Jack and Jill essays

Jack and Jill essays The field of study known as Human Development is the committed scientific evaluation of the changes involved in a human lifespan from birth to death. There are several differing behavioral perspectives advanced by leaders in the field, but they are all united in one goal. All perspectives strive to recognize and describe the factors and events that transform and impact an individual during their lifetime. The following paragraphs have taken a simple nursery rhyme and addressed the human behaviors displayed in the context of some of the more prominent behavioral perspectives. Let us begin with the first line of the nursery rhyme. Jack and Jill went up the hill to fetch a pail of water. Jack and Jill are two adolescents living in a small rural English village sometime in the 1600s. Jill is a buxom young lady of considerable physical attraction who has been up the hill on several other occasions to fetch water. Actually, the well is a very secluded, often used place for amorous trysts. Jack has never fetched water before, and he is very nervous, although very excited at the prospect. He is sure Jill will instruct him in the correct water fetching technique. Lets apply the psychoanalytic perspective to this scenario. According to this theory, people move through a series of conflicts between biological drives and socially acceptable behavior. In Freuds theory, the personality has three parts-the id, ego, and superego. The id is the most basic of human desires and demands satisfaction above all else. The ego is middle management and is responsible for managing the ids desires into the appropriate time and place. The superego is the CEO, better known as the conscience of the human consciousness. He strives to make sure everything is done by the book and is always politically correct. Now id and superego are always at odds with each other, and poor ...

30 Words Invented by Shakespeare

30 Words Invented by Shakespeare 30 Words Invented by Shakespeare 30 Words Invented by Shakespeare By Michael William Shakespeare (1564-1616), considered the greatest writer in the English language, used more than 24,000 words in his writings, more than any other author. Of those words, more than 1,700 were first used by him, as far we can tell. He may have made up many of them himself. How can you possibly understand someone who keeps making up new words? Because Shakespeare made up his new words from old, familiar words: nouns into verbs, verbs into adverbs, adverbs into nouns. He added new prefixes and suffixes to existing words. For example, gloom was already a noun that meant ‘darkness’ and even a verb, but Shakespeare turned it into a adjective, as in ‘the ruthless, vast and gloomy woods’ in Titus Andronicus. Renaissance writers, trying to express classical ideas for the first time in English, often borrowed words from the classical languages of Greek and Latin, and William Shakespeare was no exception. Also, in Shakespeares day, the rules of English grammar were not yet formalized, so he was freer to invent his own. After more than 400 years of changes in the English language, Shakespeare is still beloved and still understood. Because of his knowledge of essential language, we still know what the Princess means in Loves Labours Lost when she says (archaically) Prepare; I will away tonight, even though she leaves out the verb go. Here are 30 of the words invented by William Shakespeare, as compiled by my colleague Maeve in her article Shakespeare’s Vocabulary, each one demonstrated in a sentence from one of his plays: accommodation: adjustment, adaptation, compromise Thou art not noble; For all the accommodations that thou bearst Are nursed by baseness. Measure for Measure agile: able to move quickly or easily His agile arm beats down their fatal points. Romeo and Juliet allurement: Attractiveness, appeal, enticement. That is an advertisement to a proper maid in Florence, one Diana, to take heed of the allurement of one Count Rousillon Alls Well That Ends Well antipathy: dislike, hatred No contraries hold more antipathy Than I and such a knave. King Lear catastrophe: disaster, the dramatic event that begins the resolution of the story And pat! he comes, like the catastrophe of the old comedy. King Lear critical: inclined to criticize, extremely important O gentle lady, do not put me tot; For I am nothing, if not critical. Othello demonstrate: show, display, present And this may help to thicken other proofs That do demonstrate thinly. Othello dexterously: skillfully, with precision. Dexterously, good madonna. Twelfth Night dire: dreadful, dismal, portentous Hapless Aegeon, whom the fates have markd To bear the extremity of dire mishap! Comedy of Errors dislocate: to put out of place They are apt enough to dislocate and tear Thy flesh and bones. King Lear emphasis: Special weight, attention, forcefulness or prominence given to something Be choked with such another emphasis! Say, the brave Antony. Antony and Cleopatra eyeballs: the eyes Tis not your inky brows, your black silk hair, Your bugle eyeballs, nor your cheek of cream, As You Like It emulate: imitate, copy I see how thine eye would emulate the diamond: Merry Wives of Windsor exist: to be, to have reality By all the operation of the orbs From whom we do exist and cease to be; King Lear extract: draw out, remove, withdraw, May it be possible, that foreign hire Could out of thee extract one spark of evil That might annoy my finger? Henry V frugal: thrifty, cheap, economical I was then frugal of my mirth: Heaven forgive me! Merry Wives of Windsor hereditary: inherited, passed on from parents Hereditary, rather than purchased; what he cannot change, than what he chooses. Antony and Cleopatra horrid: terrible, horrible He would drown the stage with tears And cleave the general ear with horrid speech; Hamlet impertinent: insolent, ill-mannered, irrelevant In very brief, the suit is impertinent to myself, Tempest jovial: jolly, cheerful, merry Be bright and jovial among your guests to-night. Macbeth meditate: think, contemplate, study I will meditate the while upon some horrid message for a challenge. Twelfth Night modest: moderate, slight, humble, Do not cry havoc, where you should but hunt With modest warrant. Coriolanus mutiny: tumult, strife, rebellion against a legal authority, especially at sea Good friends, sweet friends, let me not stir you up To such a sudden flood of mutiny. Julius Caesar obscene: indecent, offensive, repulsive O, forfend it, God, That in a Christian climate souls refined Should show so heinous, black, obscene a deed! Richard II pedant: a schoolmaster, someone who shows off his knowledge by using big words Most villanously; like a pedant that keeps a school i the church. Twelfth Night pell-mell: hasty, uncontrolled, confused Advance your standards, and upon them, lords; Pell-mell, down with them! Loves Labours Lost premeditated: deliberate, planned in advance Some peradventure have on them the guilt of premeditated and contrived murder; Henry V reliance: trust, dependence And my reliances on his fracted dates Have smit my credit: Timon of Athens submerged: underwater, below the surface, hidden So half my Egypt were submerged and made A cistern for scaled snakes! Antony and Cleopatra vast: Very large or wide The suns a thief, and with his great attraction Robs the vast sea: Timon of Athens Could we make up new words too, and still be understood? In imitation of Shakespeare, I tried making up a couple do you understand me? The anticlean toddler boy. Though you lamb yourself after your violence, quoth Sherlock, yet before judge and jury I will unlamb you. Shakespeare invented many words that might surprise you. In Shakespeares day, friend was already a noun, but Shakespeare turned it into a verb. Befriend is a more standard verb that expresses the same thing, but a newly-coined word has extra power and surprise but unless you do it discreetly, youll sound like e e cummings or James Joyce. Shakespeare also used the word unfriended, centuries before Mark Zuckerberg. The word swagger, popular with rap musicians, was first used in Henry V and A Midsummer Nights Dream, though Shakespeare didnt invent the word swag. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the Future20 Rules About Subject-Verb AgreementWoof or Weft?

Analyses and evaluate the micro-external environment of (two) Essay

Analyses and evaluate the micro-external environment of (two) international markets - Essay Example According to Mintel Oxygen (2012), fitted bedroom furniture contributes in large proportion to the total sales revenue earned by the bedroom furniture industry. Fitted bedroom furniture includes built-in wardrobes, built-in drawers, fitted beds etc, and Mintel Oxygen (2012) has also pointed out that fitted bedroom furniture is designed for large bedrooms. USP of fitted bedroom furniture lies on the ability to provide variety in design, systematic fittings and synchronise with large space in the room. Mintel Oxygen (2012) has reported that non-fitted furniture is generally preferred by bachelors and individuals who do not have large space in the room for using fitted bedroom furniture. Non-fitted furniture includes bedside tables, customized chests of drawers, dressing tables, beds etc. A unique selling proposition of non-fitted bedroom furniture depends on its ability to provide a high degree of customization in terms of assembling bedroom furniture to customers. The next section of the study will discuss the market composition of Germany for the bedroom furniture segment. The German bedroom furniture industry is going through a critical phase in terms of shrinkage in demand due to the slow economic growth rate and dwindling purchasing parity of customers. Lynn (2010) has pointed out that sovereign debt crisis has decreased the retail merchandising growth rate in most of the European countries. Market Line (2012a) has reported that almost half of the German furniture industry is dominated by the bedroom furniture segment. According to Market Line (2012a), the value of the bedroom furniture industry in Germany is more than $25 billion, which is proportionate to more than 50% of the overall industry composition. Industry analysts have forecasted a compound annual growth rate (CAGR) of 3%–4% for the bedroom furniture industry. The bedroom furniture market in the country is fragmented due to presence of both domestic and international players in large propor tion. Market Line (2012a) has been able to conclude that only 7% to 13% of buyers in the country prefer to purchase high priced premium luxury bedroom furniture for their home. The majority of buyers prefer to purchase mid-range bedroom furniture for their home. Customer segmentation for the German bedroom furniture industry can be done by using lifestyle criteria of Brassington and Pettitt (2007). According to lifestyle, bedroom furniture customers in Germany can be segmented as ‘singletons’ and ‘best agers’. Young professionals with a high spending capacity can be classified as ‘singletons’; these customers prefer to purchase customized non-fitted furniture, which can fit in their small bedroom. Couples with children and older people complemented with a high spending capacity can be classified as ‘best agers’; these customers prefer to purchase fitted furniture for their large bedrooms. De Mooij (2011) has pointed out that the pu rchasing behaviour of customer can be directed by personality and cultural orientation, which means that companies planning to expand their business in the bedroom furniture segment of Germany need to design their product in accordance with German culture for generating attraction among customers. The stable political condition of Germany will encourage retailers to invest in the bedroom furniture segment, which will help them to expand their business in the country. Gillespie et al. (2010) have pointed out that antitrust law in European countries such as Germany has

Decision Making - Euro Crisis Case Study Example | Topics and Well Written Essays - 3500 words

Decision Making - Euro Crisis - Case Study Example The most affected commodity is the price of oil. The price of oil and petroleum products in Africa is mostly controlled by rab nations. This leaves them with no choice than to acquire the commodity in the stated price. The Euro zone has become more sensitive in trying to solve this issue. This because the forecasted effects of the crisis look fatal for the euro zone. The most substantial factors considered are how to clear debts in the financial crisis and how to appropriately manage the financial aid given to the nations in euro zone. So far the resolution strategy has not born fruits yet which makes the third world countries lose hope in finding solutions from the two financial heads. The European Union is also affected by the crisis and stares in the brink of losing its economic superiority. This paper will focus on the effects of the crisis to the European Union and also the leadership strategy that EU will use to curb the crisis. Additionally it will focus on the crisis effect on the leadership of the European Union. In the modern century, superiority of nations is measured by their ability to successfully be part of a function economic zone. The economic zone not only shields nations from financial uncertainties but also in provide member nations with development funds. According to Guscina & Broeck this strategy is proven to have the most significant results in the sustaining the economy of nations in the current economic conditions (311). The author argues that all financially stable nations have a well organized zone at their disposal. Taking for instance the Arabic countries, nations in this region had the poor financial capabilities. In the modern century, these nations have become bearers of the most financial stable economies around the world. This is after the realization of a joint zone financial operation. Comparing the Arab world to the euro zone, the difference lies in the fact that the euro

My holiday in Spain Essay Example for Free

My holiday in Spain Essay I have been to many different holiday places but I have chosen salou because they were many different places to visit and loads of things to do. I went to Spain when I was 14 years old, with my family. I stayed in a hotel called port salou it had two very large swimming pools inside and out. The weather was fabulous and the food was delicious. The first place we visited was the beach. All I could hear was the waves crashing against the warm sandy shore. The sand was golden and warm to walk on people were bathing and doing activities on the beach such as volley ball and jet skiing. The best activity I remember was the banana boat. Then we visited Barcelona zoo, in the zoo was an aquarium there were many varieties of fish and mammals, the ones that I remember the most was the huge man eating sharks their big black eyes were like shiny pebbles I could also see their razor sharp teeth which were like shards of glass. There was also an aviary full of tropical, colourful parrots squawking and fooling around in the trees. Then we approached the reptile house and a collection of primates. Hosting the worlds only albino gorilla. The albino gorilla was the main attraction at Barcelona zoo drawing in many crowds. The next place we visited was the camp Nou stadium football ground, home to Barcelona football club. Barcelona football ground was enormous holding 98,000 spectators. We were allowed to stand on every tier to see how high they were. we were not allowed on the pitch as they were a small group training. We then went to the museum to see all the trophies Barcelona had won. I was amazed there was a lot all placed in large glass cabinets. Along side the trophies were every kit Barcelona had worn over the years. There were also footballs with Barcelonas badge on which had been used in big games. The final place we visited was port Ventura a large theme park not far away from salou. It had one of the worlds largest roller coasters, and had many other attractions including shows, large play areas my sister enjoyed. We spent a full day there and didnt manage to see every attraction. The absolute best part of my holiday was the Barcelona football stadium, without a doubt the sizes was unbelievable. I also enjoyed the museum because I liked looking at the trophies. I couldnt stop looking at the kits and how much they had changed over the years. On the way out we visited the gift shop I bought a Barcelona football and football shirt it was my favourite visit of the holiday salou was one of the most enjoyable holidays I have ever had and a place I would like to visit in the future. then . then . then . then . then . then . then . then . then . then . then . then . then . then . then . then . then . then Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

We Must Reform Teacher Tenure Essay -- How Not to Reform Teacher Tenur

Teacher tenure is life-long job protection for teachers who have been employed as a teacher for one or more years depending on the state. The purpose of teacher tenure is to protect teachers from being fired for political or personal reasons. It also prevents school districts from eliminating experienced teachers in favor of less expensive teachers. The fundamental problem with teacher tenure is that it is given to a teacher after only one year on the job and requires little to no additional effort. The increased job security breeds complacency in many teachers who are teaching only to collect a paycheck. There is a need for teacher tenure but the program must be drastically reformed. What is Tenure? Tenure is a policy that basically gives teachers a lifetime contract. It prevents teachers from being fired for something small all the way up to severe misconduct or incompetence. . Tenure began in the early 20th century. It was meant to protect teachers from wrongful termination. In that time race, personal bias, and politics could get even very effective teachers fired. Women were often targeted when they got married or became pregnant. With tenure, even if a school district tries to fire an incompetent teacher or one who is guilty of misconduct it can become very difficult and expensive It also protected teachers whose research or teaching practices might be considered â€Å"out-of-the-box.† The Positive Side of Teacher Tenure Tenure is in place to protect teachers. Many teachers are very dedicated to what they do and go above and beyond what is required regardless of their pay scale; tenure is in place to protect teachers like this. Teachers that have proven that they are in the classroom to make a difference in the life of a... ...1D719E1C22E61225AFDEB326CE13C0_1328848465905&start=1&publicationId=&urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B198818676 Garrett, Rose (2010). What is Teacher Tenure? Retrieved from http://www.education.com/magazine/article/what-is-teacher-tenure/ Sawchuk, Stephen (2010). States Strive to Overhaul Teacher Tenure. Retrieved from www.edweek.org Otterman, Sharon (2011). Once Nearly 100%, Teacher Tenure Rate Drops to 58% as Rules Tighten, New York Times, 28 July, 2011. Retrieved from http://search.proquest.com.southuniversity.libproxy.edmc.edu/docview/879455669/fulltext?accountid=13931 Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., (2007). The Widget Effect. Retrieved from http://widgeteffect.org/downloads/TheWidgetEffect.pdf Wolpert-Gawron, Heather (2009). The Truth about Teacher Tenure. Retrieved from http://www.edutopia.org/teacher-tenure-debate

American Success in Achieving Independence Essay

Introduction The British military was considered the strongest in the world at the outreach of fighting between England and the American colonies in 1775. Britain had just defeated France and the Indians in the Seven Years War and had attained its prominence as a world’s superpower. Yet despite Britain’s overpowering military dominance, the British found themselves unable to subdue General Washington and the American colonies. The American’s success in achieving independence during the American Revolution was not due to General Washington’s strategic skill but by numerous British blunders. The British mistakes during the Revolutionary war are: they never had an overall strategy; they failed to identify the Center of Gravity, shifting from offensive strategy to a defensive strategy and diverting the war to the Southern colonies. Overall strategy The British never had an overall strategy for winning the Revolutionary War. They acted vigilantly at points when authoritative and serious attacks could have undermined the Continental army. The British assumed that American rebellion would disintegrate when British troops lands on American shores. They believed that the Continental Army was amateurish and unable to fight a interminable war against an organized British military force. Not until after the Battle of Bunker did the British even begin to consider in terms of war rather than simply rebellion. Britain certainly not intended for a lengthy war and constantly expected for the one pivotal victory. The Continental Army was fighting a domestic war while the British had to ship their troops from across the Atlantic. Fighting against their own countrymen was also both a psychological and emotional handicap for the British soldiers. The British military regularly made mistakes, especially General Howe. His indolence to take action at the start of the war made it probable for General Washington and the Continental Army to survive. Occurrences of poor communication and collaboration between British commanders resulted in squandered occasions as well in Saratoga and Yorktown. The component of period unceasingly handicapped British maneuvers. Communications both across the Atlantic and within the colonies were dawdling and useless. Some commanders took matters into their own hands and followed strategies that they felt best suited their immediate goals. The indecision surrounding responses frequently led to unwarranted caution, unnecessary delays, or unforeseeable prospects in strategic situations, which eventually demonstrated to be costly. Because of the length of time it took for communications, field conditions continually changed. Failure to identify the Center of Gravity The Americans had no discernable central government and the British could not determine a truly decisive Center of the Gravity (COG). The COG is the hub of all power and movement, on which everything depends (Clausewitz, pp. 595-596). There was no COG that Britain could seize and end the war. There was no one that the British military could defeat that would quickly bring about the abandonment of the entire colonist opposition. Throughout the campaign, General Howe continued to allow the Continental Army to withdraw from the field without entirely destroying them. General Howe’s unwillingness to conduct a forceful pursuit and destroy General Washington’s Continental Army saved the Americans from a defeat that could have possibly ended the American Revolution. General Howe did not take into account that the Continental Army was the life of the rebellion and should have been considered as the COG. The British dissipated an opportunity to inflict a destructive defeat on the Continental army at the Battle of Bunker Hill in June 1775. Although they strained the insurgents from the elevated field, the British army missed their chance to deal the rebellion a possibly disastrous blow from the start. Another chance of destruction of the Continental Army came in August 1776. General Washington and the Continental Army had been routed in the Battle of Long Island and withdrew to the defenses of Brooklyn Heights, which left them confined between Hessian and British troops and the East River. General Washington was able to keep the revolution alive by maintaining the Continental Army in the field. Shifting from offensive strategy to a defensive strategy Without French assistance, it is uncertain that the American colonies could have been a match over Britain’s sizeable and well-equipped military. France clandestinely provided the American colonies with supplies and money, and upon formally declaring war on England in June 1778, also committed soldiers and naval fleets. With the French joining the naval war, Britain switched from an offensive strategy to a defensive strategy since their naval superiority is contested. Operations in America became secondary to defense of the British Isles and larger economic interests in the Caribbean. The ministry decided to defend and strike the French in West Indies, which was regarded as more valuable than the American colonies. The British militaries had to be dispersed in several theaters and spread so thin across the Atlantic and no longer concentrated on the colonies, which consequently lost the war in America (Middlekauff, p. 438). Britain’s failure to identify key locations to concentrate her Navy led to not able to secure their most strategically located territories and did not have enough military resources to continue the war in America. â€Å"With the defense thus concentrated, England’s great weapon, the Navy, should have been vigorously used on the offensive† (Mahan, p. 394). Diverting the war to the southern colonies During the initial years of the American Revolutionary War, the initial military battles were in the north. The British changed their strategy to focus on the southern colonies as the leadership felt that the south was home to many loyalists where they could enlist their support and assistance. England felt loyalists in the South were oppressed by the revolutionary government and would flock to them in support (Mahan, p. 516). Britain constantly pursued and hoped for Loyalist support but was never received. Moreover, Britain also definitely did not do what was needed to gain and sustain the Loyalists’ support because they inclined to disregard the help that the Loyalists contributed. In addition, the British Parliament assumed that loyalists would be a more intimidating force and play a more effective position in the war. The British was successful in most conventional battles fought in that region, but American generals in the south turned to irregular and hit-and-run combat that ultimately thwarted the British military. The British should have focused most of their forces on the Continental Army in the north instead of taking the south. Counter-Argument Some argue American independence might not have won without the leadership of General George Washington. He was honest, brave, and sure that the America and its Continental Army can win. He certainly not gave up faith that he would reach that object. His first military victory resulted in the British evacuating Boston in March 1776. General Washington reevaluated the wisdom of the tactical defensive and thereafter avoided confrontations with large concentrations of enemy forces after unsuccessful defense of New York and next Philadelphia. General Washington came to realization that it was far more critical for him to maintain the army as an entity than it was to win any particular battle or campaign (Weigley, p.12). Instead of trying to defeat the British in one decisive action, General Washington instinctively realized that the revolution would survive as long as the Continental army survived. Washington had to remain not only on the strategic defensive, but frequently on the tactical defensive, as well. He correctly understood that, by keeping his army intact, he could keep the revolution alive. If he could maintain the war long enough, Britain would exhaust her resources and struggle across the Atlantic and independence would be gained. Although General Washington lacked major victories in the Revolutionary war, his noted two tactical successes, at Trenton and Princeton, were conducted against smaller concentrations of an enemy force. But, General Washington made a number of excellent decisions at crucial times throughout the conflict. Conclusion Britain had an enormous military advantage at the beginning of the American Revolution with vastly superior naval power and a professional military with far greater financial resources. The British fought a much weaker enemy yet failed to accomplish its military and political objectives. General Washington recognized that the Continental Army was the backbone of the revolution, the Center of Gravity, where the British failed to identify. Another reason was the assistance the Americans received from the French. The British military were remarkably unmatched and clearly the superior army, and had the French not provided aid, it seems unlikely that General Washington and the Continental Army could have defeated the British. They pulled together and were able to capitalize on the British’s blunders. Bibliography 1. Clausewitz, C. On War. Michael Howard and Peter Paret, eds. and trans. Princeton: Princeton University Press, 1989 2. Mahan, A. T. The Influence of Sea Power Upon History, 1660-1783. New York: Dover, 1987. 3. Middlekauff, R. The Glorious Cause: The American Revolution, 1763-1789. New York: Oxford University Press, 2005. 4. Weigley, R. F. The American Way of War: A History of United States Military Strategy and Policy. Bloomington: Indiana University Press, 1977.

Industrial and Personnel Psychology Essay

1. Personal biographical characteristics of note are factors that describe an individual. Factors such as age, gender, marital status and tenure. These characteristics have an impact on the attitudes that an individual may have towards work and dependent variable such as productivity, absenteeism, and turnover and job satisfaction. The relationship between age and job performance is of great importance because it is believed that job performance decreases as age increases. Though not all employers have perceptions of older employees. From a positive perspective it is noted that older employees have more experience, judgment, ethics and commitment. In addition, with older employees, labour turnover is reduced. Because of their longer tenure within the organization they tend to enjoy increased wages, pension and many other benefits and are therefore less likely to leave. With regards to absenteeism and older employees, the evidence is however mixed. Although there are decreases in avoidable absenteeism rates compared to younger employees, there is an increase in unavoidable rates due to poor health due to age, and longer recovery periods. However from a negative point it is noted that older employees lack flexibility, there is a decrease in their productivity due to decreased speed, agility, strength and co-ordination and resistance to change in a changing environment. Consequently, organizations are reluctant to hire older employees. In addition, they tend to retrench them first when it comes to downsizing. Gender in job performance has no evidence that it affects job satisfaction. However there is a difference in work schedules because women mostly prefer part time work or work flexibility due to family responsibilities. With regards to absenteeism women usually have a higher rate of absenteeism than men as women traditionally care for the family. For example when children are sick, it is the mothers who tend to take off work in order to take care of such sick children. Married employees generally have a decrease in absenteeism, turnover and an increase in job satisfaction. This may be due to increased responsibilities. With regards to tenure, there is a positive relationship between seniority and job performance and a negative relationship between tenure and absenteeism. That is an increase in tenure and seniority tends to lead to better performance and an increase in tenure to lead to decrease in turnover. People are organization’s most valuable and expensive resource, but they are the most difficult element of an organization to manage. Individuals are almost infinitely different, they act differently in different circumstances and are, in many ways, entirely unpredictable. This means that, unlike machines, they are not interchangeable or able to be easily designed to do the jobs required of them. In terms of the organization, what we are interested in is the way in which people behave at work-that they perform effectively in pursuit of the organisation’s goals. The starting point for this is an understanding of what makes people behave in the way they do. Although psychologists do not agree on a single definition of personality, there is some consensus that it is concerned with characteristics patterns of behavior and modes of thinking that determine a person’s adjustment to the environment (Hilgard et al 1979:108). Two features of the above definition are noteworthy. In the first place, the word â€Å"characteristic† suggests a degree of performance in personality. In the second place, â€Å"environment† suggests that personality is displayed in a social and physical context. Beyond this consensus, there is a great deal disagreement over the development, structure and dynamics of personality. The correct interpretation and use of the results of personality measures and tests depends a great deal on the theory or approach on which the instruments are based. Without this knowledge, the description of personality may well be miused. Personality can therefore be referred to a dynamic concept describing the growth and development of a person’s whole psychological system. It looks at the whole person rather than at the sum of the individual parts. It is the dynamic organization within the individual of those psychophysical systems that determine his or her unique adjustments to his or her environment. An altogether different approach to personality concentrates on identifying and classifying those features that individuals may share. The different categories or types serve to emphasise the similarities within each group and the differences between the groups. These attempts to classify personality features are often referred to as the type or trait approach. There are a number of personality determinants, namely, Heredity, the Environment, or the Situation. Heredity is the process of transmitting biological traits from parent to offspring through genes, the basic units of heredity. Heredity also refers to the inherited characteristics of an individual, including traits such as height, eye color, and blood type. Heredity accounts for why offspring look like their parents: when two dogs mate, for example, they have puppies, not kittens. If the parents are both Chihuahuas, the puppies will also be Chihuahuas, not great Danes or Labrador retrievers. The puppies may be a little taller or shorter, a little lighter or a lot heavier than their parents are. Their faces may look a little different, or they may have different talents and temperaments. In all the important characteristics, however—the number of limbs, arrangement of organs, general size, fur type—they will share the traits of their parents. The principles of heredity hold true not only for a puppy but also for a virus, a roundworm, a pansy, or a human. Genetics is the study of how heredity works and, in particular, of genes. A gene is a section of a long deoxyribonucleic acid (DNA) molecule, and it carries information for the construction of a protein or part of a protein. Through the diversity of proteins they code for, genes influence or determine such traits as eye color, the ability of a bacterium to eat a certain sugar, or the number of peas in a pod. A virus has as few as a dozen genes. A simple roundworm has 5000 to 8000 genes, while a corn plant has 60,000. The construction of a human requires an estimated 50,000 genes. Personality characteristics are not completely dictated by heredity however, as otherwise they would remain the same throughout life despite the experiences we have. Environment is referred to all of the external factors affecting an organism. These factors may be other living organisms (biotic factors) or nonliving variables (abiotic factors), such as temperature, rainfall, day length, wind, and ocean currents. The interactions of organisms with biotic and abiotic factors form an ecosystem. Even minute changes in any one factor in an ecosystem can influence whether or not a particular plant or animal species will be successful in its environment. Organisms and their environment constantly interact, and both are changed by this interaction. Like all other living creatures, humans have clearly changed their environment, but they have done so generally on a grander scale than have all other species. Some of these human-induced changes—such as the destruction of the world’s tropical rain forests to create farms or grazing land for cattle—have led to altered climate patterns. In turn, altered climate patterns have changed the way animals and plants are distributed in different ecosystems. Scientists study the long-term consequences of human actions on the environment, while environmentalists—professionals in various fields, as well as concerned citizens—advocate ways to lessen the impact of human activity on the natural world. Situation is one of the determinants of personality which influences the effect of heredity and environment on personality. Personality, which is generally stable, often changes in different situations.  For example, we may behave very differently at a party with our friends as opposed to how we would do at a social gathering of work colleagues and our managers. 2. Attitude refers to an opinion or general feeling about something. Attitudes are, essentially feelings towards people or things. How people feel, what they believe, what they intend to do, and whether and how they do it may all be connected, and may all be related to the process of perception. To try to reduce the confusion in this area over the use of words and concepts such as â€Å"feelings† and â€Å"beliefs†, Fishbein (19670 put forward the following hierarchical model. Beliefs What we think about people, things, relationships etc â€Å"My work provides no challenge† Attitudes Affective responses to those people, things, relationships etc. â€Å"I see work only as a means to getting money† Intentions Congnitive states â€Å"I will look for my challenge in my leisure time† Behavior or Action Observable events â€Å"I take up mountaineering† Attitudes are learned. They derive from our personal reaction to information and events, which manifest themselves as beliefs and feelings about a particular subject. We learn many of our attitudes when we are very young. They are conditioned by those around us and the conditions or situations in which we find ourselves. Some-particularly feelings-are so strong that they stay with stay with us and affect us for the rest of our lives. The range of influences is complex, but it includes the following: * The groups to which we belong-most notably, in early life, the family, but also friendship groups, work groups * Education * Life experiences- particularly the most profound personal ones such as bereavement, etc. but also those experiences which we observe e. g on Tv, or read about. We are aware, too, that our attitudes change over time as a result of the influence of the above factors. For example, it is very often the case that young people have more liberal attitudes than older people, but as they enter work and acquire family and financial commitments and responsibilities they tend to become more â€Å"conservative†. One of the key elemen ts of management in organizations is how to modify or change people’s behaviour. This is central to such features as motivation, securing effective performance, introducing change, etc. whilst as noted above, attitudes do not necessarily condition behaviour, and they are a significant determinant. In organizations, managers use attitude survey to measure and thereby predict behaviour. Managers use information gathered in attitude surveys to guide them in decisions relative to employees. Attitude surveys elicit responses from employees through questionnaires about how they feel about their jobs, work- groups, supervisors and or the organization. Attitude surveys provide managers with valuable feedback on how workers perceive working conditions, and alert them to problems or employee intentions early so that action can be taken in time. Increasingly, attitudinal surveys are being used within organizations to find out about the potential reactions of staff to particular courses of action (for example, organizational change) or to form judgments about their suitability for particular posts (in a similar way to how personality tests are used). Operational methods for attitude surveys generally seek to measure fire components for each belief. Thus, attitudes to work could be measured as follows: * Strength of feeling about the job itself. The strength with which various attitudes are held about different aspects of the job which are listed, measured on perhaps a seven point scale, from â€Å"agree totally† through neutral to â€Å"disagree totally†. * Value of job to self. Evaluating various aspects of the job, again, but in relation to its meaning to the individual. * Social factors. Attitudes and behaviour do not depend on inner perceptions alone, but also upon surrounding social pressures-the person’s perceptions of what others think he/she should do. The social factors must be investigated in order to understand all the factors determining behaviour. * Overall attitude An overall assessment of the respondent’s attitudes to the contex of the job and to work itself, for example, the value and meaning it has in his/ her life. This is a useful measure as it allows more generalized attitudes to the job to be explored. * Intended behaviour Potential reactions to different scenarios about the job or its context. Although hypothetical, this prediction makes an interesting correlation with actual behaviour. Surveys must have a very clear specification of what they are seeking to measure. Just as with personality tests, there is the ever present danger that the way in which questions are phrased, or the underlying assumptions made, will influence the outcome. Job satisfaction and its opposite, job dissatisfaction, refer to the attitudes and feelings job holders have towards their work. Morale can be viewed as a state of mind dependent on the dependent on the degree of job satisfaction experienced by an individual or group. There is general agreement that job dissatisfaction can have harmful effects on both job holders and the organization. Research has associated job dissatisfaction with all the indicators of low morale-high labour turnover, skills wastage, absenteeism, high accident rates, poor timekeeping and a lack of commitment to quality. An individual with low job satisfaction may suffer frustration and stress. Although stress may arise from many quarters, it is the inability to deal with and manage stress that afflicts the individual who suffers job dissatisfaction. Job satisfaction is determined by a number of factors namely, mentally challenging work, equitable rewards, supportive working conditions, and supportive colleagues. Research has shown that employees prefer jobs that give them opportunities to use their abilities and skills. Characteristics such as freedom, feedback and a variety of tasks make work mentally challenging and allow employees to feel pleasure and satisfaction. On other hand, jobs that are not mentally challenging create boredom, frustration and feelings of failure. Employees want rewards (e. g. pay, promotions) that they perceive as just and in line with their expectations. Satisfaction will occur if pay is seen as based on job demands, skill and community standards. It is not the actual amount of pay that counts, but rather the perception of fairness. Individuals that also perceive promotional decisions as fair will be job satisfied. Employees are concerned with working conditions that are comfortable and that enable one to do an optimal job. Environmental factors such as temperature, light, noise should not be too extreme. Factors such as proximity to home, cleanliness, technology and adequate tools, help increase job satisfaction. As well as tangible achievements, employees also work for social interaction. Therefore having friendly and supportive co-workers and superiors also lead to increased job satisfaction. On many occasions managers’ interest in job satisfaction centers on its effect on employee performance. Therefore studies have been made to identify the relationships between satisfaction and performance. Organized studies in particular have focused on the effect of satisfaction on the dependent variables such as Productivity, Absenteeism and Turnover. There is no real proof that satisfaction leads to productivity. The saying â€Å"a happy worker is a productive worker† is wishful thinking. Often productivity leads to satisfaction and not the other way around. Productivity leads to increase in rewards, recognition, which in turn increases satisfaction. Satisfaction may lead to productivity on an organization level rather than on an individual level. Dissatisfied workers are more likely to be absent. This relationship can be affected however by sick leave benefits which might encourage workers to be absent. While satisfied employees are less likely to leave work. This can however be affected by, labour market conditions, expectations about alternative job offers and length of tenure. Level of satisfaction is less important in predicting turnover for superior employees as more effort is made to keep these individuals. Satisfaction-turnover relationship is also affected by the individuals disposition towards life. If two people are dissatisfied the positive one is more likely to leave.

Using the APA Template

Using the APA Template By now, we have all discovered the magic of templates. From statistical reports to business letters, templates make our lives easier by formatting our text correctly for us. Now you can format your APA style papers correctly with the APA template. Using a simple template, you can first choose which type of paper or report you intend to generate. Many APA template packages come with a variety of options to help you choose the APA style thats right for you. Whether youre writing an academic paper or a more stylized report, you can be sure the conform to APA guidelines. The program will then most likely ask you for some information on the paper you are preparing. By entering information into fields, you can customize your paper to your exact needs. You can title the paper, and make further specifications on your report. Other APA Software There is more to APA software than mere templates, however. You can also store your frequently used sources for later, easier reuse. With a few clicks of your mouse, the ease and standardization of the APA style is at your fingertips, and in your paper.

College Decision Day How To Notify Colleges

College Decision Day How To Notify Colleges SAT / ACT Prep Online Guides and Tips If you’ve applied to colleges, received acceptances, and selected the college you want to attend, then congratulations! You’ve done considerable work and made it through the college application and selection process. With May 1, also known as College Decision Day, just around the corner, how do you notify the college you’ve selected that you’ll be attending? How do you let the other colleges that admitted you know that you won’t? Do you even have to let them know? In this article, I’ll explain how to accept an offer of admission and why it’s important to notify the colleges you won’t be attending of your decision. How to Accept an Offer of Admission The process to accept an offer of admission can vary for each college. On your acceptance notice, there should be explicit instructions of what you need to do to accept the offer. Also, you may be able to find information on the college’s website about how to accept your offer of admission.Look under â€Å"admissions† to find any relevant information.For example, here’s the information for Stanford and Penn State. And here’s how you accept an offer of admission fromUCLA. Typically, everything can be done online and it’s a relatively simple process.If you have any questions, call the admissions office. The admissions representatives should be more than happy to help you, especially because you're a future student. Most schools will require you to submit a deposit when you accept your offer of admission.The deposit ranges from about $50-$500.If you receive financial aid, you may have a portion of your deposit or your entire deposit waived. If you’re unable to afford the deposit, contact the admissions office to see if they can make any accommodations for you.The deposit is generally non-refundable. If you apply under regular decision, most colleges will give you until May 1, commonly referredto as College Decision Day, to make your decision.If you’re accepted after May 1, then you’ll probably only be given a few days to a few weeks to make your decision. Submit all necessary deposits and forms before the deadline. Why Should You Notify Schools That You’re Declining Their Offer of Admission? Colleges like to know whether or not you’re attending so they can fill the available spots in the class.If you’re not attending, they may be able to offer your spot to somebody who is on the waitlist. However, colleges don’t anticipate that everyone who is accepted will attend; they admit more students than there are available spaces. Therefore, just because you decline an offer of admission doesn’t mean that somebody else will be admitted off the waitlist. Also, it’s common courtesy to notify colleges that you’re declining their offer, especially because members of the admissions committee took the time to look through your application and decided to accept you. If you don’t notify a school that accepts you that you’re not attending, that would be like if a school that rejected you didn’t inform you that you had been rejected. Furthermore, colleges may want to know which college you decided to attend. Colleges often keep statistics on schools that students will attend over theirs. They want to remain competitive with these schools, so this information can help them make positive changes to increase their yield, which is the percentage of accepted students who choose to attend. If you want to know how to decline an offer of admission, colleges will often give you instructions on how to notify them that you won’t be attending in their acceptance letters or on their websites.For many schools, you can view your application status online, and if you’re accepted, you can simply select whether you’ll be accepting or declining an offer of admission. If there’s no specific online form or instructions to let a school know that you’re declining an offer of admission, you can email the admissions office, or you can go old-school and send a letter to the admissions office. Recap Look at your acceptance notice for information about what to do next if you’re accepting an offer of admission. If you’re confused or have any questions, contact the admissions office. Make sure to make your decision and submit any necessary forms and deposits by the deadline. For most of you, thedeadline will be College Decision Day, May 1. If you’re declining an offer of admission, let the college know. What's Next? If you're just starting the college application process, learn how to apply to college. If you're deciding which college to go to, check out this post on how to choose a college. Finally, make sure you're researching colleges to ensure that you end up at the college that's best for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Has the recent recession around the world hit the international Essay

Has the recent recession around the world hit the international business and trade badly Especially the automotive industry - Essay Example a deal assuring to provide a colossal package to combat the impact of global recession on the automobile industry (EUbusiness Ltd 2010), it still remains to be complex phenomena as to why the recession took such a heavy toll on trade and commerce worldwide. Critically speaking, a set of entropy predicted the probable outcome of a sweeping downward surge in various cross-country economies, eventually leading to discrepancy in the ratio of production and consumption. These factors lay hidden both in the functional as well as the structural aspects of the car industry. The editor of the Dog Lemon Guide Clive Matthew-Wilson notes that the international automobile sector can produce approximately 90 million new units every year, which is well over the estimated 60 million buyers. Drawing on from this statistics, he concludes that in the aftermaths of global recession, the potential consumer market was mobilized independently by respective states – a deal which is not very likely to last forever. Hence, it is notable that the affordability factor in terms of owning personal automobiles will continue to weaken furthermore as the world starts adjusting to the ongoing slump (Dog and Lemon Guide 2010). In the light of this evidence, this paper is going to critically assess the impact of recession on international trade and commerce, particularly the automotive arena. The study will incorporate discussion of the relevant literature duly backed up by empirical evidences, followed by detailed analysis of the methodologies. Lastly, a questionnaire attached at the end of the document will reflect the research findings and provide assistance to conducting interviews for further elaboration of the methodologies. Before elaborating furthermore on the thesis question, it is worth investigating into the period that led up to the recent financial crises around the globe. It may be noted, however, that bulk of the study in this regard will focus on the US trade infrastructures and