Women In The Labour Force Essays - Sexism, Economy, Labour Economics

Women In The Labour Force December 17, 1992 The past decades their has been a dramatic increase of women participating in the labour force from countries all over the world including Canada. In 1950, one Canadian worker in five was a woman. By 1980 this percentage had doubled, and women are expected to make up more than 44 percent of the labour force by the end of this century. The increase in female participation started occurring during the 1970's. This increase also caused the largest baby boom that the Canadian female labour force had ever witnessed. In North America it is common for women to have part-time or summer jobs, and the participation rate of teenage girls is high. It is also mostly high throughout the world in places as United Kingdom because of the fewer women going to school. But in places like France, Italy, and Japan the female participation rate is very low. In most of the countries the labour force is most participated in the age groups between 20 and 24. The labour force of mature women is very high in Sweden, because of the encouraged day care facilities which also provides the females with legislation that provides them with excellent benefits. In Japan there is a drop in female economic activity, the reason why is it affects their marriage and the care of their only child. An observation of labour force participation rates in Canada show that female rates rose a lot between 1971 and 1981, while the male rate rose unnoticeably. The increase in the female participation rate was found in all age groups except in older women. For women aged 15 to 19 the rate was as almost as high as the men. But the largest increase was in the age group of 25-44 years old, where the rate rose almost 50 percent. This meant that the participation rates of the females had become more alike with the men. Family status also influenced the female participation rate but later on during 1981 it had a more less affect than in 1971. According to statistics just over one quarter of married women with young children were working, but this later changed and grew by 76 percent over the a 10 year period of time. The rate also showed an increase of 47 percent for widowed, divorced, and separated women with children. However single women with young children showed a slight decrease. However the female participation rate is not so much related to family status as today as it was many years ago. During the period of 1971 through 1981 the involvement of married women went through a major change. Fewer women saw marriage as a r eason to interrupt their participation in the job force, and couple tended to postpone having children or not having any at all. While women with young children tended to participate less in the labour market and quit their jobs more frequently than men. Females did the exact opposite of what men did when they had children while working, and in some cases were actually more stable than men without children. This showed that the couples attitude towards having children influenced a decrease in the female labour force participation rate. In 1981 most women spent an average of 1,247 hours a year working, compared with 1,431 hours in 1971 which had dropped about 15 percent. Even men saw their average hours decrease by 13 percent. Not only more women were working, more were working part-tim for only part of the year which meant more women on the unemployment rolls. In the 1960's the unemployment rate for females was 3 percent and ten years later increased to 7 percent. Since june 1982 th e unemployment rate for men was 11-13 percent and the women's just above that rate which could also exceed that of the men near the end of the century. Only about 11 percent of women had part-time jobs because they couldn't find full-time employment or because they wished to spend more time to their education or their families, or for other reasons. Although 24 percent of the women working part-time would have preferred a full-time job if it had been available. According

How to answer What are you most passionate about in an interview

How to answer What are you most passionate about in an interview When we’re on the job hunt in search of our next great career opportunity, many of us spend the bulk of our time in prep mode, where we do everything we can to try and get our foot in the door of a company that we want to work for. This includes research to see which companies are hiring, catching up on the latest industry news and trends, and frantic networking to kick open the doors of opportunity. Meanwhile, we’re also polishing our cover letters and resumes until they’re razor-sharp, and- if we’re lucky enough to score an interview- spending an almost embarrassing amount of time thinking about what we’re going to wear to make a perfect impression. Sure, these are positive steps to take and will help you get closer to making your goal a reality. But the truth is, today’s savvy interviewers are looking for more than just walking bulleted lists of skills and accomplishments. They want to make sure they hire well-rounded candidates who are pa ssionate about work and life who will fit well into their company cultures. According to a recent article by Inc., â€Å"†¦ employees who fit well with their organization, coworkers, and supervisor had greater job satisfaction, were more likely to remain with their organization, and showed superior job performance.†Think about it- hiring personnel are going to be bombarded with a blizzard of successful candidates who have the requisite abilities to handle the job effectively. Do you want to be just one more qualified person, or do you want to stand out from the crowd and make a deeper impression?Hopefully, we’ve convinced you that today’s successful job candidates are able to demonstrate what motivates and drives them, and what they’re truly passionate about in life- a question that is increasingly popping up during interviews. The truth is, many candidates (even ones who have prepared intensely) stumble when asked what they’re passionate abou t during interviews. But you don’t have to! Use the following strategies to help you hit a home run when this question comes flying your way.Be honestThe truth is, seasoned hiring managers are great lie detectors and will likely know when you’re telling the truth and when you’re just floundering in an effort to try and make a good impression. Today’s progressive companies often dedicate time, energy, and resources to a variety of helpful humanitarian causes, and if your passions naturally align with theirs then that’s a sign of a great fit. So, if you’re truly passionate about helping orphans in third-world countries or dedicated to ending ocean pollution that’s fantastic, but if you’re just trying to make yourself sound good, chances are it will backfire- especially if you’re asked follow-up questions that you don’t have answers for. Being honest about what you’re passionate about in life, whatever it is, is your best approach, and the right company will appreciate who you are and what moves you.Be boldChances are if you’re asked about what you’re passionate about in life then so are those other qualified candidates, so do what you can to make sure your response stands out. Use bold and genuine language and imagery when discussing your passions, and if you have a compelling story to back it all up, even better. The goal here is to make a strong impression that you’re the sort of person who dedicates 100% of themselves to the things in life that matter to you- an impression that lasts long after the interview is over.Tie it all togetherAs previously mentioned, today’s companies are bolstering their corporate brands by dedicating themselves to all sorts of worthwhile global causes, and if you can show how your passions complement theirs, it’s really going to help you stand out as a potential hire. Also, try to tie your life’s passions to your w ork life, if possible. Show how you’re the sort of person who is naturally driven and motivated by professional challenges, and how work for you is more than just a paycheck. If you can convince interviewers that your passion for your work is undeniable, you’re going to have a much better shot at demonstrating your potential value as a member of their team.If you’re looking to have a stand-out performance during interviews and make a lasting impression, then make sure that your passions- in work and in life- are made clear. Use the advice and strategies presented here to help make that happen, and to ensure that you’re doing your absolute best while on the job hunt. Good luck!

Should the Endangered Species Act be Strengthend Essay

Should the Endangered Species Act be Strengthend - Essay Example Species have an indescribable amount of benefits to humans-with some not yet discovered. â€Å"An antibiotic was discovered in the soils of the threatened New Jersey Pine Barrens Natural Area, a species of perennial corn was found in Mexico; it is resistant to several diseases of corn and an insect was discovered that when frightened produces an excellent insect-repelling chemical.† (Regina Bailey, about.com) The Endangered Species Act was passed in 1973 in order to control the fast rate of extinction for a variety of beneficial reasons discussed further in the paper. The Endangered Species Act In order to foster the Protection and conservation of endangered species, the Endangered Species Act was passed on December 28, 1973 by Richard Nixon. Presently, the Act is administered by the United States Fish and Wildlife Service (FWS) and the National Oceanic & Atmospheric Administration (NOAA). According to the National Wildlife Federation, since 2009, 1361 plants and animals in th e US have been listed as endangered or threatened. The FWS carries out a multiple research on different species and they are organization responsible for listing a species as endangered. For a specie to be considered endangered, a number of factors are considered such as; the amount of its habitat destroyed, is it being over-consumed, is it being threatened by disease or other predation or are there other man made factors affecting its survival. The Endangered Act of 1973; authorizes the determination and listing of listing species as endangered and threatened. It prohibits the unauthorized taking, possession, sale and transport of endangered species. It provides authority to acquire land for the conservation of listed species, using land and water conservation funds; it authorizes the establishment of cooperative agreements and grants-in-aid to states that establish and maintain active and adequate programs for endangered and threatened wildlife and plants; it authorizes the assess ment of civil and criminal penalties for violating the Act or regulations; and authorizes the payment of rewards to anyone furnishing information leading to arrest and conviction for any violation of the Act or any regulation issued hereunder. (Cited from Fws.gov, May 7, 2011) Should the Endangered Species Act be strengthened? It is seen by some non-environmentalists as a weapon used by radical environmentalists and is the most wasteful and counterproductive laws in the books. In addition to that, they believe that it practically turned into a tool exerting political leverage. Some are even vouching for cancellation of the ‘critical habitat’ designation which limits development in the habitat of endangered species. With reference to some consulted literature- the majority of persons wanting to trash the 1973 legislation is more than the amount who want to strengthen the Act by 9%. The researcher is in total disagreement with the persons who want to the Act to be demolis hed and considers these actions selfish. The Endangered Species Act of 1973 is one of the most important laws passed in America of all time. It’s had many successes and undoubtedly will have far greater success if and when strengthened. America has a fast rate of extinction and should the Act not be strengthened or demolished we will all be faced with the consequences. Considering all the benefits discussed in this paper, there should be enough reason for the act to be strengthened. There are

Australian Industrial relations Essay Example | Topics and Well Written Essays - 1000 words

Australian Industrial relations - Essay Example However, industrial relation examines several employment situations. This essay will describe three major approaches or perspectives of industrial relations like unitarism, pluralism and radicalism. Unitarism highlights the organization as the rational team united by several common purposes. On the other hand, pluralism observes the organization as the amalgamation of various homogeneous groups within different kinds of dynamic equilibrium (Wilton, 2013). Lastly, radical perspective depends upon the class conflict and class analysis in a particular society. Several authors have stated that an organization is perceived as the harmonious and integrated corporation under the unitarism perspective. In Unitarism, the management and employees work collaboratively for a common purpose. In terms of Australian industry relation, majority of the industries follow paternalistic approach in under the unitarism perspective. This approach demands the loyalty of all the employees. Consequently, several trade unions are believed as unnecessary as the loyalty between the organizations and employees are measured mutually exclusive. In this situation, both these parties cannot be considered as the two separate sides of the industry. In unitarism, conflict is generally perceived as the pathological and disruptive result of interpersonal functions, communication breakdown and agitators. In pluralism perspective, the organizations generally perceived as being made up of divergent and powerful sub-groups (Lucas, 2004). All of these groups have own legitimate loyalties. Moreover, they individually set their objectives and select leaders. Particularly, management and trade unions are considered as the predominant sub-groups. In this pluralism perspective, the management of the organization does not heavily focus on the controlling and enforcing. The management try to focus on the co-ordination and persuasion. Trade unions are

Critically consider the position of the 'reasonable person' in both Coursework

Critically consider the position of the 'reasonable person' in both the laws of contract and negligence. Uses cases and examples from both areas of laws to illustrate your answer - Coursework Example It will critically evaluate the concept and how it intersects with these branches of law. The study will review the concepts in light of examples and other aspects of judicial precedence. â€Å"The reasonable man [person] provides a legal standard against which a defendant’s culpability can be evaluated. If he is found to have behaved as a â€Å"reasonable† person would have under similar circumstances, he might be owed compensation rather than a punitive penalty.† (Donovan, 2013, p. 100). This means the concept of a reasonable person exists to provide a basic standard of a expectation that a person of a certain level of mental awareness should be able to foresee and deal with. This means that a reasonable person is deduced through an assessment of what an individual will have ideally considered in similar situations and contexts. The usage of the doctrine of reasonable person varies across different branches of law. It is utilised in criminal law and may be varied in setting the standard of care or standard of responsiveness based on the category of law that is being discussed. In the law of contract, the standard of a reasonable person is often invoked to examine the actions of a party in relation to a contract that is seen as an arms-length transaction or not. This is meant to ascertain if the contract was fair or not and hence, it provides guidance on how the law was put together and how the legal convention was utilised in dealing with people and in dealing with various processes that culminated in the formulation of the contract. A contract is a legally enforceable agreement between two parties with an intention to create a legal relationship and it goes through the stages of offer, acceptance and mutual exchange of consideration (Hunt, 2014). A contract is voluntary and hence, each party must enter the contract willingly and without duress. Therefore, it can be stated that in cases where a person enters a

Characteristics of problems

Characteristics of problems Characteristics of Problems Determining the type of problem to be solved is particularly difficult. From the scientific point of view it has not been treated sufficiently yet.   It is, nevertheless, of fundamental importance because it covers the whole field of creativity, and the problem solver(s) heuristic behavior is contingent on the type of problem.   What is a problem?   This question was asked and answered by Karl Duncker (1945).   Duncker, who was a Gestalt psychologist, defined a problem in these words: â€Å"A problem arises when a living organism has a goal but does not know how this goal is to be reached.†Ã‚   This definition is, no doubt, very useful, because creativity tasks and activities always strive to address a problem.   Yet, Dunckers definition and formulation poses these caveats:   It is necessary to distinguish between a task and a problem.   It is the subjects level of domain knowledge, including his ability to find pertinent knowledge, if necessary, that makes the difference between the two. A task set by a researcher or experimenter may be a problem to certain subjects and no problem to others.  Ã‚   A problem may vanish or be resolved if the subject changes his goal.   A problem does not exist de facto, unless the subject observes discrepancies between his current situation and the goals he pursues. Reitman (1965) proposed that problems be viewed as three-component entities, having an initial state, a final (goal) state, and a set of processes that facilitate reaching the goal, starting from the initial state.   Minski (1961) proposed a distinction between two types of problems, those that according to the nature of the conditions of acceptability of solutions are either well defined or ill-defined.   A problem satisfying Reitmans conditions (Reitman, 1965) is a so-called well-defined problem: it can be solved by applying a systematic procedure that makes it possible to decide whether a proposed solution is correct or not.   It means that it is totally decidable: all pertinent solutions can be evaluated strictly using one binary variable: right or wrong.   The solution can thus be described as an all-or-nothing phenomenon.   There are no intermediate solutions between the functional and non-functional ones.   In general terms, any tests for which there exists a rigorous method of comparison between what is proposed and what is required is a well-defined problem. Examples of well-defined problems are board games, problems in mathematics, or problems in logic.   They may be very difficult to resolve, nevertheless.   Taking mans limited resources, psychologists face the task of explaining how human beings manage to solve problems in chess, mathematics or geometry within reasonable time.   Ill-defined problems are those that are not well-defined.   They result in a multitude of solutions that cannot be classified by using a binary truth-value, but by using a relative qualitative scale.   The response to a requirement thus allows grades, the determination of which is left to the referees.   The majority of problems occurring in everyday life are ill-defined problems: the improvement on an object or an apparatus, a new use of what already is known, the search for a sales idea or a marketing idea, etc. Ill-defined problems arise when some components of the problems statement, in the sense of Reitman, are unspecified, or are vague or fuzzy.   The definedness of problems varies in degree (Reitman, 1965, Ch. 5).   For instance, ‘take a little flower and bake bread for these people, which is vague in terms of the quantity of flower and the number of people, but specifies clearly the method: bake.   Another statement may run like this: ‘Let us overcome the current economic crisis.   This statement does not specify the method: what should be done to overcome the crisis?   ‘Do not just hang around, maximize something is an exhortation taken from a cartoon, in which both the initial state, the method and the goal are shrouded in a mental fog.   Ill-defined problems are more common than are well-defined problems, but it is all the more difficult to explain how to tackle them. It is worth noting that Minskis postulate does not necessarily cover the distinction between problem solving and creativity. For instance, the discovery of a new algorithm, or a new combination of known algorithms, is a creative act. But well-defined problems in the sense of Minsky may lead to an opposition between algorithmic procedures and inferential procedures. As for the ill-defined problems, Reitman (1964) proposed a typology of six classes of problems comprising the transformation or generation of states, objects, or collections of objects.   This taxonomy is not presented as a universal tool covering the whole field of creative situations, but simply as a general structure making it possible to collect the largest number possible of the creative situations.   This attempt at systemization has mainly a descriptive value, but it is not unlikely that it could also be used for deducing hypotheses related to the behavior of effectual solutions. Reitmans work is based on the introduction of the following three concepts: let A be an initial state or object (one which is expected to undergo transformation, modification, complementing, improvement, etc.) and let B be a final state or object (the solution to be obtained, elimination of problem).   Let the symbol à ®Ã¢â‚¬ ¦Ã…’ denote a process, program, or sequence of operations.   It is then possible to represent a large number of problematic situations parting from these three symbols by representing them by a general vector [A, B, à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢].   Using these three concepts, six types of poorly defined problems can be distinguished. Type I.   The initial and terminal states A and B are well specified: the relevant data are known and the requirements to be satisfied are explained precisely.   The problem then consists in discovering the process à ¢Ã¢â‚¬ ¡Ã¢â‚¬â„¢ that makes it possible to pass from the well-specified state A to a well-specified state B.   For instance: how can a given function be incorporated in a specific device?   This type seems to cover a large class of problem situations. Type II.   The terminal state B is less precisely specified than in the previous type, while A is left entirely at the discretion of the experimenter.   In fact, nothing is said about the state, object or assembly of objects from which to part.  Ã‚   The initial material is largely undetermined and admits only one constraint to aid in constituting the one possible solution.   For instance: what should be done to make traveling by train more pleasurable? Here, obviously, the current state represents some level of train travel comfort or pleasure, and this should be increased.   But what exactly is to be achieved is an open question. Type III.   The initial state A consists in this case of an assembly of constituent parts each of which represents a concrete entity, while B represents a state or object to be achieved which is defined vaguely and is characterized by the fact that one or several of constituent parts of A have lost their separate identities after reaching B.   Reitman cites as an example Napoleons cook who was charged with the task to â€Å"make a good dish† B to celebrate the victory at Marengo using only available ingredients A.   This type is undoubtedly less general than the preceding ones.   Type IV.   A and B are presented as consisting of sub-components and are rather poorly defined.   This type differs from type II in that in the latter case there are no restrictions imposed on search, different analogous paths, and different associative paths the exploration of which can be relatively fruitful.   In type IV it is not like that.  Ã‚   The distinction between sub-components provides constraints within which the problem solution has to take place.   The research is, in other words, more strictly restrained than it is in the problems of type II. Type V.  Ã‚   The initial state A is given by reference to a well defined object, the final state B is given by a set of similarities and dissimilarities with respect to A.   An example given by Reitman to illustrate this type is the following: manufacturer ÃŽÂ ± of some equipment encounters a serious competition from ÃŽÂ ²-companys product.   The first company, ÃŽÂ ±, decides to change the design of the product in point to offer a price that is lower for a comparable quality than what its competitor ÃŽÂ ² asks.   The task thus does not necessarily require an entirely new manufacturing process, because the added cost of the new process would not help to slash the price according to original estimates.   Besides, the modification must be implemented fast because the competing product already is in the market while ÃŽÂ ±-companys sales decrease with each passing day.   The exigencies of this example illustrate the general type V product as a new device that m ust be functionally similar to the old version but must be cheaper. Type VI.   In this case, the final state B is well specified while the initial state A remains essentially empty, unstructured and largely undetermined.   Characteristic examples cited by Reitman comprise: to explain a new phenomenon, discover an alibi for a criminal deed, etc.   This type differs from type II in the degree of precision of the task.   It is thus possible to distinguish among six categories of poorly defined problems resorting to almost formal properties of their application.   A research activity the results of which would show that these categories incite heuristically different behavior on the part of individuals and groups still has to be accomplished.   A relevant taxonomy establishes first some ordering, i.e. introduces some logic in the pertinent knowledge field.   For this purpose the taxonomy distributes the phenomena or the entities considered according to their relevant characteristics, with no ambiguity involved.   It appears that, in general, each taxonomy displays at least two different utility values: First of all, the taxonomy presents a reference value that provides a framework for a certain subset of the universe.   The information already available about the elements of this subset thus cease to be fragmented and simply accumulated: in the continuation they are ordered with respect to one another.   They can be integrated and complemented.   Fragmented knowledge thus becomes systematic. This knowledge also represents an â€Å"operational† or heuristic value of the taxonomy in point. This value becomes apparent when the taxonomy leads to empirical research in order to validate its structure, its principle and its extent, or to uncover which variables of the taxonomy can be expected and unified.   In the case of problem solution and creativity research, one can try to establish some correspondence between certain types of tasks with certain behavioral phenomena, particularly those of psycholinguistic nature.   The first problem differentiation might take into consideration the different objective properties of problems: The problem is algorithmic: it can be resolved using an ordered sequence of specific operations.   It allows, in this sense, a truly coordinated division of labor, and is particularly suitable for groups with the centralized communication structure.   The problem is inferential: it can be visualized by means of trees, but the process of generalization of the trees cannot be decomposed into concatenated elementary operations.   A homogeneous structure is, however, more appropriate.   It can be seen that groups facing a specific situation adopt spontaneously the optimum organization to respond to this situation. Most authors, however, have resorted to local dichotomies based on a multitude of imprecise criteria.   The straightforward problem typologies are the following: Verbal and non-verbal tasks.   Verbal tasks are supposed to mobilize important cultural experience and imply the use of specific functions or hypothetic factors.   Non-verbal tasks are symbolic, or in other ways dependent on non-verbal perceptions. Intellectual and manipulation-dependent tasks.   In intellectual tasks, the principal operator is the brain.   Manipulation-dependent problems require a coordination of the brain and muscular factors.   Unique-solution and multiple-solutions tasks.   Then there are problems having a unique solution and problems having multiple solutions.   The totality of distinctions pertinent to a particular solution domain cannot be generalized, because their underlying criteria are too coarse and do not allow more than just a very summary control of the situation.   Shaws dimensional analysis In an attempt to present various aspects of group tasks in a systematic manner, Shaw (1963) collected a very eclectic set of 104 statements mostly taken from experimental literature.   The statements relate to both ill-defined and well-defined problems, to verbally and non-verbally formulated tasks, etc.   These various statements were evaluated according to six a priori defined dimensions, which can be visualized as continuously varying intervals in which each task occupies a point.   The six dimensions are characterized in the following manner: Requirements of cooperation.   This dimension permits to define the degree to which it is required that members of the group act in a coordinated manner to complete the task successfully.   It is thus a measure of dependence between the goal and the coordinated activity of the subjects.   Verifiability of the decision.   It is the degree to which the â€Å"rightness† or adequacy of the solution can be proved, either by reference to an authority, or by logical procedures (usually a mathematical proof), or by feedback (for instance by examining the consequences of the decision taken). Difficulty.   This is defined by Shaw abstractly as the quantity of effort necessary for executing the task.   Specifically, an indicator of difficulty can be the time required for solution, the number of errors made, etc. Clarity of purpose.   This denotes the degree of precision with which the requirements of the task are presented to members of the group, and how the members perceive the requirements. Multiplicity of approaches to the goal.   This dimension expresses the more or less great possibility to resolve the problem by various procedures.   It is thus a matter of possible paths to the solution, i.e. of the number of alternative solutions. Relationship between mental and motor requirements.   A task that only requires the implementation of intellectual activities will be among the strongest on this dimension.   Conversely, tasks requiring only motor abilities will be among the weakest.   A task requiring both intellectual and motor activities occupies an intermediate position between the two extremes. Intrinsic interest.   Problems are not equally attractive, i.e. they do not mobilize the same motivation.   This dimension is thus assigned the degree to which a particular task appears interesting to the subjects. Operational requirements.   This dimension was introduced to evaluate the number of different kinds of operations, knowledge or abilities required for the completion of the task. Familiarity within the population.   Individuals might have had a previous experience of the task in point, either direct or by means of an analogous task.   This dimension thus evaluates the relative â€Å"rareness† of a class of problems to a population. Multiplicity of solutions.   It is the number of different correct solutions for the problem in point.   That number can in general be evaluated exactly in a well-defined problem, but not if the estimate is very intuitive. This family of dimensions is intended to cover the maximum of traits occurring in every heuristic situation.   Certain dimensions thus relate to formal properties of the task, for instance numbers 2, 5, or 10, while others, e.g. numbers 7 and 9 refer direct to the consequences of applying a particular semantics (second level of determination).   Forty-nine referees, mostly graduate students of psychology, got the task of distributing the 104 sample tasks according to the 10 dimensions shown above.   Eight positions or degrees ordered by their magnitude were defined.   The judgments were consistent, except for the dimension â€Å"clarity of purpose†. With these data, Shaw got two factor analyses that resulted in disclosing five significant factors for task analysis: Difficulty, (factor I), the quantity of required effort displays a close relationship to the number of operations, knowledge, and required abilities for solving the problem.   The forth dimension, the â€Å"clarity of purpose† is equally an important aspect of difficulty: the less clear the goal is, the more difficult is the task judged to be.   Multiplicity of solutions (factor II) is a complex dimension that relates both to the number of acceptable solutions, to the diversity of paths leading to the solutions, and to the verifiability of a solution.   Shaw thinks that the essential aspect is the number of solutions, while the other two merely are its consequences.   While there are several solutions available, there also are several ways how to reach them. Proving the adequacy of each solution rigorously is hardly possible. Cooperation requirements (factor III) correspond exactly to the dimension of the same name.   The degree of completing a task successfully implies a coordinated action on the part of group members. The relationship between intellectual requirements motor requirements (factor IV) constitutes no doubt an independent dimension.   But it only shows a very weak correlation with the familiarity with the task within the population.   Familiarity in the population is considered a separate dimension for the same reason.   Nevertheless, it is necessary to point out that the familiarity seems relatively irrelevant, at least under the particular conditions of this work, where the majority of the tasks were somehow familiar to the subjects. Intrinsic interest (factor V), which corresponds to the intensity of motivation and the attraction exerted by the problem on the group members, too, is a dimension permeated with factor II. The first three of the six dimensions obtained finally seem to be both the most important and the least ambiguous ones.   It is of course possible, as Shaw himself notes, that there are other dimensions, equally important, which continued research could bring forth.   This first attempt will make it possible largely to control the principal components of the situation that comes into being as a problem to be solved is given to the subjects.   This is the only condition under which accumulation of experimental data in this field can be transformed into scientific knowledge. Categorization by Roby and Lanzetta Roby and Lanzetta (1958) proposed a model intended to define and highlight the most important characteristics of a group task.   For this purpose, they distinguish four sets of events occurring in the functioning of any group task system: a. A set Tiof task input data.   Here belong, for instance, the formulation of the problem to be solved and of the material it implies. b. A correlative set Giof initial activities of the group.   These comprise, among others, waiting times, observation, data recording, communication associated with input variables, etc. c. A set Goof outputs produced by the group.   In the creative process these comprise the traces of the heuristic process and solution suggestions. d. A set Toof environmental changes following from the groups activities. Roby and Lanzetta define three general types of properties: Descriptive aspects, including the qualitative nature of various events, their number, and metric properties. Distribution of the events in the space or by relation to other events. Functional aspects of events, i.e. their temporal occurrence as a function of foregoing events (sequential analysis). Each set of events, Ti, Gi, Go and To, can be studied and related to according to these three types of properties.   In theory at least, it is possible to characterize any group task, and in particular any creative situation, using a double-entry table for 12 cases. This is the formal equipment of the descriptive system of group tasks proposed by Roby and Lanzetta.   In an abstract analysis, however, this representation does not make the understanding of a truly psychological meaning of a specific task possible.   This remark led the authors to propose a complementary notion of â€Å"critical exigencies†.   This concept was introduced to cover the fact that each task requires certain behavior on the part of the group to be correctly executed, and calls for certain specific types of activities to be carried out.   The implementation of these requirements should thus help to reduce the discontinuity mentioned between the structural properties of the task and the psychological or psychosocial phenomena generated by its handling.   It is a different manner of contrasting the general and the particular.   In a way, this is what was above called the â€Å"second level of determination†. Roby and Lanzettas intention was not to put forward a theory permitting to characterize the problems rigorously, but rather to present a table for the analysis of systems of group tasks.   Their framework thus permits theoretically to classify any task parting from the values relevant to the task in the 12 boxes of the analysis table, but it does not make it possible to classify the types of tasks using a specific corpus of formal properties.   Thus, Roby and Lanzetta did not forge a typological tool, but, rather, a descriptive tool the general purpose of which is found precisely in the fact that the tool is deemed able to adapt itself to any task.   The goal of their work was not to distribute the generalized variable â€Å"task structure† on an arbitrary scale, but rather to find a set of invariant characteristics that would make it possible to situate the various problems that appear in the life of a working group.   Creative problems constitute in this context evid ently merely a special case.   It follows that the effort to determine the â€Å"invariants† of the analysis is probably of utmost importance and should complement any typological effort. Finally, an adequate taxonomy of poorly defined problems must comprise a meta-linguistic analysis of their formulation in the natural language: it must be possible to establish a rigorous correspondence between a formal type and the multitude of its verbal expressions or concretizations and, in parallel, part from a specific semantics to reach a logical class it illustrates.   Roqutte (1975) sketches the first attempt in this respect. Psychologists studying the ways people solve problem have adopted a reasonable strategy.   They study how people handle seemingly well-defined problems, and then apply theprocedure to the study of ill-defined tasks.   In some instances shortcuts to solving an ill-defined problem are possible: seek a well-defined version of the same problem and try to solve it, or find a new definition of the problem.   Defininition or interpretation of the problem is as important in tackling well-defined tasks as it is in working with ill-defined tasks.   Adversary and non-adversary problems This is another distinction between problems.   An adversary problem is one in which the problem solver is competing with a thinking opponent, or a seemingly thinking opponent, like a chess-playing computer.   In non-adversary problems the battle goes between a thinking problem solver and inert problem features.   The latter may be symbolic or real, but they do not react to what the problem solver does, in order to â€Å"defeat† him, and they do not care about what the human problem solver feels.   Semantically rich and semantically impoverished problems This distinction seems to be increasing in importance.   It was elaborated by Chi and his coworkers (1982).   A problem is semantically rich for the problem solver who brings a significant relevant knowledge to the problem.   The opposite is true of semantically impoverished problems.   As an example, consider a problem given to two problem solvers.   For the domain expert it is a semantically rich problem, for the novice it is a semantically impoverished problem.   This distinction thus expresses the problem-solvers view of the problem situation, or Shaws familiarity within the population. Most puzzles, IQ-tests, and the like, are semantically impoverished for most subjects.   Much of psychological research has been focused on solving semantically impoverished puzzles of the non-adversary type.   The semantically rich non-adversary tasks are increasing in importance.   This category comprises most tasks in computer programming and in physics.  Ã‚  Ã‚  

Explore Shelley’s presentation of the impact of the Creature in the lig

Explore Shelley’s presentation of the impact of the Creature in the light of this comment. The Creature is described as ‘ a fiend of unparalleled barbarity’, yet many modern readers may sympathise with him. Explore Shelley’s presentation of the impact of the Creature in the light of this comment. It is my view, that the Creature may be seen from two main perspectives, on the one hand he may be seen as a â€Å"Monster†, â€Å"a fiend of unparalleled barbarity† and on the other he may be seen as a victim with whom the reader may sympathise. Out of the three narratives in the book, the one which occupies that major part of the book I that of Victor Frankenstein. It is from his perspective that we are imparted most of the evidence which may lead us to consider the Creature as a ‘Fiend of unparalleled barbarity.’ Throughout Frankenstein’s framed narrative, he refer to the Creature as â€Å"daemon†, â€Å"devil† or â€Å"wretch and perhaps (one may consider) with good reason considering the creature’s actions after his creation. Firstly, the Creature murdered Victor’s youngest brother William, an innocent child. However, the Creature’s true intentions when committing the murder remain unclear, as the Creature says, â€Å"I grasped throat to silence him, and in a moment he lay dead at my feet.† This statement, by the Creature, is of course ambiguous, as the Creature could have literally been trying to silence William, whilst on the other hand there is the more sinister aspect, that the Creature could have grasped William’s throat with a mind to silence him permanently. If we take Shelley’s view of her 1831 audience as â€Å"monsters thirsting for each others blood† then we would of course condemn the Creature, as someone who committe... ...cism against Islam, and particularly the Turks as something which was socially acceptable, this prohibiting from any form of empathy with the Creature. In conclusion, despite the Creature’s clearly appalling actions throughout the novel, I assert that these perhaps may be a result of the environment into which the Creature is created, just like a child born into an unstable and abusive household may often grow into an unstable and abusive person the Creature â€Å"born† into an abhorrent, un-accepting, unforgiving and violent world becomes abhorrent and violent himself, acting only the way others have acted towards him, with the utmost hate and unjustifiable violence, and it is because (I believe) the Creature is only a result of the environment into which he is created, a product of nurture as opposed to nature, that many modern readers sympathise with him.

Approaches of OM

Approaches of OM  :Within the past fifteen years or so there has been much studies about the theoretical status of discourse markers (DMS) focusing on what they are ,what they mean and what functions they manifest. Fraser (1999) maintains that teseachers have agreed that DMS are lexical expressions that relate discourse segments , but they have disagreed on how they are defined and what functions they carry. Similar to this view, shourup (1999) argues that there is disagreement on functions on fundamental issues in the study of DMS. researchers are unable to agree on the grammatical category of DMS or how to delimit their class or even what types of meaning these markers express. In order to understand more about DMS in language it is necessary to refer to tow approaches of DMS  :The reliance theory and coherence teased approach1/coherence based approach:Within coherence theory it is assumed DMS play a major role in dis course interpretation by using â€Å"coherence † relations between discourse units. As shourup (1999,p.240) argues that the interpretation of a text, according to the coherence group. Depends on the identification of coherence relations between the units of that text . this group includes researchers who adopt a coherence-based theory. The main figures of this group are Schifrin (1987). Fraser (1988-1990) and redeker (1990-1991).Schifrin (1987) studies the semantic and grammatical status of DMS and their functions . since she belongs to the coherence group, Schifrin states that DMS contribute to the coherence of the text by establishing coherence relationships between units of talk Schifrin (1987,b.9). He adds that DMS indicate that the interpretation of one clause is determined by the information derived from the prior clause .Schifrin proposes that DMS have a coherence role in the sense that they relate informational units in the present discourse with informational units in the prior discourse , this is what Schifrin calls local coherence in her framework; which means that it is local in the sense that DMS link two adjacent units in the text. She states that DMS have both cohesive and structural roles ; structural because they link two (or more) syntactic units, and also cohesive because the interpretation of the utterance depends on the combination of both conjuncts. It can be summarized that Schifrin concentrates on the linguistic and structural role that DMS play to achieve discourse coherence by linking discourse units The second figure of coherence-based theory is Fraser(1999). Similarly to Schifrin, Fraser maintains that DMS contribute to the coherence of a text by indicating coherence relationships between units of talk however, Fraser(1999,938) indicates that DMS do not have to signal any relationship between segment 2 and segment 1 (adjacent segments of talk ).A discourse marker can relate the segment it introduces with any other previous segment in discourse .And this is known as ‘global coherence ,it is contrasted to Schifrin's local coherence . Fraser's (1997-1999) account focuses on pragmatic functions of DMS ;he calls them â€Å"pragmatic markers†. Fraser define DMS in his proposal as they are linguistic element that encode clues which signal the speaker potential communicative intention .2/ Relevance-based account:Sperber and Wilson (1986,1995) have developed the relevance theory. It is a pragmatic model that explain how speakers interpret utterances. It based on cognitive ability of the hearer to interpret the utterance rather the linguistic one. The relevance theory suggests that the mind's central processor is highly effective in holding the information because it is specifically oriented towards the search for relevance (as cited in the use of discourse markers in E.F.L learners writing by ana cristina laluerta Martinez university of Oviedo). The principle of relevance determines that all utterances are ruled by the level of optimal relevance .that is to say ,when a speaker calls a hearer's attention to the utterance . He is claiming that his utterance is relevant enough to deserve the hearer's attention. To discuss deeply the relation between relevance theory and discourse markers , Blakemore should be present Blakemore (1987) argument is that DMS play a crucial role in the interpretation of utterance by providing the hearer/reader with some guidance in the inferential phase to reach the optimal relevance. According to Blakemore (1987), connectives contribute to the interpretation process. Usually a speaker/writer has a specific interpretation of his utterance and to guide the hearer/reader to reach the right interpretation DMS are so important .They provide the specification of certain properties of the context and the contextual effects .The level of optimal relevance means that the larger contextual effect the smaller cognitive effort . generally the hearer stores a number of assumption in his memory ,and these assumptions can interact with the new information conveyed by the speaker , which come up with three results ; a new assumption or the contradiction , and even elimination , of an assumption Blakemore (1992;p.135). This the speakers/writer can help the hearer by reducing the cognitive effort. As Blakemore (1992;p.176) â€Å"a speaker may use the linguistic from of his utterance to guide the interpretation process†. Similar features of discourse markers:Despite the large disagreement about the definition and the classification of discourse markers ,There are some basic characteristic and features shared by discourse markers have been identified in DMS studies. Schourup (1999) argues, â€Å"to identify a small sent of characteristic most commonly attributes to discourse markers and to items referred to by other closely associated terms†. He realizes the most common features in these expressions from some studies in the discourse markers. These features are â€Å"multi-categoriality, connectivity, mon-truth conditionality, weak clause association, initiality, and optionality†a-multi- categoriality : It is viewed that discourse markers constitute a functional category that is heterogeneous with respect to the syntactic class (as cited in (similar features). Because items that are usually included in DMS are not structurally unified. They are derived from a variety of grammatical sources. Schourup (1999,p.134) distinguishes in wich DM function has been a attributed whether words like: adverbs (eg, now actually, anyway), coordinating and subordinating conjunctions (e.g, and, but, because). Interjections (e.g, oh, gosh, boy) verbs (e.g, say, look, see) or it can includes clauses (e.g, you see, I mean, you know). The fact that DMS are drown from different word classes makes them difficult to define them structurally. And that means they have identical counterparts that are not used as markers. Kohlani (2010,p39) points out that despite the great dispute regarding â€Å"the coexistence of two structurally identical items that function differently in discourse†, they do not overlap in discourse :When an expression functions as a discourse markers ,it does not express the propositional meaning of, its identical counterparts. As cites in janina buintkiene (2015)b- connectivity :connectivity is a common point shared by many studies concerning the DMS. They agree that DMS connect utterances or other discourse unites. However, there is a great disagreement about the nature of the connection discourse markers express and the nature and extent of the element connected ,as Schourup ( 1999,p20)point out. Thus connectivity is conceived differently due to the way discourse is viewed. In coherence-based studies, like Schifrin (1987) and Fraser (1999) defined DMS as connectives which relate two textual units by marking the relationships between them; they contribute to inter-utterance coherence. For coherence-based studies DMS have an important role in connecting one segment of text to another. In relevance-based studies, DMS do not connect one segment of text to another but they provide the hearer/reader with the right interpretation of the segment they introduce. Blakemore (1987) noted that DMS can play the role of connecting the host utterance not only the linguistic co-text but also to the context in a wider sense. For within relevance theory, discourse markers are viewed as expressing â€Å"inferential connections† that constrain the â€Å"cognitive processes† underlying the interpretation of the segment they introduce (Blakemore(2002,p.5).similar to this view, shourup (1999,p.230-232)states that DMS do not connect one segment of text to another. Rather they connect the â€Å"propositional content† expressed by their host sentence â€Å"to assumptions that are expressed by context†. He concludes that if connectivity is criterial for DM status, it can be used to distinguish DMS from various other initial element such as illocutionary adverbials (e.g, confidentially), attitudinal adverbials (e.g, sadly) and from primary interjections (e.g, oops). c/ nontruth-conditionality: nontruth-conditionality is also a feature that most researchers attribute to discourse markers. Saying that DMS are nontruth-conditional means that they bring no meaning or condition to the sentence. As Schourup (1999,p.232) claims that DMS are generally thought to contribute nothing to the truth-conditions of the proposition expressed by an utterance. Fraser (1996) also claimed that DMS do not influence the truth-conditions of sentences; he approved the idea that truth-conditions pertain to mental representations not to sentences. Accordingly ,for many researchers discourse markers are nontruth-conditional means that DMS are part of the pragmatic component of the sentence. Ostman (1995,p.98) argues that their â€Å"primary task in language is not related to the propositional aspect of sentences, but to the pragmatic functioning of language†. Moreover, Blakemore (2002) points out that pragmatic is defined as â€Å"meaning minus truth conditions†. She argues that pragmatic information which is not part of the truth conditional content â€Å"cannot be obtained through decoding linguistic forms†. As a conclusion, DMS are non-propositional expressions means that they are not part of propositional meaning of the sentence moreover; this does not mean they do not effect this meaning. DMS are not important in the propositional structure, but they do effect the propositional meaning. As Andersen (2001) argues that the meaning of the sentence is â€Å"not handled solely by the words contained in the utterance† rather is conveyed by † complex semantic and pragmatic processes†, as cited by kohlan (2010).d/ weak clause association:another characteristic of discourse markers that has been identified by Schourup (1999,p.232-234) is weak clause association. It is similar to the nontruth-conditionality feature is the sense of the detachment of DMS from their host sentence. As cited in janina buitkiene (2015), Brinton argues (1996,p.34), DMS usually occur â€Å"cither outside the syntactic structure or loosely attached to it†. DMS are regarded as being outside the propositional content and the syntactic structure of the sentence. Schourup (1999) points out that some of DMS have their syntactic structure such as on the other hand and you know (232). It is also because of their loose grammatical attachment to the structure of their host sentence, that discourse markers are after separate from the main clause by comma or independent two unit â€Å"regard Len whether they occur within the clause or at its initial† (ibid, 233). e/ initiality:IS one of the most noticeable feature of discourse markers. For some researchers. DMS occurs initially in the sentence. As Hansen (1997,p.157) points out that â€Å"markers must necessarily precede their host unit†. Similarly, Fraser (1990,p389) state â€Å"typically occur only in utterance-initial position†. The significance of the initial position as a text organizer is what makes it the most appropriate place in which discourse markers can fulfill their role in discourse. As cited in.The place of DMS is related to their function in discourse. Schourup (1999) states. â€Å"because they are used to restrict the contextual interpretation of an utterance†; he adds â€Å"it makes sense to restrict context early before interpretation can run astray† (233). Moreover, kohlani (2010.48) argues that initial position give for DMS wide scope over the whole sentence or paragraph to influence hearer or reader interpretation of everything that follows. f/ Optionality:Being optional rather than obligatory is another feature of discourse markers. Accordingly, DMS can be present or absent in the discourse. As Schifrin (1987) argues. â€Å"are never obligatory†. Moreover, Schourup (1999,p.231) states that DMS are optional in two distinct senses: â€Å"syntactically optional in the sense that removal of a DMS does not alter grammaticality of the sentences and in the further sense that they do not enlarge the possibilities for semantic relationship between the element they associate†. However, he adds. â€Å"it is never claimed that the optionality of DMS renders them useless as redundant†. This means even if DMS are regarded as syntactically and semantically optional, pragmatically are not. Supporting to this view, Brinton (1996) argues, † they are not pragmatically optional or superfluous†. Instead , they guide the hearer/reader to a particular interpretation. As Brinton (1996,p.34) argues â€Å"they reinforce or clue the interpretation intended by the speaker†.

Weather Phobia Signs and Symptoms

Weather Phobia Signs and Symptoms Do you jump at every flash of lightning and rumble of thunder?  Or monitor the TV whenever theres a severe weather threat near your home or workplace? If you do, its very possible you have a weather phobia- a marked fear of or anxiety about a specific weather type or event.   Weather phobias are included in the natural environment family of phobias- fears triggered by objects or situations found in nature.   Why Am I Afraid?   Phobias are sometimes described as irrational fears, but they dont always develop out of nowhere. If youve ever experienced a natural disaster such as a hurricane, tornado, or  wildfire- even if you didnt suffer any physical injury or trauma- its possible that the unexpected, sudden, or overwhelming nature of the event could have taken an emotional toll on you.    You Might Have a Weather Phobia If... If you feel any of the following in certain weather situations, you may suffer, to some degree, from a weather phobia:   Anxiety and panic (heart palpitations, shortness of breath, sweating, and nausea)A desire to be around others when unfavorable weather is forecast or occurringAn inability to sleep or eat during sever weatherHelplessness when certain weather is occurringYou change your schedule so that you can  plan  around ill weatherYou obsessively monitor the TV, weather forecasts, or your weather radio One in 10 Americans Are Afraid of Weather   While you might feel ashamed to be afraid of something like weather, which most other people consider to be routine, please know that youre not alone. According to the American Psychiatric Association, approximately 9-12% of Americans have natural environment phobias, of which 3% of that number are afraid of storms. Whats more, some meteorologists can trace their interest in learning about weather back to a fear of weather. Let this encourage you that your weather phobias can be overcome! Coping with Weather Fears When your weather fear strikes, you may feel helpless. But there are a number of things you can do, both before and during attacks, to help manage anxiety and stress. Learn how weather works. If youre afraid of something, the last thing you may want to do is willingly subject yourself to it. But sometimes, fear of something is rooted in a lack of knowledge of it. If you understand the reality of how weather works, you can better differentiate between threats that are real and those that are perceived in your mind. Read weather books, visit science museum exhibits, and learn about weather basics from your favorite weather company and links. (Your presence here on About  Weather means youre already off to a good start!) Practice weather safety. Having an emergency plan in place may help put your mind at ease should bad weather actually strike. It can also make you feel like you have more control of the situation, and are not just a passive victim. Relax. While its easier said than done, relaxing is one of your best defenses. To help keep calm, try engaging in activities that keep your mind occupied and off of the weather happening outside your do or. Practice a favorite hobby or start up a conversation with friends or family. Meditation, prayer, music, and aromatherapy are other good options. (Lavender, chamomile, bergamot, and almond are scents frequently used to ease anxiety.) To find out more, including what the most common weather phobias experienced among Americans are, read Afraid of the Atmosphere. Sources: Jill S. M. Coleman,  Kaylee D. Newby,  Karen D. Multon, and  Cynthia L. Taylor.  Weathering the Storm: Revisiting Severe-Weather Phobia.  Bulletin of the American Meteorological Society (2014).

Free Essays on Perfect Society

Perfect Society The world we live in today is far from perfect. As a minority, I see these imperfections first hand. There are inequalities between races and gender. I hope most people don’t mean to be prejudice or racist but it seems that is how they were brought up. If the environment around you teaches to hate others, it would effect that person regardless if they are a good person or not. For example, if a white man grew up in an environment in which blacks were hated; but this white man did not hate blacks himself. He felt blacks were good people and had no reason to hate them. Until he has a bad experience with black person and hates all black people. He would label all black people because of one bad experience with a person who happens to be black. This white man would think of all the stereotypes, all the negative thoughts associated with the black race that he has heard of growing up in that environment. Growing up in a society like that the deck is already stacked against you before you even experience anything. How would it be to start all over? How would it be to live in a society which had no prior history? Creating a utopian society where there are no inequalities. Can that be achieved today? The utopian society I am proposing is just that, a fictional society in which I set the rules. John Rawls â€Å"realistic utopia† which he defines â€Å"political philosophy in realistically utopian when it extends what are ordinarily thought to be the limits of practicable political possibility and so doing, reconciles us to our political and social condition.†(Rawls 11) The â€Å"perfect† society in which I would live in and would want my family to live in would have to address many social problems. How would one start such an ambitious project? First you would ask yourself what kind of city you would want your society to exist in? A place where everyone is accepted regardless of their race, religion, and/or ... Free Essays on Perfect Society Free Essays on Perfect Society Perfect Society The world we live in today is far from perfect. As a minority, I see these imperfections first hand. There are inequalities between races and gender. I hope most people don’t mean to be prejudice or racist but it seems that is how they were brought up. If the environment around you teaches to hate others, it would effect that person regardless if they are a good person or not. For example, if a white man grew up in an environment in which blacks were hated; but this white man did not hate blacks himself. He felt blacks were good people and had no reason to hate them. Until he has a bad experience with black person and hates all black people. He would label all black people because of one bad experience with a person who happens to be black. This white man would think of all the stereotypes, all the negative thoughts associated with the black race that he has heard of growing up in that environment. Growing up in a society like that the deck is already stacked against you before you even experience anything. How would it be to start all over? How would it be to live in a society which had no prior history? Creating a utopian society where there are no inequalities. Can that be achieved today? The utopian society I am proposing is just that, a fictional society in which I set the rules. John Rawls â€Å"realistic utopia† which he defines â€Å"political philosophy in realistically utopian when it extends what are ordinarily thought to be the limits of practicable political possibility and so doing, reconciles us to our political and social condition.†(Rawls 11) The â€Å"perfect† society in which I would live in and would want my family to live in would have to address many social problems. How would one start such an ambitious project? First you would ask yourself what kind of city you would want your society to exist in? A place where everyone is accepted regardless of their race, religion, and/or ... Free Essays on Perfect Society Many people often wonder what the perfect culture would be like. Though, Americans think they’re perfect, they’re far from it. It’s the ignorance that we as Americans have, that makes us believe that we will always be superior to other cultures. Maybe, we wrong. Maybe there’s some other culture out there that’s far more superior to our â€Å"American Dream.† While most make the American culture out to be the ideal one, I feel much differently. If it were up to me, I’d have my own culture. It would consist of mainly peace, understanding, and freedom of expression. Peace in my culture would have to come before anything else because, in order to have my â€Å"perfect culture,† there would need to be peace before anything else would be possible. Since peace is such a general description, there would have to be more specific orders of peace in my culture. First, there would still be hierarchy. Without hierarchy, the people in my culture wouldn’t know where their place is or what they should do with their life/job. Second, there would have to be law and order or there would be chaos. It states in the Bible that God made the Ten Commandments for his people because there would be chaos without them. Third, the people in my culture need to make a living. Without making a living, the people in my culture wouldn’t have food, shelter or clothing, which would defeat the purpose of having a â€Å"perfect culture.† Besides peace, my ideal â€Å"perfect culture† would have to have understanding. When people understand, it’s more peaceful. Everyone would be helpful to others and have no greed. Greed is the thing that keeps us from understanding because greed came first. If understanding came first, there would be no greed. People would share what they have with others. Everyone would have mutual respect for each other and would trust each other. My culture would be honest and caring. If understanding existed in m...

Leadership Essay Example | Topics and Well Written Essays - 1500 words - 2

Leadership - Essay Example After the managers of companies expose what values they believe in, they will become objects of derision if they fail to live up to their own expectations. However, when they lead by example, they effectively influence the activities of others. Competence is highly associated with wisdom in making tough decisions when executing an activity to achieve set objectives (Conyers, 2010). Competent leaders are imaginative people who use their practical knowledge to oversee the execution of guidelines and policies. Inspirational leaders are those who believe that their workers have as many talents as themselves. Companies can only achieve their objectives if they allow their employees to have a turn at participating in decision making policies. This means that all workers in companies have to be judged fairly and given the same opportunities to participate in fulfilling organizational objectives as are extended to the company leaders. A good leader will refrain from showing that he has favou rites among his company’s personnel; even if he does (Hybels, 2008). A good leader will use personal character and the ability to complete tasks to determine the workers who should be promoted. Intelligence and Communication A person has to exhibit self-discipline as well as self-awareness in order to be perceived as being intelligent. A good worker will also portray a calm attitude when faced with considerable challenges and show a readiness to cooperate with others in order to accomplish organizational objectives even when there are other personal issues that he or she is dealing with (Conyers, 2010). A good worker, and, therefore, potential leader, should also be in possession of good communication skills that allow him to be able to communicate successfully with high ranking managers as well as subordinates. For communication to transpire there has to be a message, channel, sender, and receiver. Any interpretations of the messages and feedback given depend largely on how the receiver understands the message. The receiver can also be the sender at some point (Yan and Hunt, 2005). There are essential qualities that every leader should have. Some of these include personal integrity, inspiration or motivation and good communication skills. Understanding the acknowledged and unacknowledged regulations and boundaries aids leaders in perceiving the expectations of their societies. Keeping an open mind permits the consideration of the diverse viewpoints that are presented. The importance of honouring one’s commitments cannot be understated. This will enhance one’s associations with other people. People who will be attracted to following any one leader will want to trust that he has the skills they yearn to emulate. The Role of Personal Integrity Personal integrity is, of necessity, one of the traits that make a good leader. This trait, however, is rarely found in today’s business setting. There have been many recent reports on how moral failings have resulted in the resignation of more than one corporate leader. Many times, men and women who are elected into positions of business leadership believe that they can be able to withstand all temptations. However, in making such assumptions, they blind themselves to the possibility that they are deceiving themselves. Most business leaders never set out to intentionally commit fraud or sexually harass their

Youth Work & Poverty (REACTION PAPER) Research Paper

Youth Work & Poverty (REACTION ) - Research Paper Example I agree with this contention because education empowers individuals with knowledge and skills that help them to exploit new opportunities of personal and professional growth. It also ensures that they are better equipped to make decisions based on informed choices which enhance their scope of employment. The increasing poverty forces the youth to abandon their studies in favor of work that is necessary for human survival. Moreover, while 16% youth is unemployed, by the age of 23 years, 41% of them end up being arrested at least once for something other than minor traffic violation (dol). This is hugely pertinent fact because it reveals the subtle trend in the current generation towards criminal acts and unlawful activities. The problems of the youth and the deteriorating level of education have emerged as crucial social factors that adversely impact the socio-economic development of the nation (Doob, 38; Conger & Donnellan, 179). It not only deprives the future of the nation with their dreams but also considerably adds to the burden of public welfare plans. One of the interesting questions that it raises is why one of the richest and the most developed nation of the world has not been able to motivate its youth for higher education as two out of every three unemployed youths have high school certificate or less (dol). Their lack of education either makes them jobless or earn much less than their peer group who are better qualified. It often results in low esteem and tendency towards unlawful activities for enjoying the lifestyle that they believe they are entitled for! (Abramsky, 29). Thus education becomes vital tool for the young people to ensure that they are better equipped with skills and qualifications to avail new opportunities of work and contribute to the development of the nation. The educational level has emerged as key element that significantly widens the scope of getting good jobs. It cuts across the divide of