Goal Setting free essay sample

Setting goals in the proper fashion is key to increasing the motivation of employees. If goal setting is deployed in a clear and distinct manner, it can assist in increasing attendance, productivity, and ultimately motivate the employee to achieve higher goals. When setting goals for yourself or others, it is key to be specific and concrete. The explicit example of goal setting that I will be honing in on is the use of SMART Goals. This is the goal setting structure that Pratt Whitney utilizes and it has been proven to be successful, in my own experience. â€Å"For goal setting to be most successful, the goals themselves should posses certain qualities represented by the acronym SMART: specific, measurable, attainable, relevant, and time-bound (Rubin, 2002). † (Aamodt, p. 338) When one is creating goals in the workplace, it is imperative to have as little ambiguity as possible. Establishing specific goals and guidelines makes it easy for an employee to understand what they need to achieve. We will write a custom essay sample on Goal Setting or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is the type of goal setting construct that is used at Pratt Whitney. Pratt and Whitney has a tool called the PFT, Performance Feedback Tool. This tool is used to annually lay out our goals, as well as to obtain feedback from customers about our performance. Each year our management and supervision creates overarching, yet clear and defined goals, which every individual needs to complete by years end. For example, each year we have to document in Pratt Whitney’s PFT tool that we will take four Business Practice Ethic Courses (BPEC’s); the requirement being that one BPEC needs to be completed each quarter. Being specific with goal setting makes it clear in an employee’s mind of what they need to achieve, and does not cause an employee to question what they need to accomplish. In the case of the BPEC Course requirement, it is clear cut what the employee needs to complete, as well as the timeframe it needs to be completed in. Goals must also be measurable. If an employee is to improve their performance or challenge themselves, it is of great importance to set a specific timeframe in which the goal needs to be completed. For instance, one specific and measurable goal that I have created in the realm of Environmental, Health and Safety (EHS), is coordinating and facilitating four EHS Lunch and Learns for each quarter within the year. This type of measure will assist myself and my supervisor during performance review time, because it will indicate if I have met my performance goals in a timely manner. Additionally, it also lends a hand in keeping an employee structured and focused throughout the year; laying out several goals with the ability to complete them in a well timed manner. Attainable goals are also of high significance. â€Å"Properly set goals are high but attainable (Lock Latham, 1990). † (Aamodt, p. 339) It is vital to set goals that an individual can achieve without having an abundance of difficulty, which will ultimately lead an employee to give up. Setting goals that will increase an employee’s performance are effective, but not if the individual cannot attain those goals and gives up while trying. â€Å"Though setting higher goals generally leads to better performance than does setting lower goals, the level of goal difficulty will most affect performance when employees are committed to reaching the goal (Klein, Wesson, Hollenbeck Alge, 1999; Locke Latham, 2002). † (Aamodt, p. 339) If one sets high achieving goals for themselves and they do not achieve those goals, it can decrease their motivation rather than increase it. Moreover, setting goals that are too high and not achieving them can also lead to unethical behavior. Individuals may feel so much pressure to achieve the high goals that are set forth, that it may lead the employee to do â€Å"whatever it takes† to make it look as though the goal is being met. In my own PFT, I have set goals that are difficult, which will challenge me and ultimately push me to better myself within my job. However, the goals that I have set are reasonable and attainable, so I do not set myself up for failure. In addition to having attainable goals, individual goals must be relevant to the type of work you are being tasked to complete. For example, providing an EHS Specialist, such as myself, with financial business goals instead of EHS Metric goals, would not be as motivating for me. It is crucial that my goals are relevant to what I am doing on a daily basis so I can relate to them and desire to challenge myself. Within the Pratt Whitney PFT Tool, 80% of my weighted goals are related to EHS, thus it is pushing me to challenge myself in this specific area. Lastly, goals work best when they are time-bound and need to be completed within a precise time period. If a supervisor or manager asked you to complete a task with no specified completion date, then you would not be as motivated to accomplish it with a short turnaround time. Time-bound goals not only help motivate employees, but it also makes one accountable for their actions. SMART objectives are an extremely valuable tool that gets the employee involved in the decision making of their own personal goals. This is key to motivating an employee. â€Å"It was generally thought that a goal would lead to the greatest increase in productivity if it was set at least in part by the employee. Although performance would increase if the supervisor set the employee’s goals, it would increase even more if the employee participated. † (Aamodt, p. 340) In my own experience at Pratt Whitney, I have been involved in setting my own goals on an annual basis. Being involved in my goal setting has helped me set the bar for myself, with my supervisor’s input. In essence, I truly own the objectives I created and have a vested interest in them, which ultimately motivates me to do well. Furthermore, Pratt Whitney also uses another tool in conjunction with the PFT Tool to aid in goal setting. This tool is called the Individual Development Plan (IDP). While the PFT Tool focuses on completing objectives annually, the IDP caters to developing skills for the future. Thus, the IDP focuses on specific training classes, web based courses, or seminars, that one can participate in to develop and further one’s self in their career. This tool has been extremely valuable in my development as an EHS Specialist. It provides my supervisor (as well as myself) with a document that tracks what my next steps are in challenging myself and getting to the next level. Keep in mind, the courses/training are not picked haphazardly, there is thought that goes into it. Keeping in line with SMART objectives, I need to complete the laid out courses within a specific timeframe, and they must be relevant to the job that I am currently performing. For instance, I have documented in my IDP that I am to complete specific OSHA Courses within a specified timeframe this year. It would not make sense for me to require myself to take engineering courses, because they are not relevant to the tasks that I perform. In order to increase the effect of goal setting it is essential that feedback is provided to the employee. â€Å"To increase the effectiveness of goal setting, feedback should be provided to employees on their progress in reaching their goals (Locke Latham, 2002; Stajkovic Luthans, 2003). The PFT system includes this crucial piece. In order for me to know if I have truly met my own personal goals as well as the needs of my customers, feedback must be provided in a positive, informal, and constructive way. The PFT Tool offers what is called 360 ° Feedback. This offers the opportunity for me to choose customers that I work with heavily, and offer them to chance to provide feedback about the quality of customer service I provide to them. Additionally, it gives me the ability to see their perspective on how I perform my job, as well as how I can improve upon it. In conclusion, setting individual goal plans involves being SMART about what you want to achieve and when you want to achieve it. Being a part of your goal setting and looking at current and future goals will help challenge you in the present, as well as in the future. Furthermore, encourage your customers to provide you with feedback on your goal process. This type of verbal or written communication will assist on the progress of attaining your goals and challenge you to take your job to the next level. Goal Setting free essay sample This essay will explain the goal setting theory. I will review theories related to goal setting. Then I will apply the theories to a work example. Lastly, I will provide recommendations based on the theories. Literature review: Goal setting is a theory of motivation, which may give employees a sense of purpose, challenge, and meaning to their work as well as a sense of accomplishment (Latham 2007, p. 62). Effective goal setting has according to Medlin and Green (2009, p. 952) been a driver of performance for decades. Latham and Locke (1990, p. 61) states hat goals direct attention to the activity specified by the goal and simultaneously away from goal-irrelevant activities. The core finding of goal setting research is that specific high goals when accepted, lead to higher performance than no goals or vague goals (Latham 2007, p. 53). The importance of the goal to the individual and self-efficacy (i. e. self-confidence that the goal for a specific task is attainable) influences the co mmitment of an individual to a goal (Latham Locke, 2007, p. We will write a custom essay sample on Goal Setting or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 291). However, if there is no commitment to the goal, no motivational effects will occur rom goal setting (Slocum, Cron and Brown, 2002, p. 7). According to Latham and Locke (1990, p. 95) goals motivate individuals to be persistent, and challenging goals inspire the individual to be determined in not settling for less than could be achieved. Furthermore, goals can affect performance indirectly by motivating the individual to develop task specific strategies (Latham Locke, 1990, p. 261). Goals are moderated by ability, goal commitment, feedback in relation to goal pursuit, the complexity of the task, and situational factors (e. g. , presence of needed resources) Latham Locke, 2007, p. 291). An employees motivation is according to Latham and Locke (2007, p. 291) affected by specific challenges and demands such as high goals. However, people automatically use the knowledge and skills they have already acquired that are relevant to achieve the goal (Latham Locke, 2002, p. 707). In the absence of knowledge or ability, setting a specific high goal can have a negative effect on a persons performance (Kanfer Ackerman, 1989, p. 661). A learning goal should be set rather than an outcome goal when the knowledge or skill for attaining the goal s unknown (Latham Locke 2007, p. 93). A situational constraint to effective goal setting is environmental uncertainty, which might be due to unavailable information in order to set efficient outcome or learning goals (SeiJts Latham, 2001, p. 292). In order for goals to affect performance, Erez and Zidon (1984, p. 77) state that there must be commitment to the goals, that is, employees must be truly trying to attain them. One important fa ctor that facilitates goal commitment is the belief that the individual are able to attain the goal (i. e. high self-efficacy), and the importance of he outcome that they expect as a result of working to attain the goal is yet another important factor (Locke Latham, 2002, p. 707). An employees success in achieving challenging but attainable goals is associated with positive and valued (high-valence) outcomes (Fried Slowic, 2004, p. 406). Examples of internal outcomes are a sense of accomplishment, escape from feeling bored or useless, and proving oneself. External outcomes are for example, higher income, Job security, and opportunities for the higher the goal commitment to attain it (Latham, 2007, p. 185). Locke and Latham 1990, p. 42) suggest that when feedback allows performance to be tracked in relation to ones goal, goal setting is more effective. When people find they are below target, they normally increase their effort or try a new strategy (Matsui, Okada, Inoshita, 1983, p. 410). If the employees do not know how they are doing, it is difficult for them to adjust their performance strategies to match what the goal requires (Locke Latham, 1990, p. 242). When the goal is set, it is the persons perception of how well he or she will perform, that will determine the level of performance, hence he importance of ones self efficacy (Latham, 2007, p. 2). According to Lee and Bobko (1992, p. 364) a goal is perceived to be less difficult when a persons self-efficacy is high. Also, people with high self-efficacy adjust their level of performance to negative feedback more effectively than do people who have low self-efficacy. Allowing employees to participate in goal setting lead consistently to higher level of commitment as participation generally make the goals more important to the individual, and the goals would be set based on previous performance and current nowledge (Latham Locke, 1990, p 109). The employee will usually have a higher self-efficacy and therefore perform better than those who do not participate in setting the goals (Locke, 2002, p. 708). Example In a previous Job, I was given a specific outcome goal, which consisted of selling a certain amount of cell-phones in a day. I received a fixed salary regardless if I reached the goal or not. A situational constraint of having few customers made me incapable of reaching the goal. In addition, I had little knowledge of the products I was supposed to sell, as I had only been working for a few weeks. I experienced lack of motivation and commitment to the goal I had been given. According to Latham (2007, p. 176) goal setting without adequate knowledge is useless (i. e. , unless the individual know how to attain a goal, there will be no commitment). When learning rather than motivation is required to master a task, setting an outcome goal can have a detrimental effect on performance and a decrease in self-efficacy (Latham Locke, 2007, p. 293). People with low self-efficacy are unlikely to commit to a high goal (Latham Locke 2007, p. 291). I had low self-efficacy and no commitment due to the ack of ability and knowledge to perform the goal I was given. This is consistent with the theory where Woofford, Goodwin, and Premack (1992, p. 595) state that when commitment is lacking, goals have little or no effect on behavior. The goal I was given was unrealistic, therefore I ignored there even was a goal. Goals that are perceived as difficult are less likely to be accepted than easy goals (Latham Locke, 1990, p. 259). As learning was required to master the task, it is consistent with the theory that the given outcome goal had detrimental effect on my performance (i. . , Seiits Latham 2001, p. 292). Latham (2007, p. 2) states that high dissatisfaction occurs when rewards are perceived as unfair. I got de-motivated and felt no commitment to the organization as there was no reward or high-valence outcome if the goal was achieved. Moreover, I was not committed to the goal I was given, hence feedback became irrelevant and ineffective, and this is where it breached the theory (i. e. , Matsui, Okada, Inoshita 1983, p. 410). Recommendation: Fi rst of all, due to the lack of ability and knowledge to perform the given goal, a pecific outcome goal should be set only when people have the required knowledge or ability (Latham, 2007, p. 8). By ensuring adequate training, strategy development or task instructions, the employees would have the accurate knowledge and ability to perform the given task; self-efficacy might increase, which in turn enhances goal commitment and performance (Bandura Locke, 2003, p. 94). Second, an alternative for managers to assigning an appropriate goal is to allow employees to participate in setting them (Latham Locke, 2002, p. 707). Generally, employees will set goals based n previous performance and current knowledge, which usually lead to a higher self- efficacy and better performance (Latham Locke, 1990, p 109). Also, people with high self-efficacy will typically set higher goals upon attainment than those with low self- efficacy (Latham Locke 2007, p. 291). Third, a reward such as monetary incentives may be used to enhance goal commitment. Employee satisfaction will derive, in part, from giving employees personally meaningful work that they are capable of handling and, in part, reward good performance (Locke and Latham 1990, 267). Other rewards such as gift cards, ompetition of being employee of the month and flexible working hours is examples, which could enhance goal commitment. Fourth, the manager should take social constraints into consideration prior to the goal setting. Here, as few customers visited the store, it was literally impossible to sell enough products to reach the given goal. The goal should be achievable for the reason that employees will only commit to a goal if they have the ability and knowledge to attain them (Latham Locke, 2002, p. 707). Fifth, the manager should try to convince the employee that attaining the goal is mportant, communicate an inspire vision and be supportive.

Siege of Fort Erie in the War of 1812

Siege of Fort Erie in the War of 1812 Siege of Fort Erie- Conflict Dates: The Siege of Fort Erie was conducted August 4 to September 21, 1814, during the War of 1812 (1812-1815).   Armies Commanders: British Lieutenant General Gordon Drummondapprox. 3,000 men United States Major General Jacob BrownBrigadier General Edmund Gainesapprox. 2,500 men Siege of Fort Erie - Background: With the beginning of the War of 1812, the US Army commenced operations along the Niagara frontier with Canada.   The initial attempt to mount an invasion failed when Major Generals Isaac Brock and Roger H. Sheaffe turned back Major General Stephen van Rensselaer at the Battle of Queenston Heights on October 13, 1812.   The following May, American forces successfully attacked Fort George and gained a foothold on the west bank of the Niagara River.   Unable to capitalize on this victory, and suffering setbacks at Stoney Creek and Beaver Dams, they abandoned the fort and withdrew in December.   Command changes in 1814 saw Major General Jacob Brown assume oversight of the Niagara frontier.          Aided by Brigadier General Winfield Scott, who had relentless drilled the American army over the previous months, Brown crossed the Niagara on July 3 and quickly captured Fort Erie from Major Thomas Buck.   Turning north, Scott defeated the British two days later the Battle of Chippawa.   Pushing ahead, the two sides clashed again on July 25 at the Battle of Lundys Lane.   A bloody stalemate, the fighting saw both Brown and Scott wounded.   As a result, command of the army devolved to  Brigadier General Eleazer Ripley.   Outnumbered, Ripley withdrew south to Fort Erie and initially desired to retreat across the river.   Ordering Ripley to hold the post, a wounded Brown dispatched  Brigadier General Edmund P. Gaines to take command. Siege of Fort Erie - Preparations: Assuming a defensive position at Fort Erie, American forces worked to improve its fortifications.   As the fort was too small to hold Gaines command, an earthen wall was extended south from the fort to Snake Hill where an artillery battery was emplaced.   To the north, a wall was built from the northeast bastion to the shore of Lake Erie.   This new line was anchored by a gun emplacement dubbed the Douglass Battery for its commander Lieutenant David Douglass.   To make the earthworks more difficult to breach, abatis were mounted along their front.   Improvements, such as the construction of block houses, continued throughout the siege. Siege of Fort Erie - Preliminaries: Moving south, Lieutenant General Gordon Drummond reached the vicinity of Fort Erie in early August.   Possessing around 3,000 men, he dispatched a raiding force across the river on August 3 with the intention of capturing or destroying American supplies.   This effort was blocked and repulsed by a detachment of the 1st US Rifle Regiment led by Major Lodowick Morgan.   Moving into camp, Drummond commenced building artillery emplacements to bombard the fort.   On August 12, British sailors mounted a surprise small boat attack and captured the American schooners USS Ohio and USS Somers, the latter being a veteran of the Battle of Lake Erie.   The next day, Drummond commenced his bombardment of Fort Erie.   Though he possessed a few heavy guns, his batteries were sited too far from the forts walls and their fire proved ineffective. Siege of Fort Erie - Drummond Attacks: Despite the failure of his guns to penetrate Fort Eries walls, Drummond moved forward with planning an assault for the night of August 15/16.   This called for Lieutenant Colonel Victor Fischer to strike Snake Hill with 1,300 men and Colonel Hercules Scott to assault the Douglass Battery with around 700.   After these columns moved forward and drew the defenders to the northern and southern ends of the defenses, Lieutenant Colonel William Drummond would advance 360 men against the American center with the goal of taking the original part of the fort.   Though the senior Drummond hoped to achieve surprise, Gaines was quickly alerted to the impending attack as the Americans could see his troops preparing and moving during the day. Moving against Snake Hill that night, Fischers men were spotted by an American picket who sounded the alert.   Charging forward, his men repeatedly attacked the area around Snake Hill.   Each time they were thrown back by Ripleys men and the battery which was commanded by Captain Nathaniel Towson.   Scotts attack in the north met a similar fate.   Though hiding in a ravine for much of the day, his men were seen as they approached and came under heavy artillery and musket fire.   Only in the center did the British have any degree of success.   Approaching stealthily, William Drummonds men overwhelmed the defenders in the forts northeast bastion.   An intense fight erupted which only ended when a magazine in the bastion exploded killing many of the attackers.    Siege of Fort Erie - Stalemate: Having been bloodily repulsed and having lost nearly a third of his command in the assault, Drummond resumed the siege of the fort.   As August progressed, his army was reinforced by the  6th and 82nd Regiments of Foot which had seen service with the Duke of Wellington during the Napoleonic Wars.   On the 29th, a lucky shot hit and wounded Gaines.   Departing the fort, command shifted to the less resolute Ripley.   Concerned about Ripley holding the post, Brown returned to the fort despite having not fully recovered from his injuries.   Taking an aggressive posture, Brown dispatched a force to attack Battery No. 2 in the British lines on September 4.   Striking Drummonds men, the fighting lasted around six hours until rain brought it to a halt. Thirteen days later, Brown again sortied from the fort as the British had constructed a battery (No. 3) that endangered the American defenses.   Capturing that battery and Battery No. 2, the Americans were finally compelled to withdraw by Drummonds reserves.   While the batteries were not destroyed, several of the British guns were spiked.   Though largely successful, the American attack proved unnecessary as Drummond had already resolved to break off the siege.   Informing his superior, Lieutenant General Sir George Prevost, of his intentions, he justified his actions by citing a lack of men and equipment as well as the poor weather.   On the night of September 21, the British departed and moved north to establish a defensive line behind the Chippawa River. Siege of Fort Erie - Aftermath: The Siege of Fort Erie saw Drummond sustain 283 killed, 508 wounded, 748 captured, and 12 missing while the American garrison incurred 213 killed, 565 wounded, 240 captured, and 57 missing.   Further reinforcing his command, Brown contemplated offensive action against the new British position.   This was soon precluded by the launching of the 112-gun ship of the line HMS St. Lawrence which gave naval dominance on Lake Ontario to the British.   As it would be difficult to shift supplies to the Niagara front without control of the lake, Brown dispersed his men to defensive positions.   On November 5, Major General George Izard, who was commanding at Fort Erie, ordered the fort destroyed and withdrew his men into winter quarters in New York.   Selected Sources Siege of Fort Erie, War of 1812Niagara Parks: Old Fort ErieHistoryNet: A Bloody Stalemate at Fort Erie

Diagnosis and Treatment of Breast Cancer Research Paper - 2

Diagnosis and Treatment of Breast Cancer - Research Paper Example An early examination may reveal the disease on the first stage that will allow curing cancer. Different forms of breast cancer cause different symptoms. For example, cancer invasion in small lymph vessels irritate skin and is a symptom of inflammatory breast cancer. This kind of cancer causes pain, itching of the breast. Paget's breast cancer causes disease of the breast eczematoid skin changes, such as skin irritation and mild peeling of the nipple skin. Breast cancer is a metastatic disease that can spread all over the organism and affect different organs, thus it is considered to be incurable. It is not possible to stop the process. Metastatic spread of lumps can lead to weight loss, neurotic disorders, fever and other diseases (Kemeny, 1992, p. 13). As far as it is seen, breast cancer’s symptoms are different and destroy female organism step by step. Probably, this disease was named ‘cancer’ not in vain. Cancer opens its hostile feelers and entraps every victim. The global character of breast cancer is an intimidating tendency of modern society (Kemeny, 1992, p. 130). Female health needs care and professional doctor’s advice. Therefore on-time diagnostic can be salvational on the initial stages of the disease. Diagnostic methods are the following: breast palpation by a professional doctor, mammography, and aspiration cytology (Finkel, 2005, p. 34). A combination of these three diagnostic methods results in an accurate verification of breast cancer existence in every particular case. Aspiration cytology is similar to a biopsy. In the case of aspiration cytology a fluid inside a lump is checked for cancer cells; in case of biopsy, a piece of a lump or the whole lump is removed from the breast. Treatment of breast surgery is following: surgery, chemotherapy, radiation or a combination of all these methods (Ogden, 2004, p. 54). Breast cancer is sometimes treated first with surgery, and then with chemotherapy, radiation, or both. Treatment is chosen in accordance with the intensity of progress of the disease. Â  

How can we help homeless people in our community Research Paper

How can we help homeless people in our community - Research Paper Example Consequently, about fifteen percent of this population is chronically homeless (Shumsky 136). The figures for homeless children are even more disturbing. It is estimated that about fifty children become homeless annually implying that the misery is worsening. This challenge is a major concern that requires not only the government support but also the general community response if both short-term and long-term antidotes are to be found. One way in which the community can be sensitized about this is through broadcasting the film, Bad Grandpa. The film Bad Grandpa is a commentary on American morality because of its use of hidden cameras and unscripted scenes involving people in danger and public’s response to those in need. To remedy the current situation much more needs to be done than merely removing the homeless from the streets and providing them with houses. Surprisingly, government is not addressing these problems for the first time. It has been done severally not only in the United States but also in other countries. Third world nations particularly those that have huge populations in the sub-Saharan regions and Middle East as well as Asia have been challenged greatly by this issue. One of the common responses is the provision of shelter (temporary or permanent, depending). However, the problem seems to persist even with these myriad humanitarian supports. One would, therefore, wonder how come the problem of homelessness cannot be fixed once and for all to save the next generation from experiencing it (Longwell 56). Unfortunately, the weed is been dug from the top leaving the roots to proliferate and cause more harm. As a matter of fact â€Å"†¦homelessness can best be solved through an approach that targets the whole society and not just the victims† (Hombs 58). The perception of the society members has to be changed so as they may be responsive to the needs of fellow members if

A Comment On A Commitment Essay Example | Topics and Well Written Essays - 1250 words

A Comment On A Commitment - Essay Example A Comment On A Commitment With such extensive environmental conservation programs, the college’s president must therefore take part in the forthcoming climate commitment. Diablo Valley College will sign the commitment owing to the environmental management skills the college is likely to acquire from such as discussed in the essay below. Participating in the commitment will help position the college as an integral member of the society joining in the fight to eradicate environmental pollution thereby making the environment safer and better. At such conferences, delegates learn newer and better ways of eradicating environmental degradation besides the presentation of the projects the colleges undertake in eliminating such. The commitments present an effective opportunity for the students’ president to present the college’s green projects all of which have sought to improve the sustainability of the environment (Schlossberg 121). Global warming is a topic of global concern. The emission of carbon monoxide into the atmosphere has contributed to the depletion of the ozone layer, which is a layer of oxygen molecules that cushion the earth from the harsh rays of the sun. The depletion of the layer leaves the earth surface vulnerable to increased temperatures among other undesirable diseases as harsh rays of the sun penetrate the atmosphere. Effects of global warming include climatic change and the rising water levels as the glaciers continue to melt. Such natural phenomenon has diverse effects ranging from unique skin diseases to the rising incidences of typhoons among other natural calamities. The depletion of the ozone layer threatens both the stability of the earth and the life in the planet. It thus becomes a prerogative of the citizens to curb the emission of such harmful gases by engaging in responsive activities. Among the contributors of the gases is the use of fossil fuels such as petroleum products in propelling cars among other machines. At such environmental commitments, the leaders discuss the efforts by both the students’ fraternity and the government in order to limit the emission of such gases (Reza 31). As policy makers, stude nt leaders are influential members of the society responsible for the activities and behavior of the students while at the colleges. The leaders therefore act as the bridge between the students and the leadership of the universities. As such, their participation in the environmental commitment is paramount, as it will facilitate the spread of the message to the students thus improving their appreciation of the various projects at the universities and colleges. The Diablo Valley College just as any other institution of higher learning has hundreds of students all of who require transportation and use various substances in the society that may equally contribute to the emission of the toxic gases. They therefore require appropriate knowledge on environmental management in order to improve the desirable environmental practices. To achieve such, the college has undertaken various projects that promise such effective and desirable environmental practices (Karen and Ricardo 55). By partic ipating in the forthcoming commitment, the students, leadership will learn newer and better management practices in order to improve the success of such projects. The success of the said projects relies on the students’

Individual Reflective Account Of Leadership Development

Individual Reflective Account Of Leadership Development Title: A personal reflective narrative on how engaging with the leadership literature has affected my own conceptualisations of leadership. Introduction The theories of transformational leadership (Bass, 1985; Bass and Avolio, 1994) and charismatic leadership (Conger and Kanungo, 1987) represent popular approaches to the conceptualisation of leadership and have arguably evolved to be central to the field. However, a number of scholars have raised several issues with these approaches (Pawar, 2003; Yukl, 1999). and it is the intention here to highlight a number of concerns that relate to the challenge of teaching leadership. This addresses an area of neglect in the literature as there has been limited consideration of the teaching of leadership (Doh, 2003). The Meaning of Leadership Researchers interested in leadership have approached the development of an understanding of leadership from a variety of perspectives. Much of the leadership research conducted during the first half of twentieth century was focused on the identification of personal traits (attributes) that characterised those individuals who emerged as leaders. A review of the leadership literature reveals that there are multiple definitions that have been given to the leadership construct. Bass (1990) focuses on the concept of leadership. He suggests that there are several different approaches to the definition. While each of these perspectives and uses of the term is a legitimate use of the construct of leadership, each reflects a different conceptualization than that which traditionally has been employed. Bass points out that definitions can be used to serve a variety of purposes. Bass (1960) noted that the definition used in a particular study of leadership depends on the purposes of the study. Consistent with this, Yukl (1994:5) concluded that leadership research should be designed to provide information relevant to the entire range of definitions, so that over time it will be possible to compare the utility of different conceptualizations and arrive at some consensus on the matter. Bass (1990:19) further notes that researchers have developed definitions to serve the following different purposes: (1) to identify the object to be observed, (2) to identify a form of practice, (3) to satisfy a particular value orientation, (4) to avoid a particular orientation or implication for a practice, and (5) to provide a basis for the development of theory. The definitions indicate a progression of thought, although historically, many trends overlapped. The earlier definitions identified leadership as a focus of group process and movement, personality in action. The next type considered it as the art of inducing compliance. The more recent definitions conceive of leadership in terms of influence relationships, power differentials, persuasion, influence on goal achievement, role differentiation, reinforcement, initiation of structure, and perceived attributions of behaviour that are consistent with what the what the perceivers believe leadership to be. The truth is that leade rship may in fact involve all these things. Rethinking leadership Barker (1997) argues that the ambiguity surrounding what we understand as leadership is central to the struggle of teaching leadership. Rost (1991) indeed notes that the leadership literature although vast, is often contradictory, confusing and lacks cohesion. BrymanHYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb11HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb11s (1996) documentation of four chronological phases of leadership theory, is illustrative of changing conceptions of leadership: Trait theories (concerned with an identification of leaders traits). Behavioural theories (concerned with identification of behavioural styles of leaders). Contingency theories (concerned with a focus on fitting behavioural styles to situational factors). New theories of leadership (concerned with a focus on the articulation of a vision). Arguably, such new theories of leadership have over recent years evolved as central to our understanding of leadership with an emphasis on transformational leadership where a leader stimulates followers to change their motives, beliefs and values and capabilities so that the followers own interests and personal goals become congruent with the organisation (Bass, 1985). An important facet of this leadership is charisma, and indeed Conger and Kanungo (1987) have developed a leadership theory that specifically focuses on this dimension. Conger HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb17et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb17 (2000, p. 748) suggest that charismatic leaders differ from other leaders by their ability to formulate and articulate an inspirational vision and by behaviours that they and their mission are extraordinary. In both models there is a common suggestion of a leader inspiring followers to a shared vision. This conceptualisation has arguably become widely accepted in the literature. However, some have questioned such mainstream thinking and invite a greater openness to the consideration of leadership than is presently found (Alvesson and Sveningsson, 2003). It is suggested here that a notion of a leader inspiring followers to a shared vision represents only one way to think about leadership and may not be of much assistance to those concerned with the teaching of leadership. It is in this respect that I intend to argue that this dominant conceptualisation represents a particular way of thinking about organisations and managerial work (of which leadership is one aspect), namely what may be described as systems-control thinking. Systems-control orthodoxy tends to promote a rather mechanistic view of organisations and managerial work seeing managing as an activity mainly concerned with designing and controlling work organisations as if they were big machine-like systems rationally devised to meet unambiguous organisational goals (Watson, 2005, p. 2). Such thinking derives from modernist and universalistic aspirations to maximise control over human circumstances with the manager being viewed as an expert who controls and motivates subordinates to behave in particular ways consistent with the organisations goals. Indeed, Barker (2001, p. 479) challenges the notion of new leadership theory, arguing that the work of Bass (1985, 1990) for example, clings to the idea that leadership is about leaders supervising subordinates, about subordinates working hard toward institutional objectives as the primary goal for leadership and about the leaders ability to persuade/inspire/motivate subordinates to release their own n eeds to work toward the interests of the leader or the institution that the leader represents. The extent then to which new theories provide an alternative perspective of leadership is thus questionable since along with previous conceptualisations, they continue to be framed by systems-control thinking. It is suggested that an alternative way to think about leadership is to adopt process-relational thinking. To adopt such thinking would be to recognise that: Managers like everyone else in organisational settings, are continually striving to make sense of numerous crosscutting and conflicting goals and purposes. Managers and non-managers alike constantly have to make and remake bargains, exert power, resist power, cope with conflicts of interest and negotiate understandings with others to make sure that the goods are produced or services provided to a level and quality that enables the organisation to remain in existence (Watson, 2005, pp. 2-3). The origins of such thinking may be seen to be associated with a dissatisfaction with mainstream systems-control thinking and in particular, the critique of Silverman (1970) which drew upon ideas from social action theory (Berger and Luckman, 1967), highlighting an understanding of organisations as social constructs produced and reproduced through their members activities and later being built upon to emphasise the notion of negotiated order (Day and Day, 1977). To view the organisation in process-relational terms thus involves a shift from seeing the organisation as a goal pursuing entity as suggested by a systems-control perspective to thinking about the organisation as ongoing patterns of meaning making and activity brought about as à ¢Ã¢â€š ¬Ã‚ ¦ people in relationships to others and to their cultures (Watson, 2005, p. 6). Viewing the organisation through a process-relational lens thus accepts that only partial managerial control can ever be achieved given the ongoing and emerge nt nature of organisational activity and the centrality of people in relationships to others with their inevitable complexities and differing interests. However, it is important to note that the adoption of a process-relational perspective (or indeed a systems-control one) goes beyond a way of seeing the organising and managing of work, it also represents a way of talking and acting towards organising and managing. Thus a manager who adopts a process-relational framework is more likely to take into account broader and more-subtle aspects of work behaviour. Arguably, the central notion of leaders inspiring followers to a shared vision seen in new leadership theories becomes more problematic when thinking in process-relational terms. It is thus suggested here that thinking about leadership in process-relational terms may be more helpful to management educators as it does greater justice to the complex, messy realities of organisational life and as such provides greater assistance in helping managers to make sense of their management practice, and in particular, the part of their practice that is leadership. Systems-control vs process-relational framing of leadership It is suggested that theories of transformational and charismatic leadership are tied to a systems-control perspective of organisations. Below we raise a number of issues that emerge from the adoption of such a perspective. The issues raised here are by no means exhaustive but rather serve to illustrate some of the difficulties in framing leadership in a systems-control way and in particular ensuing tensions for the teaching of leadership draws on the work of Watson (2005) and summarises the issues discussed below, highlighting the central features of a systems-control leadership perspective contrasted with a process-relational one. We problematise a number of features of systems-control thinking in relation to leadership, namely the assumption of a unitary organisation; the emphasis placed upon the individual leader often portrayed in terms of superhero status and the subsequent neglect of others involved in leadership processes, and relatedly the separation and elevation of leaders hip from other organisational activities. We suggest that adopting a process-relational leadership perspective offers a more grounded and realistic conceptualisation which accepts the plurality of organisational life, focuses on leadership as an emergent process which includes the contributions of others and sees leadership as integral to the organising and managing of work. The unitary and fixed organisation Central to systems-control thinking is a notion of the pursuit of clear organisational goals, designed by the manager or leader who then motivates others to act in ways which will achieve these goals. It is suggested that this is problematic for a number of reasons. Such a way of thinking about leadership is based upon a unitary view of organisations that proposes all organisational members share the goals of the organisation and are thus motivated to act in ways that will ensure the realisation of such goals. Both transformational and charismatic leadership theories can be seen to uphold unitarist assumptions. Central to Basss theory is a notion of subordinates transcending their self interests for the goals of the organisation, with Bass and Avolio (1994, p. 3) for example suggesting that the (transformational) leader creates clearly communicated expectations that followers want to meet, and similarly Conger and Kanungo (1987) hypothesise that charismatic leadership will result in high internal cohesion, low internal conflict, high value congruence and high consensus. It is suggested that such assumptions are problematic since they downplay the multitude of conflicting goals, purposes and beliefs that organisational members hold in reality that seriously questions ideals of consensus and cohesion. Although Bass and Avolio (1994) acknowledge that followers hold a diverse set of views, needs and aspirations, they suggest that through the use of inspirational motivation the leader is able to align diverse followers around a vision. Thus there remains a belief that high consensus can be achieved and thus conflict, negotiation and politics that are inevitable in organisations tend to be marginalised. Notably, Barker (1997) reminds us of BurnsHYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb12HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739 volume=27issue=2articleid=1545747show=html#idb12s (1978) definition of leadership which emphasises leadership as a process which occurs within a context of competition and conflict. Interestingly, Basss theory of transformational leadership has built upon Burnss work and yet downplays this important dimension. It may be argued that assumptions of a unitary organisation may oversimplify the reality that is found in organisations. Similarly, systems-control thinking implies that the goals of the organisation are somehow fixed and once achieved the work of the leader is done. Again, this is seen to oversimplify the case. Conger and Kanungo, 1987, p. 46) exemplify a focus on achievement of fixed goals suggesting that one cannot lead when there is no future goal to pursue. This is seen to ignore the essentially emergent nature of organisational life in that organising and managing is in a constant state of becoming (Watson, 2002). The fluid and dynamic nature of organisations makes it difficult to envisage when there would be no future goal to pursue. Generally, given that models of transformational and charismatic leadership are framed by systems-control thinking means that they may be seen as less helpful in assisting managers to understand leadership as they do not do justice to the complex reality found in organisations. Recent leadership research and findings from our own work further suggest a number of issues with such theories that relate to this tendency to present an oversimplified and sometimes romanticised view of organisational life. The promotion of the superhero Consistent with systems-control thinking, theories of transformational and charismatic leadership present an individualistic conception of leadership, since there is a focus on the leader as a special person. Indeed, there is a focus on a gifted individual seemingly in possession of almost superhuman, magical powers that may be seen to spellbind followers to act in ways desired by the leader. Words such as extraordinary, unconventional and heroic typify a description of leader behaviours. Bass (1985, pp. 47-48) for example, highlights the extraordinariness of the transformational, charismatic leader suggesting that the unusual vision of charismatic leaders that makes it possible for them to see around corners stems from their greater freedom from internal conflict whereas the ordinary manager is a continuing victim of their self doubts and personal traumas. However, it is unclear from the literature what exactly it means to be extraordinary or unconventional and therefore limited hel p is offered to our practical attempts to teach leadership. Moreover, Alimo-Metcalfe HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb1et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb1 (2002) argue that new theories of leadership create dangerous myths because they create a notion of leadership that is inaccessible to most ordinary mortals. Further, the idea that a leader must in some way be gifted shows a regression to notions of leadership as an innate ability and as such suggests little can be done by way of teaching leadership. Indeed, in my own auditing work, I found several managers who perceived leadership as an inspirational gift and therefore attempts to teach leadership were seen as limited: I dont think good leaders are people that you can, I think the term is a good leader is born, you cant turn somebody from being a poor leader into a good leader by putting them on some courses à ¢Ã¢â€š ¬Ã‚ ¦ that sort of inspirational skill is something that that individual has and I dont think you can always train that into somebody (project manager). Whilst the notion of heroic leadership may hold weight for some there is a growing body of evidence that debunks this leadership myth. Numerous studies are now found which may be said to contribute to an emerging anti-heroic leadership perspective which suggests leaders are not larger than life individuals with special powers rather they are far more ordinary and reserved. The work of Alimo-Metcalfe and Alban-Metcalfe (2001) offers a very different conception of transformational leadership to that described earlier. Their work highlights the salience of what the leader does for the individual such as empowering, valuing, supporting and encouraging. This is contrasted with dominant ideas of the leader acting as a role model and inspiring the follower. Indeed, Alimo-Metcalfe and Alban-Metcalfe suggest that followership, so central to transformational and charismatic leadership theory is absent in their work. Comments made by managers during my own audit work were consistent with this view with managers talking of supporting and encouraging others rather than inspiring followers: Well those things leadership can be a reassurance, a firm decision, a supportive decision, giving people encouragement, being actually prepared to stick your head above the parapet where other people arent sometimes. Being decisive rather than indecisive. Not always leading from the front but just letting people know that you are supportive of what they are doing that they can rely on you if things go wrong (operations director). Taking away the notion of followership diminishes the importance of the heroic leader since there is a decreased need for an inspirational figure to model the way for followers. Instead Alimo-Metcalfe and Alban-Metcalfe (2001) argue that their work suggests a greater sense of proximity, openness, humility and vulnerability. Collins (2001) provides evidence that suggests that successful organisations do not have leaders who are charismatic, heroic figures but rather individuals who display personal humility and professional will. He found that successful leaders which he terms level five leaders, were shy unpretentious, awkward and modest but at the same time had an enormous amount of ambition not for themselves but the organisation. Similarly, Badaracco (2001) suggests the importance of quiet leadership. This is seen not to inspire or thrill, but to focus on small things, careful moves and measured efforts. He further suggests that quiet leaders have an understanding of the reality of their situations noting the limits of their powers and understanding that they are only one piece on the chessboard. This emerging work would seem to conceptualise leadership in perhaps more realistic ways focusing attention away from ideas of inspirational powers and instead a suggestion of an ordinary person working alon gside others. This is consistent with a process-relational framing of leadership since it is recognised that leaders are like everybody else and do not possess special powers thus moving attention away from ideas of special personality attributes. Thus there is hope for the majority of being able to contribute to leadership and a suggestion that there may be some role for the management teacher. The isolated leader and the neglect of group processes The focus on the heroic leader is problematic since it diverts attention from others involved in the leadership process and thus downplays the relational aspects of leadership. Whilst the contribution of followers is noted, there is a tendency to over emphasise the ability of the individual leader, this is perhaps exemplified when poor performance is automatically blamed on the actions of the leader (Khurana, 2002). Yukl (1999) proposes that instead of focusing on a single person who influences followers, many people can be viewed as contributors to the overall process of leadership in organisations. He suggests that this conception of leadership does not require an individual who is exceptional or who can perform all of the essential leadership functions, only a set of people who collectively perform them. Research undertaken by Heifetz and Laurie (2001) supports the notion of a more collaborative conception of leadership. They suggest that the leader is not somebody who has all the solutions at their disposal; rather they are somebody who asks questions. They suggest that one can lead with no more than a question in hand. Research carried out with directors of public health in the UK supports the notion of focusing on others in the leadership process (McAreavey HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28, 2001). The directors of public health interviewed in McAreavey HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28s (2001) study suggested that effective leadership placed an emphasis on working with others a nd not guiding others. These shifts in focus are consistent with work by Barker (1997) and Rost (1991) who suggested that we should be focusing on group processes and think of collaborators and not followers and thus is in accordance with Alimo-Metcalfe and Alban-Metcalfes rejection of followership. Yukl (1999) has criticised transformational and charismatic leadership theories for a neglect of group processes and thus salient aspects of leadership are overlooked such as networking, building support for ideas and negotiation. Such arguments echo Hosking (1988) who proposed that it would be more helpful to focus on leadership as a process rather than leaders as persons which is clearly to frame leadership in process-relational terms. It is suggested here that viewing leadership as a collaborative process of interaction provides for a more grounded notion of leadership and thus potentially provides more helpful suggestions for teaching leadership. For example, a focus on helping leaders in their attempts to negotiate seems more achievable than helping leaders to inspire others. The separation of leadership and management Inherent to theories of transformational and charismatic leadership is a notion that leadership is a specialised and separate activity undertaken by heroic, isolated figures described above. This division of leadership is typical of orthodox management thinking which separates issues of managerial work tending to view these as identifiable and distinct (Watson, 2002). As Schruijer and Vansina (2002) argue such splitting obscures the complexity of life. Further, there is a tendency not only to see leadership as separate from management but also superior. In Basss theory for example, management is associated with transactional leadership which is seen to be a useful but inferior leadership approach, which is relatively simple and straightforward to achieve. Bass (1985, p. 26) argues that to be transactional is the easy way out; to be transformational is the more difficult path to pursue. Such a separation is upheld by numerous scholars such as Zaleznik (1992) who suggests that managers are concerned with humdrum activities and maintaining order whereas leaders are concerned with novel and exciting activities and stimulate change. Mangham and Pye (1991, p. 13) have criticised this separation arguing that: It results in nothing more than a vague feeling that managing is something rather mundane, looking after the nuts and bolts of the enterprise and leading is something special and precious undertaken by the really important people in the enterprise. They argue that leading is not a specialised and separate activity, but simply an aspect albeit a highly salient aspect, of managing. Others have similarly suggested that leadership and management may be more usefully seen as related roles rather than as separate activities undertaken by separate people (Nadler and Tushman, 1990; Yukl, 1999).

Architecture :: essays research papers

An architect designs and sometimes supervises the construction of buildings. Anything from tunnels that run far beneath the ground, to skyscrapers that tower above it, architects have always had a hand in building these great structures. Yes, you too can be an architect! But how, you ask? Just read on, and you will find out! Architects have designed the greatest buildings in history, from the stoic World Trade Center in New York, to the graceful and natural Falling Waters house in Pennsylvania, building styles differ as much as the architects who build them. One of the most famous architects is Frank Lloyd Wright, who designed the aforementioned Falling Waters and also the Robie house in Illinois. He is often considered the most creative architect of our time for his use of natural surroundings and building materials found in nature. No other man has made such an impact on architecture as Frank Lloyd Wright. Architects can work in a variety of conditions, but most work in office buildings that contain architectural firms of about three to six people. However, sometimes the job demands that an architect go out on the actual building site to supervise construction. This is a minor inconvenience to the architects, but on a general scale, architects have extremely comfortable surroundings that promote less stress among them. Often, and more so nowadays, architectural firms are adopting CAD programs, or Computer Aided Design as the main tool for designing buildings. It provides an easy to use interface over the previous pencil and paper method. As a result, CAD software is growing vastly in usage and many colleges are now offering courses just in CAD. Often, architects have to make considerations before the actual design phase of any building. The most important of these is cost. If a building is made of cheaper building materials, the architectural firm gets more money from the buyer. Other considerations are the style of the building, which depends heavily upon the surrounding buildings, not to mention the environment, functionality, elevations, and zoning regulations. The zoning regulations limit the size and shape of the building so that it doesn’t interfere with the area around the building and the overall skyline of the neighborhood. Often, zoning regulations are a large problem in major cities, and architects either have to compromise with the zoning authority or have the building not be built at all. These compromises are an annoyance for architects and make life a little interesting for these public servants. Usually, in any job, the closer you are to a city, the more money you make. In the case of architects, this is especially true.

Charles Dickens Essay

Great Expectations, written by Charles Dickens, is one of the most popular classics of our time. Dickens novel was, some may say the work of a genius. The tale is of a boy who starts from humble beginnings and whom the story follows through to young adulthood each entering a new experience for the boy. Charles Dickens wrote the novel in 1860-61. He was born into a respected middle class family, in Charlton. He incorporated local features and happenings into his books when he could. His father went into debt and then prison after his finances collapsed. The rest of the family had to go to, so Charles spent time in prison. This is where Charles Dickens got some of his inspiration for his book. He eventually died at the age of fifty-eight from a stroke and was buried in his local churchyard. Chapter eight is an essential part of the book because it conveys a clear image of the characters personality and is a key part for the rest of the story. I will look in Chapter 8, where Pip goes to see Miss Havishams house for the first time, for a number of different techniques and devices which the writer uses to make us feel sympathy for Pip. Charles Dickens starts making the reader feel sorry for Pip when he and Mr Pumblechoke arrive at the gates, and Estella greets them. They completely over look Pip. This shows that Pip is unessential and insignificant. â€Å"This†, said Mrs Pumblechoke, â€Å"is Pip† â€Å"This is Pip, is it? † returned the young lady â€Å"come in† â€Å"Oh she says, â€Å"you wish to see Miss Havisham? † â€Å"If Miss Havisham wishes to se me. † Returned Mr Pumblechoke. As you can see, from this initial conversation, Pip does not have the opportunity to introduce himself. This shows that he is considered to be insignificant, even though it was he who Miss Havisham had sent to see. This makes the reader feel condolence for Pip because it is as if people don’t care about him. After the initial conversation, when Pip was marched inside with Estella, Estella starts to patronise Pip, which makes us feel sorry for him. â€Å"But don’t loiter, boy† Though she called me â€Å"boy† so often, and with a carelessness that was far from complimentary, she was about my own age. She seemed much older than, of course, being a girl, and a beautiful and self-possessed; and she was as scornful of me as if she had been one and twenty, and a queen† This paragraph shows us that Pip is already feeling downhearted about Estella constantly making him feel bad. Even though Estella was about the same age as Pip, she considers herself to be wiser, more mature and generally above Pips level. This is showed in the film by Estella being taller than Pip and looking down on him making her think herself bigger than him. This makes the reader feel sympathetic towards Pip because it is his first visit to Miss Havishams. He is evidently nervous and anxious, and having someone of his own age being scornful towards him, his self-confidence just breaks. The third time in chapter eight that the reader is made to feel sorry for Pip is when Pip was left in the hallway on his own with no light. â€Å"Scornfully walked away, and – what was worse – took the candle with her. This was very uncomfortable and I was half afraid† This makes the reader feel sympathetic for Pip because he is portrayed as being vulnerable. Estella leads Pip into the house and to a door, and was proclaimed by Estella to go in. Pip declines and returns with â€Å"after you miss†. Estella telling him not to be so stupid and scornfully walks off with the light. You would think that now Estella had gone, his situation would have improved but this is not the case. He is about to embark on his first meeting with Miss Havisham, making him hesitant and nervous. His confidence is not helped by standing outside the door in darkness, with no candle. Pip is now viewed as being vulnerable. Soon after Pip swallows his pride and opens the withered and wrecked door handle. â€Å"No glimpse of daylight was to be seen in it. It was a dressing room, as I supposed from the furniture, though much of it was of forms and uses quite unknown of to me† Pip enters through the door and is met by a milky white room. Although well lit by candle. There is antiqued furniture, all of which added to the mood, as if nobody had lived there for quite some time. The clocks had also stopped at twenty minutes to nine. The reader then feels sympathetic towards Pip because of his already nervous state being placed in an eerie, scary atmosphere, which seems unnatural to the poor boy. The reader once again feels sorry for Pip when he is ordered to play cards with Estella, for Miss Havishams viewing. Estella once again starts to be obnoxious towards Pip.

Surface area of calcium carbonate Essay Example

Surface area of calcium carbonate Essay Example Surface area of calcium carbonate Paper Surface area of calcium carbonate Paper Introduction: The experiment taking place is between calcium carbonate [CaCO3] and hydrochloric acid [HCl]. Calcium carbonate, also known as marble, is a metamorphic rock. This is a rock that is formed over long periods of time under high temperature and pressure. It is also formed when carbon dioxide reacts with calcium hydroxide to produce calcium carbonate. Calcium hydroxide + carbon dioxide calcium carbonate + Water Ca(OH)2(aq) + CO2(g) CaCO3(s) H2O(l) When an acid reacts with a carbonate the products are salt, water and carbon dioxide gas. When hydrochloric acid reacts with calcium carbonate the products are calcium chloride, water, and carbon dioxide. The formula for this reaction is: Hydrochloric acid + Calcium carbonate Calcium chloride + Water + Carbon dioxide HCl(aq) + CaCO3(s) CaCl2(aq) + H2O(l) CO2 As you can see above, in the reaction, the reactants are hydrochloric acid and calcium carbonate, and the products are calcium chloride, a salt, water and carbon dioxide. The speed at which the reactants will create the products is called the rate of reaction. This follows a theory called the kinetic theory. This theory states that all states of matter contain particles, which are constantly moving/vibrating [kinetic energy]. In solids the particles are positioned close together which allows them to vibrate slightly. Between them are strong bonds that hold them together in a fixed place. The particles present in liquid have further distance between them; therefore the forces of attraction are less than in solids. The particles have weaker bonds that allow them to move. The particles in a gas are much further apart than in a solid or liquid, and have very weak bonds that allow them to move quite freely. There are virtually nil forces of attraction between the gas particles. This therefore means that solids would have the slowest rate of reactivity, liquids would me in the middle, and gasses would have the fastest rates of reaction. The factors that would affect the rate of reaction would be: Concentration of hydrochloric acid. The higher the concentration of the acid the faster the rate of reaction will be. This is because there would be more particles of hydrochloric acid present in the reaction; therefore there would be more collisions, which would therefore results in a faster rate of reaction. The following diagram can show this overleaf: As you can see, in the low concentration of hydrochloric acid, there are 5 particles present, compared to 8 particles of calcium carbonate. In the higher concentration however, there are 10 particles of hydrochloric acid present, and the same amount of calcium carbonate particles present. This should therefore double the rate at which carbon dioxide is produced as there is now double the amount of collisions occurring. Catalyst catalysts are useful in a reaction as it speeds up the rate of reaction without being used up. Most catalysts are there to speed up the rate of reaction, however some can slow them down. The ones that speed up the rate of reaction are called activators, and those that slow down the rate of reaction are called inhibitors. For example, in the reaction where the enzyme (biological catalyst) breaks down hydrogen peroxide (H2O2) into water (H2O2) and oxygen (O2), glycerine is sometimes added, this is in order to slow down the rate at which hydrogen peroxide is broken down during storage. Most of the catalysts that are used are transition metals and their compounds, such as the making of margarine, where a nickel catalyst is used. The nickel catalyses an addition reaction, between a double bonded hydrocarbon (alkenes), the oil, and hydrogen. The result is a solid fatty product, which is margarine. By controlling the rate of reaction (i. e. how much catalyst is used) you can also control the solidity of the margarine. A catalyst allows a substance to react more easily by reducing the activation energy. This is where the energy needed in order to break the bonds is reduced. Therefore the particles require less energy to react, and the reaction occurs faster. Catalysts can be compared to getting from a-b in a car. The normal way would be by going through small roads, however using the motorway is like using a catalyst. This is as it takes less energy (petrol) to get there as well as far less time than compared to taking the smaller roads. Temperature when particle collide with each other, they do not always react. This is, as they do not have the sufficient kinetic energy for them in order to stretch or beak the bonds in order to form the products. In some reactions, only the particles with high energy can react. This sort of situation can be compared to a car crash; if two cars hit each other at low speeds, then hardly any damage will be done, however, if the cars hit each other at a higher speed, then a lot more damage would be done to both cars. Mass of calcium carbonate chips when you increase the mass of the chips, it means that there are more particles present for the hydrochloric acid to collide with. This would cause more collisions, which means a faster rate of reaction. Surface area of calcium carbonate chips in a reaction; if one of the reactants is a solid then the surface area of the solid will affect the rate of reaction. This is because the only particles that can collide with each other are the ones at the solid-liquid interface. This is the area in which the surfaces of the marble chips come in contact with the hydrochloric acid. This would therefore mean that the larger the surface area of the marble chips, the more collisions there would be, which a higher rate of reaction is. Diagram A and B are marble chips with the same masses. Diagram be has a higher surface area, and as you can see, there are more marble particles exposed to the surrounding, which would mean that there would be a larger amount of collisions in a given amount of time.

Definition and Examples of Zeugma

Definition and Examples of Zeugma Zeugma is a  rhetorical term for the use of a word to modify or govern two or more words although its use may be grammatically or logically correct with only one. Adjective: zeugmatic. Rhetorician Edward P.J. Corbett offers this distinction between zeugma and syllepsis: in zeugma, unlike syllepsis, the single word does not fit grammatically or idiomatically with one member of the pair. Thus, in Corbetts view, the first example below would be syllepsis, the second zeugma: You are free to execute your laws, and your citizens, as you see fit.(Star Trek: The Next Generation)Kill the boys and the luggage!​(Fluellen in William Shakespeares Henry V) However, as Bernard Dupriez points out in A Dictionary of Literary Devices (1991), There is little agreement among rhetoricians on the difference between syllepsis and zeugma, and Brian Vickers notes that even the Oxford English Dictionary confuses syllepsis and zeugma (Classical Rhetoric in English Poetry, 1989). In contemporary rhetoric, the two terms are commonly used interchangeably to refer to a figure of speech in which the same word is applied to two others in different senses. Etymology From the Greek, a yoking, a bond Examples and Observations Zeugma is when a word applies to two others in different ways; or to two words when it only semantically suits one. An example of the former quotes Alanis Morissette: You held your breath and the door for me. How chivalrous and zeugmatic. An example of the latter is with wailing mouths and hearts- but dont blame Morissette for this doggerel.(Gary Nunn, Move Over, George Orwell- This Is How to Sound Really Clever. The Guardian, October 11, 2013)He carried a strobe light and the responsibility for the lives of his men.(Tim OBrien, The Things They Carried. McClelland Stewart, 1990)She arrived in a taxi and a flaming rage.(John Lyons, Semantics. Cambridge University  Press, 1977)We were partners, not soul mates, two separate people who happened to be sharing a menu and a life.(Amy Tan, The Hundred Secret Senses. Ivy Books, 1995)[H]e was alternately cudgelling his brains and his donkey when, passing the workhouse, his eyes encountered the bill on the gate.(Charles Dickens, Oliver Twist , 1839) I just blew my nose, a fuse, and three circuit breakers.(The Jim Henson Hour, 1989)I was in no sort of nick for this encounter, I admit, full of fear and afternoon scotch and the homeward tug.(Marin Amis, Money. Jonathan Cape, 1984)Whether the nymph shall break Dianas law,Or some frail China-jar receive a flaw,Or stain her honour, or her new brocade.(Alexander Pope, The Rape of the Lock, 1717)She lowered her standards by raising her glass,Her courage, her eyes and his hopes.(Flanders and Swann, Have Some Madeira, MDear)The theme of the Egg Hunt is learning is delightful and delicious- as, by the way, am I.(Allison Janney as C.J. Cregg in The West Wing) Zeugma as a Writing Fault Like syllepsis, the figure known as zeugma uses a single word to link two thoughts, but in syllepsis the relationship of the linking word to both ideas is correct, whereas in zeugma the relationship is correct for one idea but not for the other. A fabricated example of zeugma might be, He sat munching his sandwich and his beer. An actual example from fiction is, Something odd in the behavior of the pair held his attention and his curiosity. The term zeugma is often used to refer to syllepsis, but as here distinguished it obviously is a writing fault, which syllepsis is not. (Theodore Bernstein, The Careful Writer: A Modern Guide to English Usage. Simon Schuster, 1965)Zeugma is often accidental, as in She wore a rusty black dress, a feather boa, and an alligator handbag; since wore has no legitimate application to handbag, this zeugma is an error. (Edward D. Johnson, The Handbook of Good English. Washington Square, 1991)Confusing and Contradictory Distinctions Between Zeugma and Syll epsisAlthough commentators have historically tried to distinguish between zeugma and syllepsis, the distinctions have been confusing and contradictory: even today agreement on definitions in the rhetorical handbooks is virtually nil (The New Princeton Encyclopedia of Poetry and Poetics, 1993).  Were better off using zeugma in its broadest sense and not confusing matters by introducing syllepsis, a little-known term the meaning of which even the experts cant agree on.  (Bryan A. Garner, The Oxford Dictionary of American Usage and Style, 4th ed. Oxford University Press, 2016) Pronunciation: ZOOG-muh

Provide topic Essay Example | Topics and Well Written Essays - 1000 words

Provide topic - Essay Example Obviously, they had no idea, but I think my father knew it. He never said a word and told my mother to let men handle men business. At the time, I was confused and angry with myself, but it soon dawned on me that things, from that time would change. The fishing trip was a jarring moment in my life, but as Elizabeth Bishop claims, â€Å"Think of the long trip home. Should we have stayed home and thought of here? Where should we be today?† (Bishop 6). While I wished at the time that I had never taken this trip, I now realize that it was essential to my growing up. Setting and Profile of Self The fishing trip was on a hot humid Saturday morning. My father and brothers had done this numerous times before and were ready with their fishing rods. As the youngest in the family, eleven at the time to be exact, I had only done this thrice with my father. Normally, when I accompanied my brothers, they only let me unhook the fish and pack them. My mother was not very hot on me joining my father and brothers on this trip, though. You see my father was a hard man, a serious man who did not take particularly well to my spending hours around my mother. The fishing trip was his idea, and he gave me no chance to say no, despite having planned for a toad trapping expedition with my friends. In my family, everyone, except my mother was expected to be a man since I had no sister. My mother was the only feminine soul I intimately knew. Being different to my raucous brothers and aloof father, I preferred her company. The trip changed my worldview from that point. The Event Smearing the sun block my mother had lovingly packed besides my snack box, I mentally prepared for what lay ahead. Fishing had never been my forte, and I had always looked admiringly at my brothers as they brought in fish with my mother’s congratulations ringing in my ears. Now, here I stood, ready to clear the hurdle I felt stood between manhood and me. Even at eleven, I felt that my strapping, ragge d body was ready for any obstacle that the vast body of water threw my way. I felt apologetic for the fish that had to bear the demonstration of manhood that I was just about to put up. So absorbed in this initiation was I that the journey to my father’s favorite fishing spot was but a fleeting moment. The sudden splutter of the fishing boat’s engine as my eldest brother brought it to a stop brought me back to reality. I fumbled along the floor of the boat for my fishing rod, mistakenly picking my father’s rod. â€Å"Son that is for the big fish† he laughed as my brothers joined. I would show them what I was now. As I let out my line into the water and sat back waiting for the unfortunate fish that would define my manhood to attack the bait, I said a Hail Mary, borrowing from my favorite movie, the Godfather. As if she had heard me, then it struck, and I lurched to my feet. Adrenalin flooded my veins as the strength I had believed in so much began to drai n against the vicious thrashing of the fish. At the time, I was beginning to contemplate surrender and my claims to manhood; the fish did me a great favor. It leapt from the surface of the water, magnificently gleaming in the sun surrounded by breathtaking surf spray. In this moment, I saw the fish transformed from an unlucky victim of my manhood aspirations to a brilliant life specimen, and I longed to possess it. Maybe it was the boy in me, but the man had

See Description Research Paper Example | Topics and Well Written Essays - 2000 words

See Description - Research Paper Example The paper would be critically looking at the ‘Child Protection Agency’ to find how successful it has been in tackling the challenges of the time. The welfare of the children has long been considered as the sole concern of the parents and the family with little intervention from the government. In the olden times, the corporal punishment inflicted on children was taken as justified actions of the father or parents and there was huge exploitation of children in the cases of inheritance, property cases and custodian rights. In the later 19th century, the English Common Law was introduced to include the inheritance and property cases and later expanded to take into account the wider interests of the children through Custody of Infants Act. The American colonies of 18th century followed the English Laws and especially emphasized two aspects of children related policies: ‘the common law rules of family government; and the traditions and child-care practices of the Elizabethan Poor Laws of 1601’ (Thomas, p. 299). In 1875, Society for the Prevention of Cruelty to Children (SPCC) was founded in New York. It was dominated by the white population and targeted black families that resulted in huge number of black children separated from their family. In 1909, the White House acknowledged that ‘home life is the highest and finest product of civilization. It is the great molding force of mind and of character’(Tanenhaus, p. 550). Thus, the 20th century say dramatic shift in the outlook of children’s protection that was shifted from the family and private child protection services to government sponsored agencies with tremendous changes in the overall perspective to the children’s welfare. In 1912, Children’s Bureau was established to manage children’s welfare of the federal government. Social Security Act in 1958 made it a state subject and mandated funding of the child protection efforts