Is Our Constitution Still Relevant?

The United States Constitution is a very important piece of document for the American people and especially immigrants. There are many reasons for this, but the main one is that the Constitution gives freedom to people who enter America. These freedoms are not in many other countries and that’s why immigrants flee to America to pursue the American Dream. Our Constitution is still relevant today because of two things: Freedom of Speech, and Freedom of Religion.The first reason why the Constitution is relevant is because of freedom of speech the First Amendment of the Bill of Rights. This gives the American people the right to voice their opinion whether it’s good or bad. In some countries, for example China does not allow freedom of speech because they are communists, they have a law saying anyone can protest against the government, as long as they get a permit first, But if you take the risk to get a permit you’re probably going to be shipped off the a â€Å"re- education camp â€Å"this is why our Constitution is relevant.Free speech allows you to say whatever you want without being judged or held against your will by law enforcements. The second reason main reason why the constitution is important is freedom of religion the American people having the right to worship whoever they want even if it’s a dog. People believe in whatever and whoever and it lets them live their life without getting discriminated against by mostly people and/or the government. All in all I believe the Constitution is still relevant today because

The Breathing Process

The first step in the breathing process starts with the brain. The brain sends a message to the diaphragm, telling it to move. The diaphragm is a large dome shaped muscle that divides the chest cavity from the abdominal cavity and attaches to the ribs at the sides and the sternum in the front of the body. When the brain tells the diaphragm to move, it flattens out, enlarging the thorax of the body, the ribs, and the chest. When the chest expands, it pulls on the lungs, causing a drop in pressure in the lungs compared to the pressure of the atmosphere and air is sucked into the lungs to balance the pressures. There are many muscles used in the process of inhalation. The diaphragm is the most important. The external intercostals are on the outside of the ribs, and extend from rib to rib, in between. These muscles help to pull the lower ribs up when the chest is rising to take air into the lungs. The levatores costorum are small muscles that extend from the vertebrae to the ribs. They also aid in lifting the ribs upward. The serratus posterior superior extend down and out from the vertebrae to the upper ribs in the back. These muscles also help raise the chest. The pectoralis major is the upper chest muscle that fans out from the humerus and inserts into the sternum and the clavicle. The pectoralis minor extends from the scapula and inserts into the second through fifth ribs. This muscle is also fan shaped and helps to raise the ribs. The lattissimus dorsi (or â€Å"latts†) is the large muscle on the back extending from the lower vertebrae to the hip bone and from the ribs to the upper arm. This muscle helps to expand the lower part of the thorax. The sternocleidomastoid extends from the skull to the sternum and clavicle. It helps to pull the chest upward. The last muscle important in the act of inhaling is the scalenes, This muscle extends from the neck to the first and second ribs and helps to pull the chest upward. Exhalation: The act of exhaling is pretty much the exact reverse of inhaling. The diaphragm relaxes and goes back into its dome-like shape. The ribs, chest, and thorax lower and return to their natural position. Gravity also plays a part in lowering the chest, ribs, and thorax. The lungs, elastic air passages, and chest wall recoil, and exhalation occurs. There are also many muscles that are involved with the process of exhaling. The abdominals are the primary muscles of exhalation. They pull in a down and out motion, helping to lower the chest and contract the diaphragm and other muscles. The internal intercostals are on the inside of the ribs and extend between them. They help to pull the ribs downward and inward. The subcostals are also on the inside of the ribs and extend upward and outward from the lower rib to the higher rib. These muscles also help to pull the ribs inward. The serratus posterior inferior extend up and out from the vertebrae to the four lower ribs and these muscles pull the ribs downward. The quadratus lumborum extends from the lowest rib to the hip bone and anchors the lowest rib from pull from the diaphragm. Finally, the transversis thoracis extends upward and outward from the lower part of the sternum and inserts into the second through sixth ribs. This muscle helps to pull the chest downward. Singing:  It is important in singing to have strong muscles and to use the muscles in a correct way to achieve the maximum potential of the air flow and of the voice. There are three types of respiration: Quiet respiration, forced respiration, and subglottal pressure. Quiet respiration is involuntary breathing. It is the type of breathing that occurs at any restful state and there is very little exchange of air. Forced respiration is voluntary breathing. It is used in yelling, loud talking, and singing. It requires active use of both the inhalation and exhalation muscles and there is a large amount of air exchanged within the lungs. Subglottal pressure is probably the most important in singing. It is the overpressure of air in the lungs, created by forced respiration. There is forced airflow against partially closed vocal folds. This type of respiration allows the singer to control airflow and have a constant sound. Using correct breath control and muscle control will allow a singer to achieve constant intensity and sound in their voice.

A Strained Research team

Based on the skills approach, how would you assess Dr. Wood’s leadership and his relationship to the members of the Elder Care Project team? Will the project be successful? Dr. Adam Wood is the main investigator of a 3year project called the Elder Care Project. Reading about his behavior, it is visible that Dr. Wood has no human skills which may end up affecting his team and lead to a failure of the project. 2. Does Dr. Wood has the skills necessary to be an effective leader of this research team? Dr. Wood has excellent technical skills and conceptual skills. For this project in particular, he would give advice on research design, methodology question, theoretical formulations, and besides that he could see the big picture on research projects. But human skills are very important to make people work as a team, and keep them motivated and focused to achieve the goals. To be a leader of a research team there is definitely a need for someone that can have that skill to keep the team up and doing the work. Since there is no one doing that job, it explains why people are frustrated. They are working hard and they don’t find incentive, motivational words, or good comments on the big effort they are making. That’s one of the biggest reasons as to why the project may lead to failure. 3. The skills model describes three important competencies for leaders: problem-solving skills, social judgment skills, ad knowledge. If you were to coach Dr. Wood using this model, what competencies would you address with him? What Changes would you suggest that he make in his leadership? Dr. Wood has important knowledge but his social judgment and problem solving skills seems to be very weak, and this is definitely something that he needs to work on as a leader. Those social judgments skills are the ones that will help to improve his interaction with the colleagues and make him understand how they see things and what their needs are. I suggest that he starts talking positively about his project and how successful it will be when it is finished. He should also start praising the members on their hard work, encourage them to share knowledge and point of view, and convince them that the goals are feasible, achievable, and attainable. Even though the members were spending 20%-30% more time in this project than what was expected, the team still believed in the project until their main leader started to put all the motivation down by his comments.

Professionalism in context Essay Example | Topics and Well Written Essays - 2500 words

Professionalism in context - Essay Example Transgression of these boundaries has meant that society has greatly suffered. In view of this information, this paper will explore professionalism based on a news article as well as some of the laws that have been passed to ensure that professionalism is adhered to. Background Information According to a news article in the Guardian by Joe Curtis, Mr. Patel who worked in a Magistrates Court in Britain made a promise that he would influence the results of a court case. He said would only do this if the victim in the case was willing to pay for the favour. The sum to be paid was put at ?500 (Curtis 2011). He was a clerk in the administrative department of the court. After the fraud was discovered, he was arrested and faced several charges in court for obstruction of justice as well as corruption. If convicted, Mr. Patel faces a maximum jail term of ten years. The man will be prosecuted under the new Bribery Act which came into effect in June 2011 (James 2011). Among other things, this laws places strict laws and penalties for civil servants who engage in bribery activities and also companies which offer bribes to other institutions in order to gain favour from the institutions (Curtis 2011). This is a major step in the reduction of corruption charges in the country as it will keep people on their toes when it comes to corrupt practices. Professionalism and Ethics Professionalism is the ability of a person to perform his duties as required by law and guidelines of the career. Professionalism has been thought to be a complimentary feature of ethics and thus people are expected to be ethical at all times while practicing their professions. Debate has centred on whether ethics and professionalism are part of the same process or one can be implemented separately from the other (Kultgen 1988). Ethics is a major part of society and involves identification of conflicting choices. For a choice to be termed as ethical, it must bring out the greatest good fro the greatest n umber of people. A simpler definition of ethics is the choice between what is considered wrong by society and what is termed right (Driver 2006). All ethical decisions are reasonably acceptable by the majority. However, there are some issues that may bring conflicts as decisions made in such cases seem to be continuously controversial with no specific group of people rooting for or opposing such decisions. There are different codes of ethics depending on the profession. One of the best known ethical guideline is the oath taken by doctors. These codes play a major role in the development of an organization as well as to the development of the career for a person (Shah, Farooq, Munir, Mahmood, & Saeed, 2011). Despite the differences in the codes of ethics in most careers, the goal of all organization is to achieve the best output for the organization and for the consumers. Failure to adhere to such codes of ethics can lead to disastrous outcomes for the organization such as the collap se of various organizations in the world (Ferrell & Ferrell, 2011). The employees of an organization have the responsibility of ensuring that they adhere to such codes so as to promote professionalism in the company. The leaders of the institution should play a leading role in the development of an ethical culture in the organization. The UK, upon realizing the importance of professionalism in its controlled interests, developed a law that would enable it to fight

From poe to pole Assignment Example | Topics and Well Written Essays - 500 words

From poe to pole - Assignment Example They are exposed to extremely low temperatures and darkness throughout the winter period but they still survive after the season is over. When I first saw the conditions these animals are exposed to I could not believe that they can sustain their lives for four months. As a human, I am aware that warmth and food are critical conditions for survival. However, the documentary has opened my eyes to appreciate the fact that humans are made different from wild animals. Humans have access to shelter and can change their lifestyles according to changing seasons. For instance, all the animals migrate when winter starts but the emperor penguin and the polar bears live behind (BBC 1). The most important observation is that seasons influence animal behaviour tremendously because animals strive for survival. For instance, the emperor penguins are constantly standing during the winter season. It was astonishing and I forced myself to do some research on the penguin’s behaviour. I discovered that standing on their feet reduces their area of contact with ice to minimal levels and enables them preserve the little body heat that they have. In fact, it was surprising to note that they incubate eggs during the winter season. The other interesting point relates to the existence of the Amur leopard that leaves in the forests of eastern Russia. They are forty in number and are considered to be the rarest cat in the world. According to the narrator, the rare existence of the Amur leopard "symbolises the fragility of our natural heritage" (BBC 1). It is interesting  to have  the narrator connect the existence of animals to the impact of nature on wildlife. The most valued things in life are rare to be found and difficult to get. Our national heritage consists of our values and our environment. However, the world has been experiencing environmental degradation with the increase in human as well as animal population. However, humans are the biggest cause of the fragility of natural

CS346-1501A-01 User Interface Design Phase 3 DB Coursework

CS346-1501A-01 User Interface Design Phase 3 DB - Coursework Example The purpose of this paper is to highlight the different benefits of usability test and how effective it becomes when developing an application that utilizes one of the rapid application methodologies. The most important reason for performing a usability test is to ensure that the design is what the user needs because there are very many websites and designs, which are very similar. Users always go for the easy and efficient websites, sites that are easy to use increase user satisfaction hence the company gets more users, and it also edges competition from their rivals. It is at this stage, designers identify the need to alter the design with an aim of improving user performance and satisfaction. These tests also help to analyze the performance and check whether it meets its outlined objectives. However, a formal laboratory is not necessary to facilitate such tests, the most important part is that there should be a user and an observer who can be in the same room with the user or can alternatively use another. Portable recording equipment is not necessary for such scenarios. Usability test has proved to be essential in the development of any type of products that endeavors to capture the consumer who is the user in this case. In reference to rapid application development, usability test is vital since it provides the required information about the requirements and the different ways of testing the designs (Edrington 1999). In this type of model, the different components are developed in parallel as if they are just sub projects. The designers arrange the developments and deliver them into a working prototype. It is at this stage that the user achieves something visible to see and try out to provide feedback in regards to phase. RAD model encourages the feedback of the customer, which is the backbone of the usability test because it depends solely on the customer to provide information about the type of product that will suit him. On the

Amazonia S.L Essay Example | Topics and Well Written Essays - 2500 words

Amazonia S.L - Essay Example e growing population of competitors in Matarà ³; however it had successfully recovered by opening new business practices with the help of his nephew, Carlos Costa. Based on the income statement figures of Amazonia, S.L. from the year 2002 up to 2004 its net income is improving as well as the revenue of the business. This had proven the success of Amazonia, S.L., and this big market share was brought about by customer’s loyalty. On the other hand, the market situation is rapidly changing and so with the customer’s taste and preferences. This situation should be properly handled by Amazonia, S.L. to avoid recession in the near future. The idea of innovation had long been considered by Mr. Antonio Moreno and the task was given into the hands of his son, Miquel. Soon after Miquel deals with the operations and customers of the company, he discovered a new idea of innovation – to establish cocktails Copacabana, a production and merchandising division of exotic fruit j uices, emphasizing their healthy properties. The main thrust of this paper is to identify whether the proposal of Miquel Moreno would be viable for the business. He really believes that cocktail Copacabana is a good business but how will he present the evidences in a manner that is convincing to the partners of the company. Although Miquel had gathered reliable data for his proposal, he at the same time lacks familiarity with the daily practices of the new business. Thus, this paper would also tackle about the minor and major stated problems of the new proposed business with a corresponding alternative solution. Every business venture whether unknown or known to the market has to face different problems brought about by environmental changes (Thomson 9). This is part of every business which no one can hide or run away from it. This situation will likely occur either in the present or in the future situation, and so before this could happen, the business should have its own coping mechanism in an

Engineering electrical circuits and bernoulli science Assignment

Engineering electrical circuits and bernoulli science - Assignment Example For the fluid moving at a steady rate within the pipe, there is a constant mass flow throughout the pipe expressing the mass conservation. For non compressible fluid, the density remains constant; hence the volume flow is also constant in the pipe for all liquids and gases at low pressure. The continuity (velocity * area) also remains constant in the whole pipe. This equation is presented as shown below: Pressure energy is computed as the quantity of the fluid flowing. This is the product between the cross-sectional area and the speed of flow. The quantity is constant. Therefore, the energy is calculated as Laminar streamline / flow) takes place whenever a fluid moves in the pipe in parallel layers without any disruption. When the fluid flows in closed pipes, it produces two flows depending on the depending on its speed and viscosity. This is referred to as the laminar or turbulent flow. Figure 1 above shows laminar flow while figure 2 above shows turbulent flows. Bernoullis equation is produced on the basis of an energy balance within the fluid. The amount of energy within the fluid is constant at any point within the system (energy conservation). However, it is redistributed while the fluid moves through the system. Pressure energy calculated as the fluid pressure at any point depending on external pressure together with the pressure from the head of the liquid calculated from head * density * gravitational acceleration. Therefore Pressure energy P is calculated as: Adequate pressure supply is distributed to each floor by use of a constant volume control system. The outlet is an upper pipe referred to as the supply line, which carries the flow of fluids at a speed of 4m / s and a pressure of 2 Bars. The pipe carries the fluid to the top of the building from where the fluids flow through gravitational pull. Each floor level is 2.5m high slab to slab for the 22 floors. At the

Management Consultant Industry Essay Example | Topics and Well Written Essays - 2000 words

Management Consultant Industry - Essay Example There has been a lot of criticism of consultants, consulting companies as well as consulting as a profession. This also spurred a large number of jokes and sarcastic comments being made on consultants, one of them being ‘All that management consultants do is to borrow their clients' watches and tell them the time, then send in a huge bill’. Many articles have also been penned on various unethical practices being carried out by consultants especially in big consulting firms (Kitay & Wright 2004, Pinault 2000). While some amount of criticism is valid and makes sense, a large part is also exaggerated. This essay aims to critically analyze both sides of the picture before arriving at the do’s and don’ts for a successful marriage between business and consulting. Criticism against Consultants (Stage 3- Root Definition) Consulting by nature is a service industry and hence its deliverables are highly intangible and subjective (Lemann 1999). Therefore, different bus iness organizations have different evaluation of work done by consultants for them. Consultants generally charge a very high fee. Many times, their recommendations actually lead to worsening of conditions. Moreover, consultants have the inclination to implement or suggest certain standard solutions which have developed in their own organizations or are generally used best practices in the industry. Hence, they don’t make it a point to customize the solution for a particular organization or come up with a new solution. (Pringle 1998). Consultants are often seen focusing on latest management fads in the market or using fashionable business jargon to impress the clients but which may have no implications on the output (Clark & Salaman 1998, Pinault 2000). A large number of consulting projects have simply failed to deliver the results while many others lost touch with reality mid-way and had to be scrapped (Klenter & Mollgard 2006, Seidl & Mohe 2007). In many cases, implementatio n of the consultants’ advice has produced disastrous circumstances for an organization (Byrne 2002). Ferdinand Piech, former CEO of Volkswagen, even went to the extent of saying that â€Å"If you want to ruin a company, you only have to try fixing it with the help of external consultants† (Seidl & Mohe 2007). Analysis of Client- Consultant interaction through CATWOE approach Let us understand the client consultant relationship through CATWOE approach proposed by Checkland (Williams 2005). a. Customers: The customers here would be the end consumers the client caters to. For example, for a steel manufacturer people buying utensils may be the customer. The impact of the client consultant relationship on the customers may occur in the medium to long term. b. Actors: Actors would be the consultants or consulting firm who enable the transformation. The role of consultants is the most significant for the success of this relationship. Now days, consultants work in teams which comprise members of the client side as well. Therefore, in such cases certain client side employees are also actors. c. Transformation: The transformation is the conversion from an unsolved problem to a well laid out solution. The solution may be a suggestion, recommendation, documentation, model or an end to end implementation depending upon the nature and scope of work. d. Weltanschauung: The compensation of the consu

Employment law 2 Essay Example | Topics and Well Written Essays - 750 words

Employment law 2 - Essay Example In this regard, it was not necessary for Leslie Accounting Firm to ask Gale these questions. Question 2 Jill can not use this situation as a defense to a Title VII action. This can be analysed to mean that she used the excuse so that she could discriminate the Hispanic crew members. In fact, EEOC compliance requires that employers should not discriminate people for employment on the basis of their color, nationality, or race. Question 3 An affirmative action is a plan containing statistical information indicating the association of precise jobs between eligible people especially in metropolitan recruiting areas and actual number of employees employed (Goldman and Corrada 194). Conversely, quotas are never allowed except in situations where they are directed by the federal court as a result of continued discrimination. In essence, goals are established in relation to when the fraction of underrepresented is less than what is expected and available in the recruitment area. However, the key element is that the availability depends on individuals having the required qualifications for the job, not just the percentage of minorities. Question 4 Title VII’s of the civil rights Act of 1964 prohibits against discrimination. This law protects mothers of young children from workplace discrimination (Goldman and Corrada 200). It is the responsibility of employers to prevent harassment directed to caregivers from occurring in the work place. Employees subjected to such harassment are required to follow the employer’s harassment complaint process. In case the employee report the matter to the employer and no action is taken against the supervisor, the employee can sue the employer for hostile work environment that violated Title VII. If the investigator determines that the employee was subjected to a hostile work environment, the court may rule that the employer was liable. Question 5 In the legal definition, sexual harassment is considered to be undesirable vo cal, bodily, or visual demeanor of a sexual nature that affects working conditions (Goldman and Corrada 200). Firstly, going by this definition, it is apparent that the employee in the current scenario can sue the employer for sexual harassment. However, the employees would be required by the court to prove the claim of sexual harassment. Therefore, she needs to prove she belongs to a protected class and that the harassment complained of was based on sex. In this case, the employee is a woman and is protected under antidiscrimination law. The act of her supervisor touching her back qualifies as a physical conduct of a sexual nature, and his making of â€Å"untoward† statement qualifies to be a verbal conduct of a sexual nature. Nevertheless, in determining the case, the court may look in to some issues. For example, as an employee, it is advisable to report such cases to employer in the company under published sexual harassment policy and give them a chance to solve the probl em (Goldman and Corrada 201). In this case, if the worker does not report to the employer first, she might loose the case. The law states that sexual harassment has to be severe or pervasive. In this regard, since the incidence occurred once, can not be enough for a law suit. Question 6 National origin

Natural world threatening Essay Example for Free

Natural world threatening Essay On the whole, Plath finds the natural world threatening. ’ In the light of this statement, compare the ways in which Plath and Hughes write about the natural world. You must include in your response detailed reference to ‘The Moon and the Yew Tree’ and to at least one other poem. ’ The natural world often seems to reflect the writer’s mood vividly and traditionally, nature is used to convey emotions. Plath uses nature to express her interior misery by comparing aspects of nature with her own emotions to show how she is alone, isolated and emotionally cold; this is particularly visible in both ‘The Moon and the Yew Tree’ and ‘Elm’. In contrast to Hughes, who finds the natural world fascinating as seen in ‘Hawk Roosting. ’ In The Moon and the Yew Tree, Plath focuses on two features of landscape, which are used to establish the mood. The poem quickly becomes a bleak statement of nothingness and despair, whereby she projects her feelings onto the moon and onto the yew tree. Throughout the poem, her gaze remains fixed on the moon, an image which Plath finds threatening since the light it gives off is ‘cold and planetary’ an unsettling image with Plath does not find particularly comforting, since she is describing the moon as emotionally cold. The moon seems to have its own troubles with it being ‘terribly upset’ here Plath uses the moon to express her own feelings of sadness, although the moon conveys her own despair, she describes the moon as having despair a reason why she ‘live[s] here’ –inside the moon, in her world of despair. The personification of the moon has made it a female character traditionally for Plath a symbol of barren coldness; hence Plath finds the natural world threatening by the negative power of the moon. The Yew Tree also lies at the heart of the poem, it is immediately associated with overwhelmingly negativity ‘the trees of the mind are black’. Plath uses pathetic fallacy giving emotions to inanimate objects throughout the poem, creating a tense, threatening atmosphere. In contrast to Plath who finds the natural world threatening, Hughes writes about the power of nature and how immense it is. Yet Hughes uses the power of creation to highlight the evil in nature, which is highlighted by the God like powers of the hawk, where the bird’s arrogance and self-importance is emphasised sitting ‘in the top of everything’. Metaphoric images underline the hawk’s opinion of its own superiority ‘Now I hold creation in my foot’ exemplifying the God-like power of the hawk. The hawk is like a prehistoric monster ‘nothing has changed since I began’ it is something that other creatures need to fear and that underlines the sense of its own power. Hughes finds nature threatening within the poem by the evil within the hawk – it is a killing machine, everything about it is geared to ‘the allotment of death’. Ultimately, what Hughes presents is an accumulation of onomatopoeic and metaphoric images that may cause the reader to fear the bird, which finally may persuade the reader to see nothing other than an immense specimen of nature. Similar to Plath who in ‘Elm’ writes the poem from the Elms perspective, Hughes adopts the persona of a hawk, effectively showing us the world from the birds prospective. However in contrast to Plath who uses Elm to show an image of femininity, Hughes uses the masculine hawk as a very powerful image, who is threatening because of the evil things it does.

Social Media In Education English Language Essay

Social Media In Education English Language Essay In todays technological environment, it is important that teachers try their best to make use of this innovative technology. As explained by Thaker, this technology can be used to facilitate communication between the students and the teachers. However, this new form of communication can also help parents in getting involved in the learning of their children. One way of enhancing this communication is through the use of social media (Bienstock, 2012) (Thaker, 2011). There are a number of social networking sites that can be used. Facebook  [1]  , Twitter  [2]  , Edmodo  [3]  , LinkedIn  [4]  , Twiducate  [5]  , Classroom 2.0  [6]  and Google+  [7]  are just few of the existent social media that one can make use of in education. These media are being constantly used by almost everyone on everyday basis. The results obtained from Pingdom (2012) on the demographics of 24 different social media sites show that these media are being used by different persons in different age groups. In fact, the study shows that even teenagers are making use of such media (Pingdom, 2012). However, one might argue, should we use such media in education, even though we know of the problems and issues related to such media? However others might reason that we cannot just eliminate the use of such a valuable and easily accessible resource. Bienstock (2012) makes reference to the New York Times article in which Ms. Pust states I think that we would do more good keeping kids safe by teaching them how to use these tools and navigate this online world rather than locking it down and pretending that it is not in our realm. (Preston, 2011 in Bienstock, 2012) In the following sections, we will discuss the advantages that social media offers in the area of education. However, we are also going to point out the problems that these media might present and how to cope and manage them. Social Media Benefits in Education Students (Parent Further, 2012) Develop communication skills students can gain social confidence from online interaction, which may help them feel more secure in new situations Increase skill in technology students become more familiar with new and emerging technologies, as well as increase their media literacy through exposure to many different types of online media Such technology is already common with students and this will surely engage them even more if it is utilized. Online communities can be very diverse and expose students to many new view points, ideas, and opinions Social media can also be a source to increase talent to work on group projects Students can develop an optimistic image of themselves by putting best qualities out there Enhanced Collaboration acquiring information can be accomplished by students alone. But a collaborative environment certainly helps students to work together in trying to achieve their aims. Teachers and Schools (Parent Further, 2012) Increased access to resources since learning materials can be shared Collaboration amongst teachers and exchanging of lesson plans and information Can reach parents who are incapable to come to school in a cheap and effective way Can form partnerships with schools in other states or countries Enhanced Flipping The teachers role is that of a tutor. The students access the coursework material outside the classroom, and then within the classroom the teacher helps the students with any problems. In this situation social media can be used to boost the relationship between the teacher and the student. Modernize Discussions through social media teacher can credit students for in-class participation. Communicate Between Classes Teachers can send out announcements, share ideas or pose questions to pupils, especially when classes are spaced several days apart. How well are schools using social media? (Harrison, 2012) Successes Challenges Making safe communities some sites allow teachers to control online environments thus reducing dangers associated with social media Lack of knowledge a schools social media account should be managed by someone who understands social media Encouraging collaboration students can critique and comment on each others assignments. They can easily work in teams online and asking teachers questions or starting a discussion is easy Lack of features lack of engagement for students can make them feel as if the school doesnt care. Features should include one-on-one connection Invitation to produce content social media can invite students and schools to produce content for both enrolled and prospective students. This can show the schools personality More than a presence a social media profile requires daily maintenance and interaction with students The NCF (Ministry of Education, Employment and Family 2011) argues that literacy, numeracy and digital literacy are the foundations for further learning. (Ministry of Education, Employment and the Family, 2011). Our students are digital natives whether we like it or not. For us as teachers we have to accept this and exploit it to deliver the subject content to our students. Students and Social Media Our students are continuously communicating through social media, in Malta the most popular one being Facebook. Can we stop this? No we can not as out students are equipped with laptops, tablets, iPads, smartphones all providing easier access to social networks. Introducing social media in education is not an easy step, as mentioned before students are continuously using it with most of them ignoring the possible consequences. When the topic is approached only on a theoretical level students think that it will never happen to them, for them there is nothing wrong uploading any kind of photos to appear cool with their friends. They can not perceive that once a photo is available on the Internet is available to anybody even though they select the Only Friends option. Social Media Problems and How to Minimise Them? The only way to deal with this problem is through educational videos that illustrate various situations which teenagers found themselves in because they didnt know it could happen to them. A teacher can start by showing these two videos http://viewpure.com/nOUu1fldBbI and http://www.youtube.com/watch?v=hK5OeGeudBMfeature=channel and discuss a set of questions with the students to elicit important points from both videos; the uploading of photos, anyone can watch your photos without you being aware of it. Students need to be educated towards social media. They have a tool in their hands, they think of knowing how to use it but most of them dont. Teachers and parents have to understand we cannot stop the social media hype. We as teachers have to educate about this tool. What can go wrong? Many students ask the questions: What can go wrong? These are some of the answers that we as educators need to provide: Cyberbullying (CEOP, 2007): This kind of bullying is different from the school bullying we are accustomed to. Our students are constantly using mobiles, the internet, so bullying can affect someone at home as well. Since cyberbullying takes place in the virtual world, it has a 24/7 effect and can make someone feel depressed or threatened in their own home. Students should be educated that this kind of bullying can be evidenced. With cyber bullying they can save text/emails/WebPages, print them and used as a proof to catch the bully. Sexting: Sexting occurs when someone takes an innapropriate photo of themselves, and sending it to their friends via a mobile phone, computer, tablet and so on. The problem is that students do not realise that once these images have been uploaded on the Internet they can end up anywhere.   They could be seen by friends and family, schoolmates who can make fun of them or worse in the hands of pedopheles. This also puts that person who originally sent the images in a vulnerable position (CEOP, 2007):, as somebody they may or may not know now has these images and could use technology to bully, harass or threaten students with these photos. Students have to be educated to think Do I want my schoolmates to see these photos, my family? Hacking: Students should always choose the Log Out option so their account can not be hacked. False Identity: It is very easy to lie on the Internet because there is not difrect face to face communication, hence people can lie about their age and appearance. Students have to be sure of whom they are confirming as a friend and moreover they have to be educated not to meet people they encountered over the Internet. Addiction: One has to be aware of the time and effort spent in establishing connections. It is very easy to become addicted, for some, these sites become one of the major concerns (CEOP, 2007). This can have adverse effects on a persons ability to work efficiently and affects ones health as well. Sometimes the best lesson to educate our students is not through theory but providing them with actual facts. For example this article http://www.dailymail.co.uk/news/article-2201064/Man-murders-girl-16-testify-raping-years-agolured-death-posing-teen-Facebook.html narrates the story of a girl killed by her rapist before she could testify against him. He posed as a teenage boy on Facebook and told Shania Gray (the victim) he had a crush on her and they agreed to meet. He took her to a secluded park and shot her (Pullman, 2012). Everyone has a Facebook account why shouldnt I? Our society, educators, parents cannot hide from the reality that social media are part of our culture. The future generation are approaching their lives differently as they integrate digital technologies- such as computers, the Internet, instant messaging, cell phones and e-mail throughout their daily activities. As educators we can propose the following simple but effective SMART Rules (UK Safer Internet Centre, 2012): Keep your personal information like address, mobile number safe. Make students think this question If I meet a stranger on the street would I give him my mobile number? The same reasoning has to be applied to a stranger met on the Internet. Dont Meet Up. Social networks can be a place to encounter with new people. Students must always know who you are talking to. If an adult they do not know asks them to meet up, they have to be educated to say no. Accepting (UK Safer Internet Centre, 2012): Educate students to think before they accept something from someone over the Internet as it might contain viruses with the sole purpose to steal information from someones computer used by a hacker to keep data on people perhaps engaged by paedophiles. If students do not know from whom it is and it has an attachment, they have to delete it. Reliable (UK Safer Internet Centre, 2012): Not everyone online can be trusted. Older men tend to lie about their age and who they are to meet female adolescents. This is a point we as educators need to stress onto; students have to know who they are talking to. Tell (UK Safer Internet Centre, 2012): Students should not be afraid of talking if someone is harassing or stalking them over the Internet. They have to talk with their parents, or a guidance teacher or any other trusted adult if someone makes them worried or uncomfortable online. Moreover if a student knows about a friend who has these kinds of problems he/she has to tell someone. It is not betraying him/her friends trust, it is helping and in some cases saving his/her friend. The Issue of No Physical Interaction Social media is a medium that enables communication between people from all over the world through the use of technology. Such interaction can be done from the comfort of your own home and this can facilitate the process tremendously. Some may argue that social media may present a challenge since the students are unable to socialise properly. This may be due to the fact that the interaction between peers is not presented in a physical manner. On the other hand, social media allows people to meet in ways that otherwise would have not been possible. Social media not only allows easier communication but eliminates the issue of geographical barriers. It allows students to form and (Tomaszewski, 2012) (Connolly, 2011) (Williams, 2011)maintain friendships, that otherwise would have been difficult or impossible. Such friendships allow students to learn and interact with other cultures other than their own. It allows wider knowledge sharing from people all over the world. Such interaction would not have been possible or would have been difficult and more costly if it had to be done physically. Therefore, when used with properly and with caution, social media allows not only learning to occur, but also friendships and knowledge sharing to take place. Avoid these when using Social Media We do not want more rules but as any other important tool Social Media should be used responsibly. We are in the day and age, were Social Media is used all the time by everyone and this is the main reason why we should be careful of what we do. We should educate our students how to use Social Media sites responsibly. Stephanie Buck on Mashable gives us a few rules to follow, which if applied, help us appreciate the power of Social Media when used in the classroom. Post Illegal Activities (Buck, 2012) Although your profile may be set to private there are other ways and means how this content can become public and be view by anyone on the web. Once public, it will be impossible to remove that content from the internet. Trash Your Teachers (Buck, 2012) Bullying can also include interactions done on posts where teachers or school administration are mentioned. This can be a grave offence even if certain things may seem harmless to who posted them. Post Objectionable Content from School Computers or Networks (Buck, 2012) Do not use the school computers to post objectionable information. Some school networks can track this activity. Post Confidential Information (Buck, 2012) This is very important as already mentioned before everyone can see the information you post so be careful not to post any personal information where people can track you. Overly Specific Location Check-Ins (Buck, 2012) Do not use Social Media to say that you are home alone or in a remote location this will help even persons who are not willing to help to find you. Lie/Cheat/Plagiarize (Buck, 2012) If a lie is shared on Social Media it is most probably that everyone will get to know. There can also be investigations regarding cheating and plagiarism. Threaten Violence (Buck, 2012) When a threat is posted online even if anonymous, there will be investigations by the police and eventually will trace the offender. Ignore School-Specific Policies (Buck, 2012) Always abide by the policy of your school regarding Social Media. Unprofessional Public Profiles (Buck, 2012) Students should be thoughtful of what to post online. Certain content might not be acceptable for an employer, who in the near future might go through ones profile. Do not say or put anything on your profile which you do not want a future employer to see. Never Rely on Privacy Settings 100% (Buck, 2012)- Students should never rely on privacy settings over good judgment, (Buck, 2012) says social media specialist, Andrew Moravick in (Buck, 2012). Some Social Media networks have very good privacy settings but some are updated very often and not everyone can keep track. Post Emotionally (Buck, 2012) Do not post anything on Social Media when feeling emotional about something. Thing may seem very different when analyzing the same scenario when feeling calm. As we can see, these are very simple rules students and everyone using Social Media can follow. We just have to keep in mind that anything posted irresponsibly on Social Media networks can have very negative effects. Conclusion So far experts remind us that there are clear dos and donts for integrating social media in the classroom. Social technologies are here to stay and it is import to help students learn how to used social media. Guide students in how to think deliberately about their use and consider the outcomes of proper and improper use of social media. This goal can be appropriately reached when teacher have received appropriate training on the use of social media. Full backing and support of the school administration is mandatory to fulfill this objective. Turning social media into an educational tool can be used to further a students education and enrich it.

Impact of International Organizations

Impact of International Organizations The formation of international organizations in the 20th century brought about the requirement for governance, without governance you don’t have the organizations. A formal organization uses governance as its governing body; whereas an informal organization uses governance as a guide to the types of rules and regulations that are relevant to their activities. Regardless of the status of an organization, whether it is geo-political entity, socio-political entity or corporate, its governance will always be based on their actions and how the rules and regulations are fashioned, sustained and regulated. Any international organization can have an impact on world governance, there should be no defined positive or negative impacts as all organizations have differing agendas and policies and they are all out for achieve the best possible results, whereas one organization could see a positive impact on an organizations actions another organization may see this differently maybe as a negative impact, It is all down to perception. United Nations The United Nations role in world governance is very limited; they are only there in an advisory capacity. They have no authority to exert any powers on world governance, they are simply there to foster co-operation between national governments. Global terrorism became at its most prevalent in the 1960’s, whilst the United Nations condemned the Hijacking of El-Al-Israel flight 426, they didn’t intervene in the events, and took no further actions against the terrorists. The reason why United Nations has a lack of support and is failing to assert its influence on national politics, is because their whole mission for international peace and security is totally undermined by the fact that their own Counter Terrorism Chief Jean Paul Laborde was quoted as saying â€Å"Hamas is not a terrorist organization in the United Nations†¦we should talk to Hamas because once the Israeli-Palestinian issue is resolved, the threat of terrorism will diminish† (Greenfield, 2013). If your own Counter Terrorism Chief can’t see what the rest of the world can see then, why would anyone want to put their faith in the United Nations? Economically for the United Nations to have a chance at surviving they need to ensure that they are fighting the causes from within and all singing from the same song sheet, having internal squabbles and disagreements bring resentment from within and this isn’t an acceptable way to run an organization, they also need to have stronger and more manageable international policies, a focus should be made on improving the recovery of failing member states, and boosting economic trade agreements, thus alleviating the financial stresses on the smaller member states by improving their financial stability. The United Nations advisory capacity has no real effect on national policies as they cannot enforce rules and regulations, suggestions and recommendations can be put forward but they don’t have to be abided by. For the United Nations to be taken seriously they must work together with governments and create a stable and workable multilateral system, and the government must become accountable for their decisions in the international and domestic fields. If the United Nations can overcome their social and economic issues then they will find that their peace keeping efforts will become easier to manage as they won’t have the dilemma of sovereignty versus human security, if the United Nations cannot be granted permission to intervene by the member state that needs assistance then the dilemma of sovereignty comes into play, because despite human security being a high priority the United Nations are still powerless to intervene. European Union The European Union partakes in a wide range of policies, be it economic, social, regulatory or financial, they take action when its actions are beneficial to its member states. The formation of the European Union has shifted the balance of political power in favor of their European states, they have unified the value of money and Euro is now the second mostly commonly held currency with the dollar being the most. The creation of a single free market has pushed the quality of products up and the overall costs down and travel between European counties is at an all-time high due to the availability of cheap air travel. The European Union were hit with their biggest economic threat so far, in 2011 the Greek debt crisis spiraled out of control; it was triggered by the 2008 economic recession and was directly linked to the collapse of the Greek economy. Greece required be bailed out from this situation and turned to the European Union for assistance. However rising debts from Portugal, Italy, Ireland, Greece and Spain made people think that the EU’s economic model may not be working and that bailing out these countries may not be in the best interests of the European Union, people questioned why the EU was continuing to bail out countries that constantly spent their money recklessly and increased their own debts to unsustainable levels. There should never again be war in Europe (Malmstrà ¶m, 2008). The EU has forged greater co-operation and better communication from all EU members and has brought peace and prosperity to its members, most are no longer living in a war torn world. The EU security policy has broadened over the years and security policy today incorporates everything from traditional military power to vigorous climate change and environmental efforts. Over all despite the economic crisis that the EU suffered, they seem to be having a positive effect on national politics, granted not all governments agree on how things should be done but the EU has a diplomatic approach to resolving any disagreements. It is a progressive organization and like most has had teething trouble, some of their own making and some not. I think a review of some of their strategies and polices may further strengthen their standing in the political field. North Atlantic Treaty Organization NATO’s role in world politics is dominated by their quest to prevent conflict, using democratic values, they push for greater communication and cooperation from member states to enable a sustained growth in resolving defense and security related issues. NATO’s influence in security issues is now on the decline, peacekeeping has been made easier by the many alliances that have now been forged. The war in Afghanistan has raged on for too long with little impact from NATO, they have been unable to defeat the Taliban, and when they pull out from Afghanistan, the Taliban will retake the areas that have been secured by NATO, undermining their whole effort. NATO is far from economically sound, if they were to forge better economic relations better and more secure transatlantic relationships between Europe and the United states, it would strengthen the global economic climate for all involved. A more economic NATO would enable better relations and aid NATO in securing better allies with Asia Pacific, whom are crucial to the world economy. NATO needs to expand their organization globally, as a regional organization they appear ineffective, If NATO can foster better relations in the Middle East it will not only boost them economically but also politically and will enhance their security efforts to a more global field. NATO need to be more economically viable to ensure they have the full support and backing of its members, they are losing people’s confidence as they seem ineffective in Afghanistan, they may have succeeded in other wars but this war is still raging and the people want to see an end, if there is no end then NATO will be seen as a failure. The Organization of Petroleum Exporting Companies (OPEC) The Organization of Petroleum Exporting Companies (OPEC) plays a major role in the influence of world politics, they have the ability to control the production of oil and how the prices can fluctuate. OPEC must use its political diplomacy to maximize its revenue, alienating a country based on political differences can mean the difference between oil prices rising and slower and less economic sales. OPEC has had issues in the past with supply and demand, and this is destabilizing them as an organization, people are losing faith in them and seeking alternative options. The countries that participate in OPEC have complete sovereignty over there natural resources and policies and OPEC needs to work with the participating countries to safeguard the interests of the social and economic developments of prices. Whilst most of OPEC’s commodities come from developing countries there is an issue with those countries being able to consistently supply oil and petroleum, OPEC must attract buyers and these buyers will be concerned as to the overall safety of the products due to issues like war and political battles. In 1973 an oil embargo was put in place and lasted until 1974, this had a massive economic impact on OPEC, they forced companies to increase payment for oil and this pushed the price of oil up to $12 a barrel, this impacted negatively on the United States and forced them to readdress the economic threat posed to the U.S. energies security. OPEC needs to develop better legal and regulatory policies so that countries can continue to develop and work on improving their efficiency and affectability whilst reducing overall costs. They need to look long term at the risk analysis of developing countries, and ensure future projects are more economically and socially profitable. If OPEC can address jurisdictional border policies then this will enable then to have more conclusive trade market opportunities. Without this they are vulnerable. Organization of American States (OAS) The Organization of American States (OAS) role in world politics is very turbulent whilst they promote initiatives and oversee human rights and security in the Americas, they have shown weakness for political power and their decision making has been questioned, they require a unanimous vote to make any decisions and this voting method leads to many hold up and deliberations that are deemed unnecessary and delay any action that can be taken. This prompts distrust and allows its member to question their affectability in world politics. OAS’s ability to manage security and sovereignty issues was tested in 2009 when Honduras had a leadership crisis; OAS was forced to suspend Honduras from the organization after an issued ultimatum to reinstate exiled president Zelaya was dismissed by Zelayas opponents. OAS sent monitors to Honduras to oversee the constitutional referendum, this was done at Zelayas request and the referendum was seen as unconstitutional by congress, OAS systematically failed in their attempts to resolve the Honduras situation and proved that they are very limited to what they can actually do in a crisis management situation. The economic outlook for OAS is very poor; In 2011 Republican David Rivera was quoted as saying The [Organization of American States] is an enemy of the U.S. and an enemy to the interests of freedom and security, (Isacson, 2012)as he joined a majority vote to sever U.S funding of OAS. OAS has failed to prove conclusively its affectability in situations it has been faced with, it is held back by governmental policy constraints and without major changes could cease to function as an effective organization. Whilst OAS is effective in certain areas they have proved on numerous occasions to be ineffective in security, sovereignty and economic issues, they were threatened with having their funding removed, congress has ruled that some of the decisions they have made have been unconstitutional, and this has had a wide ranging effect on future political issue, as it has alienated some of the countries that are members of OAS. To prove effective OAS needs to show that they have full solidarity within member countries, so far they have failed to do this. Conclusion International organizations have a hard job of juggling what is expected of them versus what they can legally do, people want interventions from these organizations but don’t fully understand some of the constrains that hold them back. Most organizations don’t have the legal authority to enforce rules and regulations, they can make recommendations but if they aren’t followed there is no way of enforcing there disregard of the recommendations. Governments can remove financial backing from the countries that don’t follow the recommendations, this serves as a warning to other countries that failure to comply will result in further sanctions being imposed. International organizations have a varied impact on the world; the organizations need to have better multilateral government backing, because despite the entirely positive things they try to achieve there is always a negative aspect that is stopping them from fully achieving this. Citations Greenfield, D. (2013, July 01). New UN counterterror chief doesn’t believe Hamas is a terrorist group. Retrieved from http://www.frontpagemag.com/2013/dgreenfield/new-un-counterterror-chief-doesnt-believe-hamas-is-a-terrorist-group/ Malmstrà ¶m, C. (2008, March 12). The role of the EU in world politics. Retrieved from http://www.government.se/sb/d/7973/a/100668 Isacson, A. (2012, May 22). Conflict resolution in the Americas: The decline of the OAS. Retrieved from http://www.worldpoliticsreview.com/articles/11979/conflict-resolution-in-the-americas-the-decline-of-the-OAS

Essay --

From the 1800s to the 1930s, Japan and India were technologically similar in that both countries increased the use of machines to produce textiles for the cotton industries. They also had economical similarities because the factory workers were all being paid low wages. Despite the similarities, Japan and India socially differed in the dominance of gender among the workers, as well as where the factory workers came from. Japan and India both increased the use of machinery throughout the years. Document 1, 2, and 6 are evidence proving that both countries increase the usage of machines while producing textiles. The Production of Cotton Yarn and Cloth in India chart (Doc 1) shows that the amount of hand-spun yarn decreased, while the amount of machine-spun yarn increases. The amount of machine-made cloth had also increased significantly in 1914. The increase in machine-made and machine-spun textile shows that India is beginning to rely on machines more than hand power. Likewise, the Production of Cotton Yarn in Japan chart (Doc 2) shows that cotton yarn significantly increased from 5 million pounds in 1884 to 666 million pounds in 1914. The Japanese would have to increase the use of machines as well as the use of hand power to maintain the rising number of yarn produced. The increase of yarn is the result of the Japanese developing in the textile industry. Both charts from Document 1 and 2 display tha t Japan and India increased the usage of machines in making yarn. The Indian economist, Radhakamal Mukerjee, in 1916 (Doc 6) states that there has been a decrease in handwoven clothing as handloom weavers are abandoning their looms in India. The reduction of handwoven clothing is an outcome of the increase usage in textile machines. S... ...d-spun yarn. The journal entry of an Indian worker could be helpful, in that it provides a primary source of the life of a textile worker. Since there were entries on Japanese workers (Doc 3), it would only be beneficial to provide one for an Indian worker. This entry can show the differences in how the workers are being paid and treated. Being provided with this information can help further explain the differences between Japan and India’s workers. In conclusion, they both increased the use of machinery to produce the cotton and managed to pay the workers in low wages. However, in Japan, the majority of the workers seem to be women. In India, most of the workers are men. The laborers come from different places and social rankings, depending on the country. Overall, Japan and India have certain similarities as well as differences concerning the cotton industries.

And Then there were none. :: essays research papers

Two policeman, Sir Thomas Legge and Inspector Maine, discuss the perplexing Indian Island case. They have reconstructed much of what happened on Indian Island from diaries kept by various guests. It is clear to them that the murderer was not Blore, Lombard, or Vera. When they arrived, the police found the chair Vera kicked away to hang herself mysteriously set upright against the wall. We learn that Isaac Morris, who hired Lombard and Blore and bought the island in the name of U. N. Owen, died of an apparent sleeping-pill overdose the night the guests arrived on the island. The police suspect that Morris was murdered. The police know that the people of Sticklehaven were instructed to ignore any distress signals from the island; they were told that everything taking place on the island was part of a game being played by the wealthy owners of the island and their guests. The rest of the epilogue takes the form of a manuscript in a bottle, found by a fisherman and given to the police. It is written by Judge Wargrave, who writes that the manuscript offers the solution to an unsolved crime. He says he was a sadistic child with both a lust for killing and a strong sense of justice. Reading mysteries always satisfied him. He went into law, an appropriate career for him because it allowed him to indulge his zeal for death within the confines of the law. Watching guilty persons squirm become a new pleasure for him. After many years as a judge, he developed the desire to play executioner. He wanted to kill in an extraordinary, theatrical way, while adhering to his own sense of justice. One day, a doctor mentioned to Wargrave the number of murders that must go unpunished, citing a recently deceased woman he felt sure was killed by the married couple who worked as her servants. Because the couple withheld a needed drug in order to kill her, the murder could ne ver be proven. This story inspired Wargrave to plan multiple murders of people who had killed but could not be prosecuted under the law. He thought of the â€Å"Ten Little Indian† rhyme that he loved as a child for its series of inevitable deaths. Wargrave took his time gathering a list of victims, bringing up the topic of unpunished murders in casual conversations and hoping someone would mention a case of which they knew.

Hitler - A Method to His Madness Essay -- Essays Papers

Hitler - A Method to His Madness The Holocaust found its origins in Hitler's deep rooted hatred of the Jewish Society. This quote from Hitler's diary is an example of his feelings toward Jews... "The Jew has never founded any civilization, though he has destroyed hundreds. He must spread as a disease spreads. Already he has destroyed Russia; now it is the turn of Germany and, with his envious instinct for destruction he seeks to disintegrate the national spirit of the Germans and to pollute their blood." 1 Hitler believed that there was one race with a "natural advantage"2 over the others, and this race was the Aryans. He drew many of his Nazi ideas from Friedrich Nietzsche. Nietzsche was a German philosopher of the late 19th century who questioned traditional morality. Nietzsche and Hitler thought that Western society was decaying. They also felt that Christianity was weakening the the influence humanity's free will. In addition, they believed that passion and emotion were obstacles to obtaining rational thinking. These radical ideas led to a call for a super-race by using selective breeding to achieve ethnic cleansing. This plan of selective breeding included extermination. With Hitler's perverted mind and his execution of his ideals of superiority, nothing less than the Holocaust could have been expected. To achieve racial extermination, Hitler put the ideas of Nietzsche into motion. He saw the Aryans as a race above all others. Since blond hair and blue eyes were seen as superior, it was the duty of the Aryans to "enslave the lesser races-- such as the Slavs so that it could continue to push forward the boundaries of human achievement".3 Hitler began his work with the Nuremberg race laws of 1935. These laws... ...nurlawtoc.html> - Waite, Robert G.L. The Psychopathic God: Adolf Hitler. New York: De Capo Press, 1993 - Wistrich, Robert. Hitler’s Apocalypse. New York: St. Martins Press, 1985" Endnotes 1. Liang, Stuart. The Illustrated Hitler Diary. London: Marshall Cavendish, 1980 2. Liang, Stuart 3. Liang, Stuart 4. The Nuremberg Laws." The Jewish Student Online Research Center. 17 October 1998. http://www.us-isreal. org/jsource/Holocaust/nurlawtoc.html> 5. Waite, Robert G.L. The Psychopathic God: Adolf Hitler. New York: De Capo Press, 1993 6. "Heinrich Himmler." 24 October 1998. <http://www.wsg-hist .uni-linz.ac.at/ Auschwitz/ HTML/himmler.html> 7. Picard, Max. Hitler in Our Selves. Illinois: Henry Regnery Company, 1947. 8. Picard, Max

“Allocating Merit Raise” Case Analysis

Abstract Small State University is facing the dilemma of how to allocate the $17,400 that the state agreed to give to the management department. Each qualified candidate’s employment information is given to help determine the merit raise decision. Before the decision can finalize, research and analysis will be conducted. A case solution will include the implementation of management approval, budget recommendations, communication and essential steps of the new policy to the university, and fair distribution of merit raise. Keywords: merit raise, human resources, performance evaluation, merit raise procedures Introduction Small State University has 40 full-time and more than 30 part-time faculty members and enrolls about 8,000 students. There are five departments within the university, which include management, marketing, finance, and accounting, decision sciences, and information technology. The state agreed to give raises of $17,400 to the management department. The faculties in the department are evaluating yearly and their performance is based on teaching, research, and service. The department chairs utilize Far Exceeds Standards, Exceed Standards, Meets Standards, and Fails to Meet Standards are to use judge a faculty’s performance. At Small State, teaching and research are more important than service. A two year student course evaluation is used to measure a faculty’s teaching performance. The number of articles published over a three-year period is use to evaluate a faculty’s research performance. Lastly, service is based on the accomplishments of service to the university, college, profession, and community within a two-year period. As the department chair, it is my responsibility to divide the $17,400 fairly among the faculty members within the law. As an educational institution, merit pay is designed to encourage high effort by rewarding productivity. However, there are times that merit pay is overly awarded, which cause employees to think of it as an incentive. The decision of who deserves the merit pay can be a complication. There are six recipients who are equally qualified for the $17,400 that the state is willing to issue. First, it is important to look at the individual’s profile. Policy The annual faculty evaluation considers teach, research, and service to evaluate a faculty’s performance. To provide the department chair with the information, each eligible member is requiring submitting an Anticipated Activities Plan (See Appendix A) and an Annual Activities Report (See Appendix B) each year. Both reports are due in the month of June each year and will be kept in the member’s file. The department chair will consult members to insure that the scope of the effort and distribution among the criteria is appropriate. How it is determine is based on the nature of the member’s appointment and their anticipated activities report. Procedures Evaluation The department chair will conduct an evaluation by comparing the two reports. When comparing, the report is view as the goal of the plan. In addition, the department chair will use the student and peer evaluations. After the evaluation, each member will be given the opportunity to review the decision and have five days to appeal. After the time is due, the department chair will submit an official written evaluation to the Dean for determination. Determination Merit raises are derived from the evaluations using the four category rating scale in each of the three performance areas. Rating Scale: Far Exceeds Standards 3 Exceed Standards 2 Meets Standards 1 Fails to Meet Standards 0 For Small State University, there are a total of six faculties and an incremental merit of $17,400, which made the merit increment to $2,900. Each member will received as followed: | | Review Cycle Ending: | Be as specific as possible describing anticipated activates in Teaching, Research and Service for the upcoming academic year. Address your plans for the following two years in a more general manner. Identify any major change of emphasis since the last reporting cycle. Emphasize major goals, expected changes in status of ongoing projects, or new initiatives. Indicate what department resources you anticipate are required to accomplish your plan. For example, if you are planning a sabbatical, are considering retirement, see a semester with heavier than normal research demands, envision changing space needs, and list this in as much detail as possible. Context: Major Career Goals In this section, describe the vision you have for your career. Indicate the broad interests or goals that guide your anticipated activities and bind your work into a coherent whole. Provide a context for the anticipate activities listed below so that the way in which each activity supports the common thread is apparent. | | Upcoming Academic Year |Teaching | | |Research | | |Service | | The Academic Year after next |Teaching | | |Research | | |Service | | Two Academic Years from Now Teaching | | |Research | | |Service | | Appendix B Department of business management annual Activities REPORT Faculty Member: |For the Period : | | |June 16, 2010 – June 15, 2011 | All responses go into tables and nearly all responses require that you put your name with each entry. This greatly facilitates the compiling of the information into a department summary for the annual report. All entries below should be in 10 point type to ensure uniformity when compiling. TEACHING A. Classes. For each academic session of the reporting period (Summer, Fall, Spring) list all courses and sections taught. Put one section per line and give the enrollment for that section. Fall Semester | |Course designator, number and full title |Section number |Enrollment | | | | | | | | | | | | | | | | | | | | | | | | |Spring Semester | | | | | | | | | | | | | | | | | | | | | | | | | |Summer Semester | | | | | | | | | | | | | | | | | | | | | B. Significant contributions. Describe any significant teaching contributions related to these courses (include development of new courses, substantive revisions in content, new instructional techniques, etc. ). If there are anomalies that affect your teaching (for example: extended absence for research or health, unusually high or low teaching l oads, unique teaching assignments, etc. ), discuss them here. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Self-improvement. List changes you have made in your teaching that are the direct result of feedback from students (via evaluations or otherwise) or colleagues. Put your name in the left hand cell and the information in the right hand cell of the table. | | | D. Independent study/research. This includes PHYS 297, 298, 397, 398, 497, 498, 499, and research not associated with a formal course. This includes students who registered for the class and received credit and for students who worked on a research project and received wages. Include the topic, the student’s name, whether the work is for credit hours or salary, the approximate number of hours per week worked by student, and the outcome(s) for the student. For example, was a paper, a poster, an internal report, an oral presentation, etc. produced? If the student is participating in part of an ongoing project and there is not yet an outcome, indicate this. If a refereed paper was written, a presentation given by the student (oral or poster), or the student simply attended a workshop or conference, note this here and give full information in sections IIC – IIF as appropriate. Fall | |Course and |Student Name |Credit or Salary |Student hours/wk |Student Outcome | |Topic Title | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Spring | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Summer | | | | | | | | | | | | | | | | | | | | | | | | | E. Significance of student research. Discuss the significance of these student independent study/research contributions to your research program and to the students. Put your name in the left hand cell and the information in the right hand cell of the table. | | | SCHOLARLY ACTIVITY AND PROFESSIONAL DEVELOPMENT A. Grant applications submitted. Put all submitted and newly funded grants here. Provide complete information. The â€Å"life of grant† should give beginning and end dates. Any co-PI’s in other departments at JMU should include the name of their respective departments; co-PI’s from other institutions should list their institutions. In any event, all PI’s and co-PI’s are to be listed. Grant Title |PI |Co-PI |Agency |Life of Grant |1st Year Amt |Total Request |Funded | | | | | | | | |Yes/No | | | | | | | | | | | | | | | | | | | | | | | | | | | | B. Ongoing Grants. List here all multi-year grants that are in their second or subsequent years. Here, â€Å"single year amt† refe rs the amount for the current year. Grant Title |PI |Co-PI |Agency |Life of Grant |Single Year Amt |Total Amt | | | | | | | | | C. Publications. List here all papers published in refereed journals. Give complete citation information. In the case of large collaborations (more than ~10), you need list only the name of the collaboration and the JMU collaborators (although you may list all collaborators if you wish). However, it is important that at least the names of all JMU authors are listed so that a unique list of the department’s publication record can be generated. For smaller collaborations, always list all authors. Title |Author |Co-Author(s) |Student(s) |Journal / Volume/ Page |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | D. Published Abstracts. As for publications, always list all JMU authors. Also list student abstracts for which your name does not appear but you supervised the work as listed above in section ID. Title |Author |Co-Author |Student |Jo urnal / Number |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | E. Scholarly presentations. List all presentations given, both on and off campus. Under the â€Å"Meeting/Venue† heading indicate either the meeting (full meeting name and location) or the on-campus function (give specific class, event or symposium). Indicate whether you, your student or collaborator presented the paper in each case by putting the presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | F. Presentations given to a general audience. List all presentations given, both on and off campus. Presentations given to school groups should be listed under outreach (section IIID). Under the â€Å"Meeting/Venue† heading indicate either the meeting (full name and location) or the on-campus function (class, event, etc. ). Indicate whether you, your student or collaborator presented the paper in each case by putting t he presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | G. Conferences Attended. Make entries here if either you or your student(s) or both attended a conference, workshop or collaboration meeting. Conference Title |Faculty |Student(s) |Date | | | | | | | | | | | | | | | | | | | | | H. Professional Workshop/Short Course Participation. |Workshop |Faculty |Where |Dates | | | | | | | | | | | | | | | | | | | | I. Membership in Professional Organizations. Please give the full organization name, not just the abbreviation or acronym. Organization |Faculty name |Office Held | | | | | | | | | | | | | J. Membership in Research Collaborations. List the collaborations to which you belong. Under â€Å"Leadership Role(s)† indicate the collaboration activities for which you are a leader. Under â€Å"List of Projects† list your responsibilities/contributions as a collaboration member. If you are a leader or spokesperson for more than one experiment/project, make a separate entry in the table for each. Collaboration name |Faculty name |Primary research location |Office held |Leadership Role(s) |List of Projects | |or collaborator list | | | | | | | | | | | | | | | | | | | | K. Honors and Special Recognition Received. Faculty name |Honor /Award |Honoring Organization |Date | | | | | | | | | | | | | | | | L. Reviewing/Editing Manuscripts for Scholarly Journals. Include JMU Publications but clearly indicate them as such. Faculty name |Manuscript Title |Journal | | | | | | | | | | | | | M. Reviewing Manuscripts for funding agencies. If the review is done as a member of a panel, give the panel dates, give the number of proposals you read and the subject area of the panel. Faculty name |Manuscript Title |Agency |Dates | | | | | | | | | | | | | | | | N. Other significant contributions. List any other scholarly achievements hat you feel are significant but do not fit into the above categories. For example, indicate contributions to funded research for which you are not listed as a PI or co-PI or patents granted. Put your name in the left hand cell and the information in the right hand cell of the table. | | | O. Significance of your scholarship. Discuss the significance of the items listed in IIA through IIM. Particularly discuss your contributions to collaborative efforts and put these in context. Indicate which items are particularly noteworthy and explain why. For efforts that are part of an ongoing program, put this year’s work into a context. Indicate which, if any, items represent the conclusion of a particular component in your work or the initiation of a new direction. Put your name in the left hand cell and the information in the right hand cell of the table. | | | PROFESSIONAL SERVICE A. Committees. List the name of the committee chair and indicate the level of the committee. Your name will appear twice if you are the chair of the committee. |Level | Your name |Committee Title |Chairperson |Dept |College |University | | | | | | | | | | | | | | | | | | | | | | B. Exceptional contributions. If your contributions to any of the above ommittees are significant (beyond the usual work load and/or of particular importance to the department, college or university), please explain. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Professional consultations. Put your name in the left hand cell and the information in the right hand cell of the table. At a minimum, include the name of the person/entity/organization with whom you consulted, the dates and outcomes. | | | D. Community and public school outreach activities. Be specific about your role in these activities and put your contribution in context. Put your name in the left hand cell and the information in the right hand cell of the table. | | | E. Other professional service. List here anything that does not fit into any of the above categories. Explain why these are noteworthy and how they impact your scholarship, teaching or service. Put your name in the left hand cell and the information in the right hand cell of the table. | | THIS YEAR’S MAJOR ACCOMPLISHMENT Indicate what you feel is your single most significant accomplishment this year. Explain why it is particularly important to you, your students or the department. Describe how it has or will impact your scholarship, teaching or service. If you expect this accomplishment to have a continuing impact and appear in your anticipated activities report, note this and explain. If this will have a broader impact on the department, discu ss this. Put your name in the left hand cell and the information in the right hand cell of the table. | | |

Personality Psychology Essay

Everyday, we meet different kinds of people. It can be our friends, family or new acquaintances. Some of them we already know or even share a common trait. However, it is not always guaranteed that we understand them always. They may behave in this way today, but will be completely different tomorrow. Just as genes contribute to the uniqueness of each one of us, personality in every person is also distinct. Personality is defined as the entire mental organization of a human being at any stage of his development. It embraces every phase of human character: intellect, temperament, skill, morality, and every attitude that has been built up in the course of one’s life (Warren & Carmichael, 1930). With this concept in mind, we can say that personality is the essence of the human being. He reacts to any life circumstances with his own personality. Psychology regards this as an important factor in understanding people. Personality can work itself on what you are now and how will you be in the future. Research efforts have been expended through the years on how personality develops on one person. Studies on the different patterns of behavior, feelings and thoughts that make a person have been experimented. David and Larsen mentioned in their book that the fundamental components of personality are the following: (1) consistency, which means that people behave in a recognizable order; (2) psychological and physiological, aside from the works of the mind, personality is also governed by biological factors; (3) impact behaviors and actions, it does not only influence how a person respond, but also causes him to act in certain ways and; (4) multiple expressions, personality is embodied not only on one behavior. Given these complexities, it has become a basis of school of thoughts to theorize a person’s personality. Nevertheless, most researchers unite on the fact that personality lies on biological and social systems. Early psychology attributes personality as influence of biological factors. These are what to be known as Type Theories. It tells us that it depends on a person how he reacts on the external environment. One can be extroverted or introverted. Another type of personality theories are the Trait Theories. According to the American Psychiatric Association, traits are enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal contexts. Traits can be considered also as a big player in defining one’s personality. Overtime, researches on personality has evolved. Earlier, it directs its focus on the person itself, but later on, psychologists acknowledge that the environment the person plays with also dictate his disposition. A person’s personality can change depending on what he sees on other people, not only what he believes in himself. Behavioral and social cognitive theories comprise the contemporary theories on personality. Together with the evolution of personality research, personality tests were also developed. These are very useful nowadays to educational and working environments where people are subjected to diverse kinds of people and experiences. Understanding a person’s personality is an important indicator to teachers and bosses, since this will aid them in handling other people. Personalities of people continue to be a mystery to most of us. However, with how psychology evolves, we can now, if not all, pinpoint the factors that will let us understand how people behave. True enough, it is still a very interesting topic to look on to, given the challenges of the ever changing society. Bibliography Buss, D. M. , & Larsen, R. J. (2006). Personality Psychology: Domains of Knowledge About Human Nature. New York City: McGraw-Hill Humanities/Social Sciences/Languages. Robins. (2002). Overview of the proceedings of the 2002 meeting of the association for research in personality. Journal of Research in Personality, 36(6), 539-540. Warren, H. C. , & Carmichael, L. (1930). Elements of human psychology. Massachusetts: Houghton Mifflin.

Job Satisfaction and Employee Motivation

Content Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 *Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ *2 *Empirica*l case†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ *†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. *. *7* Google†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ *. *. *. *7 *Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. *. *.. * *Conclusion & Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. *11 *References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. *13 A Critical analysis of work-motivation: a case study based on Google Inc. Introduction; _â€Å"Motivating people is easy but motivating people to work to the best of their abilities and directing their efforts to the goals of the organisation are the real issues and that is certainly not always easy† Mullins, L. J (Management and organisational behaviour, Pg 406, 5th Ed)_ This paper gives an understanding of the term _â€Å"Motivation†_. The term is used almost every day of our lives but not everyone know what it takes to actually practise motivating. In this case, I would be explaining in details what motivation is all about, the objectives of motivating an individual in a certain way and how the overall performance is affected. I would also be testing some motivational theories in an empirical case (Google). Here, I hope to identify the working style at Google; the nature of work, employees and the environment, what motivates and de-motivates employees and engineers at work. Organisations claim that their biggest asset or their major sources of competitive advantage are their employees but most organisations do not know how to motivate their employees. Research has shown that different organisations apply different style of motivation. We would analyse these empirical cases with the motivational theories discussed in the literature review and also analyse key motivational factors associated with our empirical case. This would lead to my conclusion and recommendation on how to effectively motivate employee to increase productivity and performance. A Review on Motivation and its theories Work motivation and employee satisfaction plays a more central role in the field of management theoretically and practically and it is indeed one of the most important factors affecting employee behaviour and performance. Managers attach great importance to this concept of management in organisational settings as an effective motivational practice on employee(s) lead to organisational effectiveness in different levels. The next question we can ask ourselves is â€Å"what is motivation? † The concept of motivation refers to internal factors that impel actions and external factors that can act as inducements to those actions Locke, E. A & Latham, G. P. (2004). This has being the universal definition of motivation but certain authors and researchers have aimed at giving the simplest definition to this concept. Mullins, L. J defines motivation â€Å"as the direction and persistence of action† (Pg 406, 5th Ed). Mullins went further to suggest that motivation is concerned, basically, with why people behave in a certain way, why people choose a particular course of action in preference to others and why they continue with a chosen action, often over a long period and in the face of difficulties and problems (pg 406, 5th ed). Atkinson defines motivation â€Å"as different factors that combine at a particular time to influence the duration, vigour, and persistence of an individual’s behaviour in a given situation (pp2, 1964). The three aspects of human actions which can be affected by motivation are intensity (effort), direction (choice) and duration (persistence) and coupled with experience and ability leads to effective performance Jindal-Snape & Snape, J. B (2006). Motivation, as a concept of management is vast in nature and indeed permeates many of the sub-field that compose the study of management e. . leadership, teams, performance management, managerial ethics, decision making and organisation change Steers, R. M & Mowday, T. R & Shapiro, D. L (2004) and this is the reason why this topic has attracted attentions from different authors and researchers in the past years. This has also led to the proposition of theories to support this managerial concept i. e. motivation. These theories are ref erred to as motivational theories. There are so many theories on motivation, each acting as a competitor to the other on attempt to best explain the nature of motivation. Within the vast number of theories, some are built on economic knowledge with a psychological understanding (Maslow, 1943) etc. Mullins, L. J suggests that all these theories are at least partially true and all help explain the behaviour of certain people at certain times but however, the search for a generalized theory on motivation at work appears to be in vain (Pg 414, 5th Ed). It is indeed because of the fact that there are no generalized or single solutions as to what motivates people or individual in organisation, that there are different theories on motivation. These theories are then divided into those concerned with identifying the needs toward which behaviour(s) is directed – content theory and those that are concerned with the dynamic, mental processes that lead to individuals following certain goals rather than others – process theory Jindal-Snape & Snape (2006). Abraham Maslow proposed the most influential and widely recognised theory of motivation. The Maslow theory of needs (1943) is the one of the widely discussed theories of motivation having proposed the hierarchy of needs. He proposed that individuals are wanting beings, who always want more and what they want depends on what they already have and these needs are arranged according to its importance in levels, hence the hierarchy of needs {draw:frame} Maslow’s hierarchy of needs (1943) Jindal-Snape and Snape (2006) suggests that according to this hierarchy, each need can act as a motivator, provided all needs lower in the hierarchy are satisfied and a satisfied need no longer act as a strong motivator. This goes to explain why individuals/employees who are not satisfied at their current position would be motivated to put in more efforts until their needs are satisfied. Maslow argued that the first three needs on the list represent deficiency needs that people must master before they can develop into a healthy personality, while the last two represent the growth needs that relate to individual achievements and development of human potentials Steers, R. M et al (2006). Mullins evaluated Maslow’s theory of needs by suggesting that individuals advance up the hierarchy as each lower-level needs becomes satisfied and therefore, managers must pay attention to the next higher level of needs in other to motivate employees if there is a change in behaviour (Pg 418, 5th ed). Abraham Maslow’s theory (1943) attracted criticism Wahba, A & Bridgewell, L (1976) for the existence of a definite hierarchy of need. In 1972, Clayton Alderfer modified Maslow’s hierarchy of needs model. He summarized the hierarchy of needs into a framework of three different classes of needs known as ERG Jindal-Snape & Snape (2006). Existence needs, which include nutritional and material requirements. At work places, working conditions and pay/wages fall into this type of need Relatedness needs, which are met through relationship with family and friends and at work places, relationship with fellow colleagues and managers. Growth needs which reflect desire for personal psychological development Fincham and Rhodes suggest that Clayton Alderfer (1972) theory differs in number of important respects to Maslow’s hierarchy of needs (pg 198, 4th Ed). They went further to say that while Maslow proposed a progression up the hierarchy, Alderfer argued that it was better to think in terms of a continuum, from concrete (existence needs) to least concrete (growth needs) and it is possible to move along it in either directions (pg 198, 4th Ed). This means that if an individual’s need e. g. growth needs seem difficult to fulfil, that creates a frustration regression that forces a shift to another need e. g. relatedness needs. Jindal-Snape and Snape suggested that ERG theory differs from Maslow’s hierarchy of needs in that it does not assume that a need is only activated if it is deficient and two needs could operate at the same time in motivational practice. Fredrick Herzberg (1966) was accredited as the founder of the second, highly influential theory to have evolved after Maslow’s. Unlike Maslow and Alderfer, Herzberg’s work was based on research where he interviewed professionals from different companies, this work he called the Herzberg’s two-factor theory. This theory consists of two factors noted from his interviews. Factors that led to employee dissatisfaction, he called de-motivators or hygiene factors while factors that led to individual/employee satisfaction, he called motivators. Fincham and Rhodes suggest that motivators involved achievements, advancement, recognition, autonomy and other intrinsic aspect of work that represent sources of satisfaction and if absent leads to dissatisfaction while the other concerned with working conditions, salary, job security, company policy, supervisors and interpersonal relations and other sources of extrinsic aspect of work were sources of dissatisfaction (pg 199, 4th ed). Herzberg’s two factor theory are also referred to as intrinsic and extrinsic motivational factors and it has being highly influential and practised. Herzberg deserves credit for introducing the field to the role of job design specifically, job enrichment as a key factor in work motivation and job attitudes Steers, M. R et al (2004). Herzberg’s two factor theory are not to be confused as being opposite of each other as Wilson, F. M suggests that the opposite of job satisfaction is no job satisfaction while the opposite of job dissatisfaction is no job dissatisfaction (Pg148, 2nd Ed). Another motivational theorist was David McClelland (1992). He based his work on the personality of individuals Jindal-Snape & Snape (2006). He identified four main motives; The achievement motive, explains our concerns for doing things better than others Power motives, desire to influence others Need for affiliation, desire to establish and have a positive relationships with people around us. Avoidance motives Very often, we hardly recognize the latter one as the top three are the most important. Mullins suggests that the first three motives correspond to Maslow’s self-actualisation, esteem and love needs (Pg 425, 5th ed) while Jindal-Snape & Snape (2006) suggests that although everyone has all needs, the strength of each need for each individual is different. They went further to say that these needs are innate and are developed relatively early in life and they remain unchanged. These motivational theories mentioned above all fall into the content theory of motivation, we have identified and elaborated on them. I would now move ahead to briefly identify some of the process theory of motivation. I will not be going into detail with the process theory of motivation as it wouldn’t be needed for the latter stages of this study. Process theories also called the cognitive theories aim at â€Å"identifying the relationships among the dynamic variable which make up motivation and the actions required to influence behaviour and actions† Mullins, L. J (Management and organisational behaviour, Pg 426, 5th Ed). Mullins suggests that it provides further contribution to our understanding of the complex nature of motivation (Pg 426, 5th Ed). Very few motivational theories fall into the category and some of these theories are Vroom’s Expectancy theory proposed by Vroom. V (1964) and then revised together with Lawler, E. & Porter, L. (1968). Goal setting theory proposed by Locke, E. A (1960s) has emerged as one of the modernised way of motivating employees Wiley (1997). This theory emerged as researchers began to discover that simple act of specifying target for behaviour enhanced task performance Steers, R. M et al (2004). Locke (1968) suggests that the logic of goal setting theory is that an employee’s conscious intentions i. . the goals are primary determinants of task-related motivation since goals are instruments that direct our thoughts and actions. Results of goals/self-regulation research indicate two critical preconditions of a positive goal-performance feedback: acceptance of goals assignment and provisions for performance feedback Wiley (1997). An Empirical Case Having discussed and understood what motivation and the related theories are all about, the next step is to identify how applicable these theories are in a real life situation especially for the purpose of this case study. Jindal-Snape and Snape (2006) suggest that to answer this sort of questions, we first need to consider the nature of the work and the environment, and then the nature of these workers themselves. About Google Google Inc. is an American public corporation. [1]Founded in 1998, Google runs the world’s most popular internet search engine. Its position has earned the organisation huge profits and given it outsize influence over the online world. It is also known for the quirky corporate culture created by its billionaire co-founder, Larry Page and Sergey Brin which includes a chaotic, campus-like atmosphere at its offices, where workers are pampered with free, chef-prepared food and other amenities. My research environment (Google) is highly engineering-driven and we all know that engineers enjoy a lot of trust, creativity and power which is very different from most jobs at a more product-driven company. Firstly, I would be giving a proper definition of what engineering is all about, the nature of engineers and what motivates them. Engineers are people who are qualified, trained professionally to engage in various branches of engineering. Wen, C. K (2007) suggests that engineers are normally assigned to problems and a specific set of goals and constraints; they find technical solution to the problem that satisfies these goals within those constraints and these goals and constraints may be technical, social or business related. Engineers solve practical problems with the aid of technological tools, mathematical and scientific knowledge which they possess. They are often confused with scientist Jindal-Snape & Snape (2006) but in essence, scientist explore nature to discover undiscovered principals while engineers apply these principles coupled with technological knowledge to solve technical problems. In the field of engineering, engineers are generally motivated by two most important factors; innovation and creativity. Engineering involves creativity as it gives engineers the freedom to engage in self-driven tasks. This can act as a very strong intrinsic motivation which it corresponds to Herzberg’s motivator in his two theories (1966). Vere, I. 2009) argues that it is implicit that creativity is integral to design innovation, and that design and the fostering of creativity should be the cornerstone of engineering pedagogy. Further, Vere, I. D suggests that creativity is of paramount importance in the engineering practice as it endows one with the insight and discipline to seek out and address problems from the boundaries of dif ferent engineering disciplines. For engineers, innovation leads to an awareness of self-importance which corresponds to esteem needs on Maslow’s (1943) hierarchy of needs. Innovation and innovativeness leads to recognition Herzberg’s two-factor theory (1966). Innovation leads to advancement which creates challenges as Jindal-Snape & Snape suggest that the rate at which science and technology are advancing provides a different set of challenges and if these engineers were to stay on top of their game, access to up-to-date equipments must be necessary and at hand. Engineers are also highly motivated through feedbacks on their innovation and products, an assured link between their efforts and outcome Jindal-Snape & Snape (2006) and researchers have also shown that this field of occupation are highly motivated by intrinsic factors than extrinsic factors. Having said all this, we would be looking at some secondary empirical data from ex-googlers relating to employees’ satisfaction, problem encountered with aim at exploring and identifying the perception of these engineers regarding the factors that motivate them. I would be discussing ways on how such problems could be minimized, motivational schemes that can be put in place to eliminate such problems. According to a blog [2] posted by an ex-googler stating his reasons why he left the search giants, he states and I quote; â€Å"For one thing, it was unlikely to initially be able to work in an area that one was passionate _about, the products and team where all interesting and exciting to work with but unfortunately, I was unable to be passionate about my particular area. This became less of an issue as time went by but for experienced engineers that have good knowledge and understanding of what they want and what sort of things they enjoy working on, this could lead to job dissatisfaction†. The same engineer and ex-googler as above went further to say that due to sheer size of code base and vast number of Google’s specific tools and frameworks; it also takes very long time to learn how to actually become productive at Google, which can be very annoying, frustrating and de-motivating at times. Another internet blog [3] from an engineer and ex-googler reports his insights about what it was really like working for Google. This particular engineer who now works for Microsoft reports that the lava lamps, organic dinner and free shuttle; hygiene factor (Herzberg’s two-factor theory, 1966) put in place to act as a source of motivation lies a company where employees end up working long hours, don’t enjoy private offices and get paid less. He also highlighted some de-motivators working for Google. _â€Å"Employees are generally in the building working long hours between 10am to 6pm and after that, most engineers spend most of their evening working from home. There are employees whose desks are literally in the hallway. Google does not place any value on past or previous industry experience but puts tremendous values on degrees especially from Stanford. Employees actually get paid less salary compared to the amount of effort put in and the quality of the health insurance is not above standards. Most employees don’t actually get a 20percent project and managers will not remind you to start one†. _ According to another internet source [4], a 20percent project is an allocation of 20percent time to every engineer and employee at Google to work on side projects and indeed great innovation come out from this provision of 20percent time e. g. -mail, Google news etc. Very few internet blogs from ex-googlers show job dissatisfaction at Google while most internet blogs and videos indeed agree that Google is indeed a very unique place to work. Engineers and employees agree that the organisation provides everything they needed to work with and be productive but it’s up to them i. e. the engi neers to take that extra mile. We have understood the theoretical aspect of motivation and we have seen some empirical cases of engineers and ex-googlers. Now, I would be analysing these empirical cases with some of the motivational theories discussed above to form a conclusion. Extrinsic Factors/Hygiene Factors (Herzberg, 1966) These factors provide less or no motivation to employees but the absence of these factors leads to a dissatisfaction in work places. In organisations, managers perceive extrinsic motivation as a motivator but in essence, they are not real motivators, rather they support the mental ability and health of these employees. Such factors include wages, benefits, company policies and administrative rules and regulation governing these employees, interpersonal relations with fellow colleagues, supervisors and subordinates, good working conditions and security. From one of the blogs above, we observed an engineer and ex-googler who was dissatisfied with the nature of the job. He emphasized on long working hours and less salary paid which does not compensate for the long hours of working. Early management theories such as Fredrick W. Taylor’s scientific management theory suggested using financial compensation to impel motivation and job performance Wiley (1997). Wiley also suggested that while controversies persisted, pay or good wages is generally valued by all employees and good wages continues to be ranked among the top five factors that motivate people in their respective jobs. Also, according to Maslow’s hierarchy of needs (1943), psychological needs are said to be the first and most important need to be satisfied and in other to satisfy this needs, good or satisfactory wage has to be paid to employees to ensure maximum productivity. This same employee identified poor working conditions as another factor that contributed to his dissatisfaction. He brought to our attention that some employees have their office desk literally on the hallway due to the fact that there were less room available. He also made mention of the company’s health insurance which was not up to standard. These factors constitute to employee dissatisfaction and change in behaviour and attitude towards work. This also corresponds with Clayton Alderfer’s (1972) existence needs which include material requirements, good working conditions and substantial pay. For these employees to work effectively and productively, this need has to be satisfied but not as much as their intrinsic needs if there exists any. Extrinsic factors could be a source of motivation for these engineers unlike scientists Jinda-Snape & Snape (2006) where salaries, incentive schemes, prospects for promotion and other extrinsic factors were not considered as motivating factors. Intrinsic factors/Motivators (Herzberg 1966) Motivational factors (Herzberg, 1966) are factors which build strong motivation and create a high job satisfaction for employees and they are directly related to the job content of any employee. Absence or decrease in level of these motivations is sure to affect the level of employee satisfaction. An observation in the internet blog from an ex-googler identifies this factor as a major contributor of his dissatisfaction at Google. He states that he was no allowed to work in an area that he was passionate about, leading to dissatisfaction. Herzberg’s two-factor theory (1966) mentions autonomy or having a responsibility as an employee to undertake personal tasks leads to job satisfaction. This need to work where one is passionate about leads to self development and achievement and this relates to Clayton Alderfer’s (1972) growth need reflecting the desire for one’s personal development. From the internet blog described above, the ex-googler and employee reports that Google does not place value on past experience. I think this statement relates to the need for recognition (Herzberg, 1966) and the need for achievement (David McClelland, 1992). These two needs both represent intrinsic factors that motivate engineers. They want to be recognized for their individual achievements as well as scientist (Jindal-Snape & Snape, 2006). Another intrinsic factor which motivates employees and engineers at Google is the nature of innovation and being innovative. From a video posted on the internet on life at Google, engineers are allocated personal time to engage in self-driven tasks which leads to side projects and occasionally transform into innovations. From the blog above, we observed that an engineer was dissatisfied due to the fact that most employees do not actually get that 20percent project and managers do not remind them to start one. This also relates to Clayton Alderfer’s (1972) growth need and desire for personal development. Analysis of Google key motivational factor Google seems to be aware of what motivates its employee to their best at work, the need to customize and individualize programs for motivation and intrinsic rewards. Individualization defines human beings as unique in different ways and Google accomplishes this individualization by allowing each engineer in the company take one day a week to work on personal related projects. This is the ultimate in individualization because it not only gives the employee the choice of choosing any projects but allows autonomy and independence in management of the project; growth needs (Clayton Alderfer, 1972). Google also identifies what motivates its employee through communicating with them and because of this communication that they are able to motivate employees through intrinsic rewards. Conclusion and recommendations Over the past years, there have been numerous surveys on what motivates employees to do their best work and in other to attain to high levels of performance; employers depend on their employees to perform at levels that positively affect the bottom line Wiley (1997). We have learnt that the various theories of motivation discussed in my literature review have various applications in managerial practices. When applying these theories practically, managers must take into consideration how each employee feel and react to their work. These employee feelings and reaction are based on their personality, characteristics, need pattern and values. It also depends on the job component, nature and role of the job, the autonomy and skills in executing the task. Managers must consider both intrinsic and extrinsic aspect of the task and apply various motivational theories when suitable. When motivating these employees with intrinsic factors, managers and employers must show appreciation and give credit to employees for their work and always praise for a job well-done Wiley (1997). Wiley also suggest that recognition and praise are probably the most powerful and efficient, yet the least costly motivational tool. Another intrinsic motivational tool that managers should apply is autonomy and employee independence. This creates a sense of moral respect for an employee’s action towards their work and creates a huge motivation and job satisfaction. Google managers should allow engineers take on projects that they are passionate about. This freedom to participate on self-driven task would create job satisfaction as human being enjoy what they love doing. Extrinsic factors are related to the content or environment in which the job is executed. Mangers and employers must ensure that employees get satisfactory wage to cater for their psychological needs which is first on the order of hierarchy, ensure that there are good working conditions, provision of tangible rewards and fringe benefits, job security, job re-design and promotion offered to act as source of motivation to employees. Promotion and growth in the organisation and interesting work are longstanding factors that motivate people to do their best work. Employers and managers should communicate with their employees often to identify their personal needs. 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International journal of manpower, Vol. 18, No. 3, pp. 263-80 [1] Company Information (Google), [updated Jan 5th 2010] http://topics. nytimes. com/top/news/business/companies/google_inc/index. html? scp=1&sq=google%20inc&st=Search [2] Ex-googler’s blog, 2008, on leaving Google Available at: