) = g(n) + h(n); intuitively, this is the estimate of the best solution that goes through n. If OPEN is empty, exit with failure in algorithm. Select first node on OPEN. Remove it from OPEN and put it on CLOSED. This is node 'n'. If 'n' is goal node, exit the program. The solution is obtained by treating a path backwards along arcs in the tree from the node to n. Expand node n. This will generate successors. Read the list OPEN according to heuristic and go back to step 4. Each node maintains a pointer to its parent node, so that later on the best solution if founded can be retrieved. If n is goal node then we are done with solution given by backtracking. For each successor node n, if it is already in CLOSED list and the copy there has an equal or lower 'f' estimate,...Thus, the depths of the graph are first examined. For DFS, a stack can be maintained to keep a record of all the visited nodes, to ease the backtracking process. Given a suitable problem, we represent the initial conditions of the problem with an appropriate initial state, and the goal conditions as the goal state. For each action that is performed, generate successor states to represent the effects of the action. If this continues, at some point one of the generated successor states is the goal state, then the path from the initial state to the goal state is the solution to the problem. What A* does is generate and process the successor states in a certain way. Whenever it is looking for the next state to process, A-star employs a heuristic function to try to pick the best state to process next. If heuristic function is good, not only will A-star find a solution quickly, but it can also find the best solution possible. For each successor node n, if it is already in CLOSED list and the copy there has an equal or lower 'f' estimate, we can safely discard the newly generated n and move on. Similarly if n is already in the OPEN list and the copy there has an equal or lower 'f' estimate, we can discard the newly generated n and move on. If no better version of n exists on either the CLOSED or OPEN lists, we remove the inferior copies from the two lists and set n as the pare

Marketing Principles Essay Example | Topics and Well Written Essays - 3750 words

Marketing Principles - Essay Example As noted in the report, when intending to launch a new product, market research should be carried out first in order to establish the needs of the people. Marketing messages should be tailored in such a way that the product is presented as better than other similar products offered in the market. The message should also be designed in such a way that it can positively change the behaviour and attitude of people. Table of contents 1.0 Introduction 3 1.1 Task1 3 1.2 How Nike increases customer satisfaction 5 2.1 Task 2 6 2.2 Segmentation criteria used by Nike 7 2.3 Market targeting used by Nike 8 2.4 Consumer behaviour 9 2.5 Perception maps 9 2.6 B2B marketing strategy used by Nike 12 2.7 International marketing 13 3.0 Task 3: Nike introducing new jersey 13 3.1 Marketing mix for the new jersey 14 3.2 Place 14 3.3 Price 14 3.4 Promotion 14 3.5 Extended marketing mi 15 3.6 Conclusion 17 References 19 1.0 Introduction This case study based essay seeks to evaluate and explain the marketing concepts that can be implemented by Nike in order to operate viably. The report is divided into three sections which deal with different marketing concepts and how they can be implemented by Nike group in order for it to achieve merit/distinction criteria in its operations. The first task deals with explaining the meaning of marketing as well as carrying out a SWOT analysis for Nike. The second task is particularly concerned with explaining different marketing concepts such as positioning, targeting as well as micro and macro economic factors and how they are impacting on Nike. The third task is an individual report about designing a marketing plan for a new Nike product as well as outlining the marketing strategy that can be used to present the product to the market. The last part of the report gives recommendations that can be adopted by Nike in order to operate effectively so that it can gain a large market share. 1.1 Task I Nike Inc. uses various elements of the marketing proce ss to develop and promote their product as well as to market them so that they can satisfy the needs and wants of the customers. In order to understand how these marketing elements are utilised by Nike, it is imperative to begin by explaining the meaning of the term marketing. a. Strydom (2004, p. 2) define marketing as â€Å"a social and managerial process by which individuals and groups obtain what they need and want through creating and exchanging products and value with others.† On the other hand, the Chartered Institute of Marketing (CIM) define marketing as â€Å"the management process that responsible for identifying, anticipating and satisfying customer requirements profitably.† From these two definitions, it can be seen that marketing is a managerial function that is concerned with satisfying the needs of the customers as well as the organization profitably. According to Reuters (2013), NIKE, Inc. â€Å"is engaged in the design, development and worldwide mark eting and selling of footwear, apparel, equipment, accessories and services.† No doubt Nike embraces the basic tenets of marketing in its operations in a bid to satisfy the needs of the customers profitably. The company harnesses the strategy of brand equity to gain a competitive advantage given that its products are valued and treated with great esteem by the customers since they are different from other similar products in

Accounting for Individual Differences in the Workplace

Accounting for Individual Differences in the Workplace Introduction In today’s society, there is little doubt that individual differences are certainly important in the workplace as one of critical predictors of training outcome, individual productivity or stress at work. For the reason it affects us most in every way to name a few, we perceive and respond information, our abilities and skills such as logic, creativity and critics, etc., it is necessary for an organisation to understand, value and enjoy the benefits it would bring. This essay would write about the definition of individual differences to begin with; analysis individual differences in demographics, intelligence, and personality; some commonly mistaken assumption in measuring them and recommendation for improving it in selecting and managing people. The aim of the paper in the end is to provide some suggestions for managers to mitigate any false assumptions’ impacts in person differences’ assessment. What are individual differences? Studying individual differences is concerned with variations between one person to another, in other words, it is defined by Ashleigh and Mansi (2012:68) as â€Å"those parts of â€Å"us† which differentiate â€Å"us† from others†. Investigating individual differences is a continuing concern within organisations enables us to, in the view of predicting people’s behaviours, making team formation easier, in turn, managing the team more effectively while there is a common goal and value among team members. The facts remain that each individual is likely to have a regular pattern of behaviour towards similar situation. While there are other key differences between individuals, such as creativity, values, emotions, the scope of this essay will be focused on 3 key points in demographics, intelligence and personality and the way to measure them in a setting of organisational behaviour. Individual differences in demographics According to a definition provided by Ashleigh and Mansi (2012:80), it refers to â€Å"differences within a population group-such as race, age, income, disabilities, educational level, experience, marital status and gender†. For work psychologists, it is important to take those factors into consideration in order to know the group of people involved in research, and their impact on finding results if any in the way to design data application in reality. For example, in the research carried out by Tsui and O’Reilly (1989), some demographic factors, namely age, sex, race, education level, job tenure were used to investigate their impacts on the relationship of supervisors and subordinates. This study outlined that a negative relation between differences and work effectiveness had been reported, not mention to increased role ambiguity for subordinates. Hence, reducing dissimilarity from those factors mentioned above in job allocation and team formation is likely to improve work effectiveness. Moreover, criteria in demographics like age or experience can be employed as supporting factors in the generation-specific HR strategies. For example, young employees are looking for an attractive and supportive environment in which offers learning goal orientation, in exchange, they will display job commitment; while, this environment, on the balance of it, should retain a wealth of valuable knowledge and skills from the older ones (D’Amato and Herzfeldt, 2012). Thus, proper and suitable HR strategies should be given differently to each group. Additionally, while younger employees are, in a way, more creative, fast action, quick response to changes, especially with modern technology, risk-loving, but do lack of professional experiences coming with prices, as against with a bit conservative, slower in response to new changes, but a more professional way of working, rational decision-maker for the older ages. Therefore, it is undoubtedly true that when HR managers fit the job w ith a person or design training strategies for staff, demographic differences should be given a serious consideration to provide suitable programs. Individual differences in intelligence To explain the definition of â€Å"intelligence†, let just put it versus â€Å"ability†. While Wiseman (1967:290) declared that ability â€Å"is defined operationally by the performance of an individual in a specific situation†, for Cooper (1999:6), in general, â€Å"are any behaviours that can sensibly be evaluated† by either monitoring behaviour or asking others to give evaluation such as typing, reading a map, cooking, etc. On the other hand, as for intelligence Binet and Simon (1905) agreed that it has shown the ability to judge, understand and reason easily, while Vernon (1956) added â€Å"the more general qualities of thinking, level of concept developing, reasoning and grasping relations†. By comparison, the term ability has a broader meaning than that of intelligence which means â€Å"mental ability†. There is also a room opening for ongoing debate whether it is fixed or not, or nature-nurture debate. In the study of Dickens and Flynn (2006), increasing amount of nutrition, test familiarity, educational games, TV show complexity, etc. have been attributable to intelligence improvement. However, Lynn Vanhanen (2006) found that such IQ discrepancies found in across ethnicities, races, and nationalities are proposing â€Å"a difference in innate brain capacity†. Furthermore, Marks (2010) analysed the association between IQ and situational factor like literacy skills across time, nationality, and race.In addition, regarding to the nature-nurture debate, there are those who believed that only environmental factor is absolutely qualified enough to account for individual differences in intelligence Karmin (1977), however, nearly 20 years later, Mackintosh (1995) declared that heritability should be taken into consideration as well. In more details to what extent, Cooper (1999) ar gued that, with constant conditions, intelligence is influenced by genetic component to the extent of 50 60%. These results are consistent with other studies (Plomin et al. 2001; Neisser, 1996) and suggesting that genetic factor may account for more in IQ differences than environmental factors. Therefore, if we are fortunate enough to be born by clever parents and have appropriate educational training, it is possible that our IQ score can be shifted. That leads to another question, i.e How to measure intelligence?. In order to measure it, cognitive ability test which is a part of psychometric test has long been used to reflect individual’s intelligence quotient (IQ) (William Stern, 1912) is calculated as follows: a mental age divided by chronological age, and then multiplied it by 100. One of the most popular and widely used tests of intelligence is Wechsler Scales of Intelligence first introduced by David Wechsler in 1955. A great deal of research and literature has been taken place in the relationship of intelligence and work performance. This combination of findings provides some support for the conceptual premise that general intelligence is certainly a good predictor in assessment of job performance and training proficiency (Sakett et all., 2008; Furnham, 2005; Drasgow, 2003). Nevertheless, it is undoubtedly true while other conditions should stay the same, otherwise, this criteria is absolutely not the only variable that influences performance, but job knowledge and motivation, do also rate a mention here (Kamin, 1995). One of the advantages associated with psychometric test is that it provides a comparison ability in scores which based on the same standard within a group of people. Secondly, this kind of test offers a prediction of performance in a various settings. For example, to assess one’s ability in the recruitment process, situational judgement tests would be given, e.g asking reaction of salesman towards customer’s complaint. Particularly, in the context of the organisation, a great number of organisations have found these tests are effective enough, both in the sense of cost and means for employee selection in recruitment and after-training seasion. On the other hand, there exists some special skills which can not be assessed quickly and accurately through psychometric tests, such as hand and eye coordination (Cooper, 1999). In fact, some previous study found that about half to two-thirds of large companies apply psychometric testing in senior managers’ assessment in Europe (Cook, 2004; Furnham, 2004; Salgado, 1997), and 72% of UK organisations employed ability tests in selecting and assessing process (CIPD, 2007). Individual differences in personality There is a degree of lacking consensus around the terminology of personality. For Furnham (1997:161), the term refers to â€Å"enduring traits or characteristics that account for consistent patterns of responses†, later on, Pervin added (2004:6) more details in the sense of feeling, thinking and behaving. Although there have been some other ways to elaborate its definition, they all shared the common feature is that making every human beings unique in their interaction with the environment. The key theories of personality can be listed as follows: psychodynamic, behaviourist, humanistic, biological, trait and type and social-cognitive. However, due to limited scope, this essay will focus on behaviourist (Pavlov, Watson, Thorndike and Skinner, 1849-1990) and trait and type (Allport, Cattell and Eysenck, 1916-1998). Regarding behaviourist theory, they put emphasis on psychological investigation in observable, measurable behaviour regarded as the merely appropriate method. They stated that through reinforcement either punishment or reward, all behaviours can be modified. The environment can, however, initiate our initial response; but on the account of reinforcement experiences, our behaviours are possibly shaped, thus creating learnt associations which, in turn, direct our future behaviours provided in the same settings. As for the type and trait theory, their approach’s similarity lies in the fact that both of them consider grouping people into personality characteristics. While the type theory places people into discrete groups, as against with seeing personality feature as a continuum for trait theory. For example, a person would be considered either introvert or extrovert in a view of the type theory. By contrast, the trait theory (Allport, Cattell and Eysenck) would find anyone can be anywhere in the between of introvert and extrovert included those towards the extremes (Matthewman, et all., 2009) and that amount and type of trait would be constant. Later on, Costa and McGrae (1992) discovered the essence of traits had been found in 5 factors which were developed into â€Å"Ocean theory† mentioning about 5 traits, namely Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism. It is regarded as a widely acknowledged template in explaining the human personality†™s structure (Arnold, 2010). Although Ashleign and Mansi (2012) agreed that â€Å"trait theory is considered the most useful of personality theories for organisational psychologists† so far for its pattern of behaviour detection and classification, its limitations can not be overlooked. In particular, this approach not only offers frameworks in major pattern of behaviours, in which personality assessment can be constructed and employed (Bayne, 1994). However, the fact remains that human behaviours are affected by lots of situational factors (Bandura, 1999), thus individuals are highly unlikely to behave in the same way all the time (Armstrong, 2003). That is the reason why this approach will probably have a limited prediction in value to typical behaviours (Pervin, 1994). Moreover, it fails to explain how these 5 factors develop and the way of their influence on human behaviours which is the centre of work psychology’s interest. Therefore, Makin (1996) claimed that their level of anticipation is no t quite high. One question that needs to be asked, however, is whether reading Big Five traits may make people jump into conclusion too quickly that Neuroticism is something least favourable among all. The answer is it should be dependent on the situation and job’s characteristics. There are actually some jobs requiring a high N scale. For example, Spencer Lord, a HR specialist, says highly neurotic people are often strong in roles that require attention to detail, e.g positions in finance or compliance. Due to their natural caution for avoiding worry about consequences, they can also be very effective in assessing risk (2013). By contrast, being too extroverted may be associated with try to be dominant, attention seeking which are possibly not a good thing in teamwork. In addition, Robertson (2001) claimed that the strongest predictor of job performance is Conscientiousness. However, it failed to consider in a situation demanding being creative and innovate which high C scale usually lacks of. Futhermore, not mention of the fact that, especially in such a rapidly changing world, being adaptive and flexible is certainly necessary (Maltby, et all., 2013:414). Personal characteristics’ measurement probably remains significantly important in the occupational assessment process in organisations. In fact, there have been some popular ways, such as personality questionnaires which is another part of psychometric tests, interviewing and behavioural observation. Firstly, a personality questionnaire contains a lot of standardised statements which need to be responded by candidates. Those statements are filtered from a large database to the target group based on essential characteristics that an organisation needs to know (Matthewman at all., 2009). Their scores would be compared with that of specific group which is â€Å"norms† tables. Therefore, this kind of measurement is also called as â€Å"normative personality measurement†. For example, 16PF5 was developed from the Cattell model of personality, as for NEO-5 was based on the OCEAN model (Costa and McCrae, 1985), or the Myers-Briggs Type Indicator (MBTI) is also a commonly used one. The fact remains that 56% of UK companies using personality tests at some point of their assessment procedure (CIPD, 2007). On the other hand, despite the great benefits that it offers if being applied in the right way, personality tests can not be trusted as the only source of assessment in people selection. Firstly, candidates may give fake answers in the way they think that would score them up in employers’ eyes. However, this problem can be mitigated by three ways, namely through direction as â€Å"be honest, no right and wrong answer†, social desirability (Crowne and Marlowe, 1964) and answers whose choices are forced. Secondly, the interview has long regarded as the most commonly used forms of people selection (Keenan, 1995). Although it was brought into criticism for being subject to bias and unreliability, some recent researches show that a structured interview with well trained interviewers is highly likely to improve its validity (Dipboye, 2005; Posthuma et al., 2002). Therefore, it is essential to ensure that those questions in the interview should be a job analysis related and consistent. Moreover, as for the interviewer, he should keep set of assessing criteria constant among interviewees in general, and in their responses in particular (Arnord et al., 2010), e.g: rating each answer with multiple rating scale, taking special notes, asking multiple interviewers if possible. Conclusion â€Å"In most situations it is best to use a combination of several personnel selection techniques to ensure fairness and accuracy†.

Driving In India :: essays research papers

Driving in India Traveling in India is an almost hallucinatory mixture of sound and sight. It is frequently heart-rending, sometimes hilarious, mostly exhilarating, always unforgettable - and, when you are on the roads, extremely dangerous. Most Indian road users observe a version of the Highway Code based on some ancient text or on the position of the moon. In general the 12 rules of the Indian road code are: ARTICLE I The assumption of immortality is required of all road users. ARTICLE II The following Order of Precedence must be accorded at all times. In descending order give way to: cows, elephants, heavy trucks, buses, official cars, camels, light trucks, buffalo, jeeps, ox-carts, private cars, motorcycles, scooters, auto-rickshaws, pigs, pedal rickshaws, goats, bicycles carrying goods, handcarts, bicycles carrying passenger(s), dogs, pedestrians. ARTICLE III All wheeled vehicles shall be driven in accordance with the maxim: to slow is to falter, to brake is to fail, to stop is defeat. This is the Indian drivers' mantra. ARTICLE IV Use of horn: Cars (IV, 1, a-c): Short blasts indicate supremacy, i.e. in clearing dogs, rickshaws and pedestrians from path. Long blasts denote supplication, i.e. to oncoming truck, "I am going too fast to stop, so unless you slow down we shall both die". In extreme cases this may be accompanied by flashing of headlights. Single casual blast means "I have seen someone out of India's 870 million people whom I recognize", "There is a bird in the road (which at this speed could go through my windscreen)", or "I have not blown my horn for several minutes." Trucks and buses (IV, 2, a): All horn signals have the same meaning, "I have a gross weight of 12.5 tons and have no intention of stopping, even if I could." This signal may be emphasized by the use of headlights. Article IV remains subject to the provision of Order of Precedence in Article II above. ARTICLE V All manoeuvres, use of horn and evasive action shall be left until the last possible moment. ARTICLE VI In the absence of seat belts (which there is), car occupants shall wear garlands of marigolds. These should be kept fastened at all times. ARTICLE VII Rights of Way: Traffic entering a road from the left has priority. So has traffic from the right, and also traffic in the middle. Lane discipline (VII, 1): All Indian traffic at all times and irrespective of direction of travel shall occupy the centre of the road. ARTICLE VIII Roundabouts: India has no roundabouts. Apparent traffic islands in the middle of crossroads have no traffic management function. Any other impression should be ignored. ARTICLE IX Overtaking is mandatory. Every moving vehicle is required to overtake

Big Five Personality Traits

Big five model †¢ Lewis goldberg proposed a five dimension personality model , nicknamed the big five /five factor theory. †¢ The Big Five model is a comprehensive, empirical, data-driven research finding. †¢ In psychology, the â€Å"Big Five† factors (Five Factor Model) of personality are five broad domains or dimensions of personality which are used to describe human personality. Big five factors are †¢ Factor I: Extraversion. †¢ Factor II: Agreeableness. †¢ Factor III: Conscientiousness. †¢ Factor IV: Neuroticism. †¢ Factor V: Openness to Experience. Factor I: Extraversion Extraversion is characterized by positive emotions and the tendency to seek out stimulation and the company of others. †¢ Extraverts enjoy being with people, and are often perceived as full of energy. †¢ They tend to be enthusiastic, action-oriented individuals who are likely to say â€Å"Yes! † or â€Å"Let's go! † to opportunities for excit ement. Continued†¦ †¢ In groups they like to talk, assert themselves, and draw attention to themselves. †¢ Introverts lack the social exuberance and activity levels of extraverts. †¢ They tend to seem quiet, low-key, deliberate, and less involved in the social world. Continued†¦ Extraversion : the tendency to be †¢ Talkative versus Quiet. †¢ Assertive versus Reserved. †¢ Active versus Shy. †¢ Energetic versus Silent. †¢ Outgoing versus Withdrawnness.. Sample extraversion items †¢ I don't mind being the center of attention. †¢ I feel comfortable around people. †¢ I start conversations. †¢ I talk to a lot of different people at parties. †¢ I don't talk a lot. (reversed) †¢ I have little to say. (reversed) †¢ I don't like to draw attention to myself. (reversed) †¢ I am quiet around strangers. (reversed) Factor II: Agreeableness †¢ Agreeableness is a tendency to be compassionate nd cooperative rather than suspicious and antagonistic towards others. †¢ They are generally considerate, friendly, generous, helpful, and willing to compromise their interests with others. †¢ Agreeable people also have an optimistic view of human nature. They believe people are basically hon est, decent, and trustworthy. Continued.. †¢ Disagreeable individuals place self-interest above getting along with others. †¢ They are generally unconcerned with others’ well-being. †¢ Sometimes their skepticism about others’ motives causes them to be suspicious, unfriendly, and ncooperative. Continued†¦.. †¢ Kind versus unkind. †¢ Appreciative versus Fault-finding. †¢ Soft-hearted versus Hard-hearted. †¢ Warm versus Cold. †¢ Generous versus Quarrelsome. †¢ Friendly versus Unfriendly. Sample agreeableness items †¢ I am interested in people. †¢ I sympathize with others' feelings. †¢ I have a soft heart. †¢ I take time out for others. †¢ I feel others' emotions. †¢ I make people feel at ease. Factor III: Conscientiousness †¢ Conscientiousness is a tendency to show self-discipline, act dutifully, and aim for achievement against measures or outside expectations. The trait shows a preferenc e for planned rather than spontaneous behavior. †¢ It influences the way in which we control, regulate, and direct our impulses. Continued†¦.. †¢ Organized versus unorganized. †¢ Efficient versus inefficient. †¢ Responsible versus Irresponsible. †¢ Reliable versus unreliable. †¢ Dependable versus Undependable †¢ Practical versus imaginative. Sample conscientiousness items †¢ I am always prepared. †¢ I pay attention to details. †¢ I get chores done right away. †¢ I like order. †¢ I follow a schedule. †¢ I am exacting in my work. Factor IV: Neuroticism †¢ Neuroticism is the tendency to experience negative emotions, such as anger, anxiety, or depression. †¢ It is sometimes called emotional instability. †¢ Those who score high in neuroticism are emotionally reactive and vulnerable to stress. †¢ They are more likely to interpret ordinary situations as threatening, and minor frustrations as hopelessly difficult. Continued†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ These problems in emotional regulation can diminish the ability of a person scoring high on neuroticism to think clearly, make decisions, and cope effectively with stress. At the other end of the scale, individuals who score low in neuroticism are less easily upset and are less emotionally reactive. †¢ They tend to be calm, emotionally stable, and free from persistent negative feelings. Continued†¦ †¢ Tense, Anxious, Nervous, Moody, Worrying, Touchy, Fearful, Self-pitying, Temperamental, Unstable, Self-punishing. †¢ versus [Emo tional stability, Emotional control, Ego strength] Sample neuroticism items †¢ I am easily disturbed. †¢ I change my mood a lot. †¢ I get irritated easily. †¢ I get stressed out easily. †¢ I get upset easily. I have frequent mood swings. †¢ I often feel blue. †¢ I worry about things. Factor V: Openness to Experience †¢ Openness is a general appreciation for art, emotion, adventure, unusual ideas, imagination, curiosity, and variety of experience. †¢ The trait distinguishes imaginative people from down-to-earth, conventional people. †¢ People who are open to experience are intellectually curious, appreciative of art, and sensitive to beauty. Continued†¦ †¢ They tend to be, compared to more creative and more aware of their feelings. †¢ They are more likely to hold unconventional eliefs. †¢ People with low scores on openness tend to have more conventional, traditional interests. †¢ They prefer the plain, straigh tforward, and obvious over the complex, ambiguous, and subtle. Continued†¦ †¢ Wide interests versus Narrow interests, †¢ Imaginative versus Commonplace, †¢ Intelligent versus Unintelligent, Sample openness items †¢ I have a rich vocabulary. †¢ I have a vivid imagination. †¢ I have excellent ideas. †¢ I am quick to understand things. †¢ I use difficult words. †¢ I spend time reflecting on things. †¢ I am full of ideas. Thank you Big Five Personality Traits Big five model †¢ Lewis goldberg proposed a five dimension personality model , nicknamed the big five /five factor theory. †¢ The Big Five model is a comprehensive, empirical, data-driven research finding. †¢ In psychology, the â€Å"Big Five† factors (Five Factor Model) of personality are five broad domains or dimensions of personality which are used to describe human personality. Big five factors are †¢ Factor I: Extraversion. †¢ Factor II: Agreeableness. †¢ Factor III: Conscientiousness. †¢ Factor IV: Neuroticism. †¢ Factor V: Openness to Experience. Factor I: Extraversion Extraversion is characterized by positive emotions and the tendency to seek out stimulation and the company of others. †¢ Extraverts enjoy being with people, and are often perceived as full of energy. †¢ They tend to be enthusiastic, action-oriented individuals who are likely to say â€Å"Yes! † or â€Å"Let's go! † to opportunities for excit ement. Continued†¦ †¢ In groups they like to talk, assert themselves, and draw attention to themselves. †¢ Introverts lack the social exuberance and activity levels of extraverts. †¢ They tend to seem quiet, low-key, deliberate, and less involved in the social world. Continued†¦ Extraversion : the tendency to be †¢ Talkative versus Quiet. †¢ Assertive versus Reserved. †¢ Active versus Shy. †¢ Energetic versus Silent. †¢ Outgoing versus Withdrawnness.. Sample extraversion items †¢ I don't mind being the center of attention. †¢ I feel comfortable around people. †¢ I start conversations. †¢ I talk to a lot of different people at parties. †¢ I don't talk a lot. (reversed) †¢ I have little to say. (reversed) †¢ I don't like to draw attention to myself. (reversed) †¢ I am quiet around strangers. (reversed) Factor II: Agreeableness †¢ Agreeableness is a tendency to be compassionate nd cooperative rather than suspicious and antagonistic towards others. †¢ They are generally considerate, friendly, generous, helpful, and willing to compromise their interests with others. †¢ Agreeable people also have an optimistic view of human nature. They believe people are basically hon est, decent, and trustworthy. Continued.. †¢ Disagreeable individuals place self-interest above getting along with others. †¢ They are generally unconcerned with others’ well-being. †¢ Sometimes their skepticism about others’ motives causes them to be suspicious, unfriendly, and ncooperative. Continued†¦.. †¢ Kind versus unkind. †¢ Appreciative versus Fault-finding. †¢ Soft-hearted versus Hard-hearted. †¢ Warm versus Cold. †¢ Generous versus Quarrelsome. †¢ Friendly versus Unfriendly. Sample agreeableness items †¢ I am interested in people. †¢ I sympathize with others' feelings. †¢ I have a soft heart. †¢ I take time out for others. †¢ I feel others' emotions. †¢ I make people feel at ease. Factor III: Conscientiousness †¢ Conscientiousness is a tendency to show self-discipline, act dutifully, and aim for achievement against measures or outside expectations. The trait shows a preferenc e for planned rather than spontaneous behavior. †¢ It influences the way in which we control, regulate, and direct our impulses. Continued†¦.. †¢ Organized versus unorganized. †¢ Efficient versus inefficient. †¢ Responsible versus Irresponsible. †¢ Reliable versus unreliable. †¢ Dependable versus Undependable †¢ Practical versus imaginative. Sample conscientiousness items †¢ I am always prepared. †¢ I pay attention to details. †¢ I get chores done right away. †¢ I like order. †¢ I follow a schedule. †¢ I am exacting in my work. Factor IV: Neuroticism †¢ Neuroticism is the tendency to experience negative emotions, such as anger, anxiety, or depression. †¢ It is sometimes called emotional instability. †¢ Those who score high in neuroticism are emotionally reactive and vulnerable to stress. †¢ They are more likely to interpret ordinary situations as threatening, and minor frustrations as hopelessly difficult. Continued†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ These problems in emotional regulation can diminish the ability of a person scoring high on neuroticism to think clearly, make decisions, and cope effectively with stress. At the other end of the scale, individuals who score low in neuroticism are less easily upset and are less emotionally reactive. †¢ They tend to be calm, emotionally stable, and free from persistent negative feelings. Continued†¦ †¢ Tense, Anxious, Nervous, Moody, Worrying, Touchy, Fearful, Self-pitying, Temperamental, Unstable, Self-punishing. †¢ versus [Emo tional stability, Emotional control, Ego strength] Sample neuroticism items †¢ I am easily disturbed. †¢ I change my mood a lot. †¢ I get irritated easily. †¢ I get stressed out easily. †¢ I get upset easily. I have frequent mood swings. †¢ I often feel blue. †¢ I worry about things. Factor V: Openness to Experience †¢ Openness is a general appreciation for art, emotion, adventure, unusual ideas, imagination, curiosity, and variety of experience. †¢ The trait distinguishes imaginative people from down-to-earth, conventional people. †¢ People who are open to experience are intellectually curious, appreciative of art, and sensitive to beauty. Continued†¦ †¢ They tend to be, compared to more creative and more aware of their feelings. †¢ They are more likely to hold unconventional eliefs. †¢ People with low scores on openness tend to have more conventional, traditional interests. †¢ They prefer the plain, straigh tforward, and obvious over the complex, ambiguous, and subtle. Continued†¦ †¢ Wide interests versus Narrow interests, †¢ Imaginative versus Commonplace, †¢ Intelligent versus Unintelligent, Sample openness items †¢ I have a rich vocabulary. †¢ I have a vivid imagination. †¢ I have excellent ideas. †¢ I am quick to understand things. †¢ I use difficult words. †¢ I spend time reflecting on things. †¢ I am full of ideas. Thank you

Shylock and Antonio in essays

Shylock and Antonio in essays One of the main themes of The Merchant of Venice is Good verses Evil. By incorporating characters into this theme, the two I see as most fitting are Antonio, representing good, friendship and honesty and Shylock as Antonios enemy, represents evil and dishonesty. Therefore the character of whom I most admire is Antonio, as he stands for all that is good. As much as I admire Antonio, I dislike Shylock, who has no mercy for those around him and would probably exact a harsh revenge even on his best of friends. We first meet Shylock in (Act I (scene iii)) where Bassanio seeks out Shylock for a loan in Antonios name, it is the first we hear of the Jews hatred for Antonio, I hate him for he is a Christian. (Act I (scene iii) ) This shows the reasons for Shylocks hatred towards Antonio, both financially and religiously. Any chance he can get, he will destroy Antonios life and fortune. This is proved by what he says later on in Act I scene iii, If I can once catch him upon the hip, I will feed fat the grudge against him. While the bond is being decided Shylock hides his hate for Antonio and instead misleads him to believe their differences have been forgotten and that friendship has shone through. This is to entrap Antonio in order to hold him into a bond, which most certainly will end up feeding Shylocks revenge even more. If Antonio defaults then Shylock is to take a pound of Antonios flesh, Taken in what part of your body pleaseth me. (Act I (scene iii)) We know Antonio thinks of Shylock as a friend by what he says in (Act I (scene iii)), The Hebrew will turn Christian, he grows kind. However, this friendship is dependent on him changing religion. There can be no possibility of compatibility if he remains Jewish. For the rest of Act I and II we hear little of Shy...

Anne Bradstreets Poem

William Bradfords Biblical Themes/Anne Bradstreets Poem William Bradford's Biblical Themes/Anne Bradstreet's Poem Contemplation – Coursework Example William Bradford is one of the leading colonials in USA. He was a man encompassed with wisdom and spirit and dedicated all his activities in God. In reference with the history of Plymouth Colony, he is a man of quality leadership. Just like the patriarch in the Old Testament who were summoned by God, Bradford recorded People’s calling as a result of his wonders. However, they knew that they knew that they were pilgrims. His role in this place was to gather people, while giving them oral advice and courage. The author compares the situation with the occurrence during the Exodus. This was the time when the children of Israel were moving to the promised land of Canaan. From the readings, we can depict that Branford was smart in different ways; this is from his capability to write in Hebrew after living 12 years in Poland. From the above, it is evident that there are similarities between the themes in the writings and the bible (Bradford 23).Anne’s writings depict different themes, as they revolve around chronicles and discourses. These were elements which were agreeable in that period. In reference with the contemplations by Anne, we learn that they were poems arresting integrity. There is also some emphasis of generosity spirit and wisdom in the contemplation. This is because she had the mentioned virtuals, as well as lived in a life style encompassed with simplicity. It is evident from the contemplations, that the nature of her poems is highly effective and lyrical. The last stanza of the Contemplations drew my attention, as it illustrates the real meaning of technical skills. She also inspires me through her principal stern principals in the contribution to the success of poetry of the 1st generation of New Englanders (Bradstreet).Works citedBradford, William. Of Plymouth Plantation. USA: The Vision Forum, Inc., 2005. Bradstreet, Anne. Contemplations. Available at: poetryfoundation.org/poem/172955