The Name Of The Rose Essay Example | Topics and Well Written Essays - 500 words

The Name Of The Rose - Essay Example The chief suspect for these deaths, William asserts, is the library assistant Berenger.   But there is more to the mystery than the series of deaths, for further probes inside the library unravel great hidden secrets that could embarrass and topple Christian authority over the masses.   The intrigue and the suspense intensify as further evidence and events unfold, leading to a gripping climax and ending.   The books in the library are the special significance to the plot and substance of the movie.   It is suggested by William early in his investigation that notes and translation to the Greek version of a book are found on the desk of Venantius.   And later during the investigations of the library, he discovers invaluable collections of ancient wisdom, including such Greek luminaries as Aristotle, Plato, Socrates, etc.   The Abbott and the institution of Church would not be pleased upon learning of this discovery, for this ancient wisdom is more sophisticated than what is found in the Holy Bible. More importantly, that such wisdom could emanate from Pagan worshippers such as the ancient Greeks would undermine the authority of Christian theologians in Medieval Europe.   Considering all these potential threats to their power and privilege, the presence of these books in the hidden library has been kept a tightly held secret.   And attempts to crack open its access points are w hat sets up the central plot of the story.   Hence, the books and the secret library containing them are central to the narrative. The message to be gathered from this story is rather discouraging.   Authority figures usually tend to act brutally and ruthlessly in suppressing dissenting voices and views.

Paraphrasing and Summarizing Essay Example for Free

Paraphrasing and Summarizing Essay Paraphrasing is restating someone else’s ideas in your own words while providing proper in-text citations and references to acknowledge the original source, and let the readers know that the idea is not yours. It plays an important role in academic documents, legal documents, articles journals, etc. It requires crucial thinking, understanding and writing skills to rephrase a document in your own words.| paraphrasing reflects the understanding of a person rather than the writer who has presented the original work. Moreoever, a good quality paraphrased version of a work can be more concise and yet thorough than the original piece of writing. A summary is a concise version of a long detailed text while keeping the context clear. A summary can also be called an abstract, synopsis, executive summary or recap of the original. It highlights the main points of the original text, but it is smaller than the main article. Without summaries, a reader would have to read the entire text that definitely needs a lot of time. Instructions Summarizing 1. Read the original text straight through, quickly but thoroughly. 2. Reread the original material, highlight ideas that stand out to you as being important, and underline key terms. 3. Break the text into sections, with each conveying one of the authors main points. The goal of a summary is to express the central ideas of the original work, leaving out secondary material. 4. Write your summary in sentence form, using the main points and key terms as the muscle of your summary. Try to keep the ideas in your summary organized in the same sequence as in the original text. 5. Compare the original text to your summary to ensure you have covered the main ideas and havent left out any key terms. Paraphrasing 1. Read the original text straight through, quickly but thoroughly. 2. Reread the original material, taking note of the concept the author is trying to convey. 3. Express the text in your own words without changing the authors meaning. The goal of a paraphrase is to rewrite the original text without leaving out anything of substance. 4. Compare the original text to your paraphrase to ensure you have captured the essence of the authors ideas and have not quoted the text directly. The paraphrase must be written with language and sentence structure entirely your own.

Goodrich-Rabobank Interest Rate Swap Essay -- Economics Economy Essays

Goodrich-Rabobank Interest Rate Swap 1. How large should the discount (X) be to make this an attractive deal for Rabobank? 2. How large must the annual fee (F) be to make this an attractive deal for Morgan Guaranty? 3. How small must the combination of F and X be to make this an attractive deal for B.F. Goodrich? 4. Is this an attractive deal for the savings banks? 5. Is this a deal where everyone wins? If not, who loses? Introduction: Players: Morgan Bank, Rabobank, and B.F. Goodrich, Salomon Brothers, Thrift Institutions and Saving Banks Goodrich: In early 1983, Goodrich needed $50 million to fund its ongoing financial needs. However, Goodrich was reluctant to borrow (short term debt) from its committed bank lines because of the following reasons: 1. It would lose substantial about of its remaining short term capital availability under its bank lines. 2. It would compromise its future flexibility by borrowing in the short term. Instead, it wanted to borrow for an 8 year range (or longer) at a fixed rate. However, since the general level of interest rates were pretty high, and Goodrich?s credit ratings had dropped from BBB to BBB-. Goodrich believed that it would have to pay 13% interest for a 30 year corporate debenture. Salomon Brothers had advised Goodrich that they could borrow in the US public debt market with a floating rate debt issue tied to the LIBOR, and then swap payments with Euro market bank that had raised funds in the fixed-rate Eurobond market. Note: The reason that Salomon were confident that this could be done is described as follows: 1. There was a recent deregulation of deposit markets had allowed deposit institutions to offer n... ...% - (x1+11.2%) = 1.3%-x1. 7. From (2), and (5) Rabobank saves the following amount in semiannual interest payments: LIBOR ? 1/8% - (LIBOR ?x2) = x2 ? 1/8%. 8. For this deal to occur, Rabobank, Morgan, and Goodrich must profit hence the following also must be true: a. (x1-x2)>= F where 37.5> F> 8 (footnote #2 on page 362). b. 130 ? x1> 0 i.e. 130> x1 c. X2 ? 12.5> 0 i.e. x2> 12.5 Assuming that x2 = 20 basis, and x1 = 100 basis. We can conclude the following: Goodrich pays a fixed interest of 11.2% + 1% = 12.2% a savings of 20 basis points (after transaction costs). Rabobank saves a total of 2% - 1.8% = 20 basis points. And Morgan collects 2% - 1.25% = 75 basis points in fee, in addition to the $125,000 one time fee. Note: The total savings that this deal provides as a result of the swap is: 5 + 20 + 75 = 100 basis points.

Depression Essay -- essays research papers

One of the most common mental disorders in the world today affecting up to 340 million people worldwide is depression. Imagine the entire student body of Upper Darby High School infected with the exact same disease. Depression is a common but complex disorder diversely affecting a variety of people with a multitude of symptoms. The disorder may be brought into affect due to a large number of causes. What can be done? There are numerous manners in which to treat this disorder spanning from medication to counseling to support groups. Although depression is one of the most treatable mental illnesses in the world, only about one half of all cases of depression are diagnosed and successfully treated.   Ã‚  Ã‚  Ã‚  Ã‚  The most common symptoms of depression include low self-esteem, loss of energy, or lack of interest in activities previously experienced as pleasurable. Sleeping problems have also been associated with depression. A study shows roughly 80% of diseased individuals experience insomnia (depression.com 1). Possible problems may include: difficulty in falling asleep, waking up in the middle of the night with difficulty returning to sleep, waking up too early in the morning, brief periods of REM sleep, unusually long periods of stage 1 (light) sleep, or unusually brief periods of stage 3 and 4 ( deep, restorative) sleep (depression.com 1). Weight and depression are also commonly associated with each other. Many people begin loosing interest in eating which results in weight loss. Others may experience the opposite effect and gain weight by overeating. Various antidepressant medications are known to have different affects on appetite and weight (depression.com 3). Suicid al thoughts are also a more common symptom of depression. Most people do not commit suicide because of increased suicidal thoughts. The risk of doing so simply increases their suicidal tendency.   Ã‚  Ã‚  Ã‚  Ã‚  The causes of depression remain unclear and vary from person to person. Genetic factors of depression have become a growing interest among scientist. The most probable explanation of this disorder is a chemical imbalance in the human brain. Evidence suggests that depression is caused by a deficiency in noradrenaline and serotonin neurotransmitters (depression-net.com 2). Studies have shown that people with relatives who have depression gain a one in four ... ... electroconvulsive therapy. This is reserved for only the most sever cases of depression in which a patient has not responded to medication or for some reason is unable to take antidepressants. ECT is one of the most effective treatments for depression. Over the years, it has advanced to become a safer procedure (depression-net.com 5). The World Health Organization predicts that depression will be the greatest burden of ill health to the developing world by the year 2020. It is predicted to be the second largest cause of death and disability (depression-net 1). Will the new millennium spawn a new breed of ill mannered, drug intoxicated, depressed individuals? Depression is the most common mental disorder in the world today, and yet there are still many aspects of this illness that we do not know about. The exact cause of depression remains undetermined without a cure. There is no precise test that can be given to determine weather or not an individual has depression. There is a certain lack of understanding and knowledge among society. It is abnormal for a person to commit self inflicted harm intended upon ending his or her own lives. There is help for those depressed individuals.

Neil Anderson Critique: Bondage Breaker Essay

Neil Anderson, in his book â€Å"Bondage Breaker† ( 1993) addresses using a new phenomenon for a New Age problem. Overall, Anderson suggests that a large amount of problems that people struggle with today are related to Satan’s attack on their mental state. Anderson stands firm on the belief that Christians are not aware of their ability to be attacked by Satan’s attempts to confuse and deter them from God’s plan for their life. This critique will share the overall summary of this theory. Summary Anderson (1993) writes this book in three major parts. The first entitled â€Å"Take Courage†, opens the reader up to his opinion on Satan’s influence and ability to mislead a person. Anderson begins suggesting that the enemy uses many different forms of negative thoughts, feelings and sins that plague people in and outside the counseling field. In these first chapters, Anderson (1993) supports his opinions with his many experiences of people under the attack of demonic forces.(p.18). In chapters two and three, Anderson (1993) shares his view that the world is heading in a new direction where culture is more accepting of Satanism and the supernatural (Anderson, 1993, p.29). Therefore this makes for a great time to share this concept and allow people in on the ability to have more control over the enemy’s confusion. It is also in this first section that he addresses the biblical need to accept and address the demonic influence (Anderson, 1993, p.37). The author suggests that Christians have accepted the idea that with Jesus Christ, the influence of Satan is dead ( Anderson, 1993, p.37). The author supports his belief that Satan’s influence is still very strong and suggests the bible informs this by such verses as in 2 Corinthians, 10:5, â€Å"†¦Every thought captive to the obedience of Christ (holy bible). He also continues to support his belief with scripture from Romans 7, where Paul is describing his struggles (Holy Bible) Anderson also shares his views on Satan’s attacks on the human mind (1993, p.64). He shares the support in scripture like â€Å"The spirit clearly says that in later times some will abandon the faith and follow deceiving spirits and things taught by demons† (1Timothy 4:1, NSV). He also relates this to psychology by connecting this to a routine pattern of patients hearing voices (Anderson, 1993, p.65). In the final section of part 1, Anderson (1993) shares how God’s love and gift of Jesus Christ is enough to take control of Satan’s influence, but it’s about understanding and accepting it, before trying to take action (1993, p.93). Once this is understood by the client, then Christians must take action. Anderson (1993) compares this to being in the military and resting in the tanks and missiles but not taking caution in wearing a helmet (1993, p.93). In other words, the author suggests there is work to be done in â€Å"taking up the armor of God† discussed in Ephesians (Holy Bible). Moving into the second part of the book, Anderson (1993) begins sharing more about Satan’s strategy with his attack on a person’s thoughts and sins. In chapter seven, one reads the different qualities of a demon, like its ability to exist in or outside humans (Anderson, 1993, p.116).In chapter 10, the reader is informed of Satan’s lies that continue to linger in a person’s mind until they become their truth (Anderson, 1993, p.153). And finally in this section, the author shares about how easily deception can slowly sneak into a person’s mind and can take over their life (Anderson, 1993, p.171). The last portion of the book is about the freedom through Christ that we are unaware that we have. This section is Anderson’s explanation of what to do to rid yourself of the demonic forces that have been fueling a negative path in one’s life. The first step that he states in taking action towards this freedom is prayer and acknowledging, by renouncing all past or current non-Christian activities that a person may have participated in (Anderson, 1993, p.201). The next step is to make oneself aware of the deception that you are believing (Anderson, 1993, 204). Anderson gives many scripture and sample prayers to help a person realize this (Anderson, 1993, p.209 ). The third step in this process is to allow yourself to choose forgiveness for others (Anderson, 1993, p.203). The last steps described in these sections explain in detail for areas of pride, rebellion, and lastly how to make sure this process is a success. Strengths and Weaknesses The major area that I feel uneasy about with this theory of Satan’s attacks on Christians is his biblical support. Anderson (1993) supports this theory on the idea that Christians are free through Christ but we are influenced by Satan. I felt that his stance on this was not very clear. I recognize that we are informed in different areas of the bible to be aware of Satan’s influence, but I don’t know if I agree with his opinion that demons can live within us (Anderson, 1993, p.118). I know that a lot of his interpretations are based on his methodology that he uses, and therefore, I start to question his opinion of the scripture. It’s just hard for me to understand and accept that if Christ died to give us freedom, how are demonic forces able to live among us still? I’m not against this idea entirely, but it has led me to question where I stand on this. I feel I will need to investigate more on this topic. In agreeing that this may not be acceptable, it brings me to question the ways this theory on Satan’s control could be abused. If someone were to begin accessing their situation and applying it their everyday life, I can see how this could very easily be abused. Every time you stub your toe, it’s now all thanks to Satan’s attacks on you. Eventually a person could begin to label their sins Satan’s faults as well. Biblically, God calls his people to honesty and dignity. I would not want to find myself falling into this pattern of never truly evaluating my own struggles and just accepting them as Satan’s fault. With all this being said, I will say I highly enjoyed this book. I would prefer reading this book the most, as it brought me to consider a new perspective on the dark world that we live in. Until reading this book, I was not very clear on the biblical support that this topic has, even if it is an area of methodology in scripture and several diff erent theological opinions to go with it. I appreciate Anderson’s views on these attacks in the counseling field. I was amazed at the experiences he has had to back up every one of his theories. I also enjoyed his information on new age super natural influences in the world. I think that is vital information because so many people today are looking to these sources for advice. Personal application I’ve had a small portion of my walk with Christ influenced with the knowledge of Satan’s attacks on the earth and our spiritual walk with God. I enjoyed reading this book and will probably study it further in the future. I appreciate knowing that the times in my life when I could not figure out what I was missing or understand what I was doing wrong, it may have been because of spiritual warfare. However, with that being said, I am not comfortable relying on that as a crutch. Therefore, I feel as though this is an area worth investigating and hearing others’ opinions on before calling it fact. I do think that this is an issue I would like to compare further with other critics in the counseling field and hear their opinions. I would like to see the new studies that are developing in regards to Christian therapy that acknowledges demonic influences. I am curious to not only hear if this is common treatment, but how it is being researched.

Free Essays on Feminism In The Bell Jar

As a female in society, and especially in 1950’s America, going against the grain can be a most distressing, even dangerous feat. Woman are breed groomed and educated to be subservient to their husbands and raise their children to follow their footsteps creating a perfect patriarchal society. The Tragedy of such a society is that talented young woman such as Esther Greenwood in The Bell Jar, by Sylvia Plath are unable to reach their potential. She lives her life as if under a bell jar. She is bright enough to see the exiting opportunities in the world, but unable to live in it because of the cage that was placed over her head by the male dominated wold. Woman are expected to uphold chastity. Massive amounts of propaganda made them feel that if they had a sexual feeling or acted on them, they were dirty and evil. Esther receives an article from her mother explaining that the best thing for a woman to do is to not have sex because it can screw up a mans future by giving him extra responsibilities, and that it shames the family. Esther is disgusted, and rightfully so with the fact that the article says nothing about a woman’s feeling, and how sex can also ruin her life. This double standard is depicted further in the novel through Buddy Willard. Esther becomes upset when she realizes that he has had sex on multiple occasions while she remained a virgin. She states, â€Å" ever since I’d learned about the corruption of Buddy my virginity has weighed like a milestone around my neck.† (ch. 19- pg. 180) With losing her virginity as a newfound goal, Esters attitude represents her need to rebel against society and its double standards, by seeking promiscuity. She becomes almost obsessed with it stating. â€Å"I couldn’t write the novel until I had sex.† She doesn’t even feel like a whole person until she does. What Esther is really doing is standing up for her right to be given equal opportunities as men, to b... Free Essays on Feminism In The Bell Jar Free Essays on Feminism In The Bell Jar As a female in society, and especially in 1950’s America, going against the grain can be a most distressing, even dangerous feat. Woman are breed groomed and educated to be subservient to their husbands and raise their children to follow their footsteps creating a perfect patriarchal society. The Tragedy of such a society is that talented young woman such as Esther Greenwood in The Bell Jar, by Sylvia Plath are unable to reach their potential. She lives her life as if under a bell jar. She is bright enough to see the exiting opportunities in the world, but unable to live in it because of the cage that was placed over her head by the male dominated wold. Woman are expected to uphold chastity. Massive amounts of propaganda made them feel that if they had a sexual feeling or acted on them, they were dirty and evil. Esther receives an article from her mother explaining that the best thing for a woman to do is to not have sex because it can screw up a mans future by giving him extra responsibilities, and that it shames the family. Esther is disgusted, and rightfully so with the fact that the article says nothing about a woman’s feeling, and how sex can also ruin her life. This double standard is depicted further in the novel through Buddy Willard. Esther becomes upset when she realizes that he has had sex on multiple occasions while she remained a virgin. She states, â€Å" ever since I’d learned about the corruption of Buddy my virginity has weighed like a milestone around my neck.† (ch. 19- pg. 180) With losing her virginity as a newfound goal, Esters attitude represents her need to rebel against society and its double standards, by seeking promiscuity. She becomes almost obsessed with it stating. â€Å"I couldn’t write the novel until I had sex.† She doesn’t even feel like a whole person until she does. What Esther is really doing is standing up for her right to be given equal opportunities as men, to b...

Infectious Disease Prevention and Contr Essays

Infectious Disease Prevention and Contr Essays Infectious Disease Prevention and Contr Essay Infectious Disease Prevention and Contr Essay Required Preparation: Read the textbook; review the power points before class. Read the assigned article, and be ready to discuss it in a group. Learning Objectives: 1. Review principles related to the occurrence and transmission of infection and infectious diseases. 2. Describe the chain of transmission of infectious diseases. 3. Apply the chain of transmission to describing approaches to controlling infectious disease. 4. Review types of immunity, including herd immunity. 5. Review principles of immunization and specify the immunization recommended for all age  groups in the United States. 6. Describe the legal responsibility for control of communicable diseases in the United States. 7. Describe the chain of transmission and control for priority infectious disease. 8. Identify nursing activities for control of infectious diseases at primary, secondary, and tertiary levels of prevention. 9. Review principles related to the occurrence and transmission of infection and infectious diseases. Key Terms: Knowing these terms will help you understand the concepts of this topic. communicable disease isolation mass screening mode of transmission  zoonoses incubation period nosocomial infection outbreak endemic epidemic pandemic cross-immunity Materials Needed for Class: This packet Today’s Activities: Lecture, group work with case studies Study Questions: Talk about the previous perspectives in communicable diseases. What happened in the last century to increase positive outcomes in community health? Talk about transmission of communicable diseases. Transmission depends on the successful interaction of three factors. What are they? What are the four main categories of infections agents that can cause infection? Discuss the modes of transmission. What are the three examples of disease spectrum? How are communicable diseases tracked? What about emerging infectious diseases? What are some examples- and what was done about it? How are communicable diseases prevented and controlled? What is the role of the nurse? Talk about agents of bioterrorism. How are anthrax and smallpox contracted? Treated? How do they present? Vaccines are one of the most effective methods of preventing and controlling communicable diseases. What are these diseases? How do they present? How are they treated? Food infection results from bacteria or viral or parasitic infection of food. Name some food- borne illnesses. What are food intoxications? Vector-borne diseases are transmitted by vectors. How are they treated? Prevented? Zoonosis is an infection transmitted from a vertebrate animal to a human. How is this prevented? Treated? Talk about hospital-acquired infections and universal precautions. Discuss disease surveillance. What are the uses? Purposes? Data sources? What are nationally notifiable diseases? State notifiable diseases? What is the system used for  this report mechanism? Discussion Questions: 1. Your college roommate went to bed not feeling well one night and early the next morning you had trouble arousing her. She was rushed to the hospital just in time to be effectively diagnoses and treated for meningococcal meningitis. The health department recommends immediate antibiotic treatment for everyone that was in close contact with your roommate. They set up a process to watch for additional cases to be sure an outbreak is not in progress. Fortunately, no more cases occur. You ask yourself: should your college require that all  freshmen have the meningococcal vaccine before they can register for classes? 2. As a health advisor to a worldwide HIV/AIDS foundation, you are asked to advise on ways to address the HIV and developing tuberculosis epidemics. You are asked to do some long- range thinking and to come up with a list of potential approaches to control the epidemics, or at least ways reduce the development of TB. The first recommendation to make is to forget about eradicating HIV/AIDS. How did you come to that conclusion? 3. Your hometown of 100,000 is faced with a crisis as an airplane lands containing a  passenger thought to have a new form of severe influenza that has recently gained the ability to spread from person to person through airborne spread. As the mayor of the city, what do you decide to do? 4. You are a principal at a local high school. One of your top athletes is in the hospital with a spreading bacterial infection due to a staphylococcus bacteria resistant to all known antibiotics. The infection occurred after what appeared to be a minor injury during practice. As the principal, what do you decide to do? Case Study # 1: A local university does not require proof of immunization from incoming students. The university administration is afraid that requiring evidence of immunization will deter students from registering for courses. How might you go about convincing the administration that immunization status should be validated before students are allowed to register? You believe that all college students should receive a meningitis vaccination prior to enrolling. What do you believe would work better: 1) requiring the immunization before the student arrives at the college or 2) providing vaccinations to students upon arrival at college? Case Study # 2: A Communicable Disease  Jane is an 18-year-old college student. She lives in the dorm with her roommate, Sally. Shortly after Jane returned from Christmas vacation, she developed a fever and a rash. She didn’t feel too bad, but Sally persuaded her to see a doctor. Because it was Saturday, Jane went to the emergency department (ED) of the local hospital. The physician there made a diagnosis of rubella. Later that night, he and the nurses in the ED became very busy with victims of a multi vehicle accident. As a result, no one completed the health department form reporting Jane’s rubella until 2 days later. By the time a community health nurse contacted Jane to complete a rubella case report, Sally and several other girls in Jane’s dorm had also developed rubella. Sally gave it to her boyfriend, who exposed those in his classes. One of the women in his English class is pregnant. Based on the information presented in the case description, what biophysical, psychological, physical environmental, sociocultural, behavioral, and health system factors are operating in this situation? What additional factors in these dimensions might influence the situation? How might you assess for the presence or absence of these factors? What primary preventive measures could have been employed to prevent this situation? What primary prevention measures are appropriate at this point? What secondary and tertiary measures by the community health nurse are appropriate at this time? What roles will the community health nurse perform in dealing with this situation? What other public health personnel might the community health nurse collaborate with in addressing the situation? How would you evaluate the effectiveness of interventions in this situation?

There is More to Amir than Being a Decorated Marine Veteran

There is More to Amir than Being a Decorated Marine Veteran Hashtag: #FreeAmirNow Imprisoned for Bravery and Intellectual Capacity There is more to Amir Hekmati’s arrest and imprisonment in Iran than being a decorated United States Marine veteran. In fact, the main reason for Amir’s 2011 arrest, imprisonment, and death sentence in early 2012 was his intellect and participation in the development of Kuma Reality Games as culture and language consultant. Amir Hekmati completed his high school studies in 2001 and since then participated in several educational and training programs offered by the U.S. military. He participated in the Naval Junior Reserve Officers’ Training Corps in 2001 and later attends the School of Infantry at Camp Pendleton, California. His intelligence, bravery, good conduct, and participation in Operation Iraqi Freedom earned him several awards and decorations, opportunity to study Arabic at the Defense Language Institute in Monterey, California, and later honorably discharged as a sergeant in 2005. In 2006, Amir’s experience as a translator in Iraq allowed him to establish Lucid Linguistic LLC and acquire Arabic and Persian translation contracts from U.S. military. He later got involved in different translation projects for DARPA (Defense Advanced Research Projects Agency) and language-learning video game (Kuma Reality Games) for the U.S. Department of Defense. Amir was about to start an economics degree at the University of Michigan when he was arrested and detained for espionage. You may be interested in: Moral Failure in Academic Institutions Yasar Kemal Is a Master of Word Torture Is Never Justified The Misdemeanors of Well-Educated People in Public Office Who and What Deserve Respect? Why Iran Think Amir Is Spying for CIA There is nothing special about Amir’s enthusiasm for education and specialist training including his seemingly extraordinary intelligence, courage, and integrity. The reason is that Amir’s father (Ali Hekmati), before brain cancer diagnosis, was a college professor at Mott Community College, Flint, Michigan. His sister remembered Amir as an energetic young man who loves sports  and was curious about culture and languages. Despite being a natural born American with Iranian descent, Amir is fluent in Arabic and spent most of his military service as a linguist and translator. Iran’s Revolutionary Court labeled Amir as â€Å"Corrupt on Earth† and â€Å"An Enemy of God† for allegedly spying and helping the United States undermine Iran’s integrity. The basis for such claim is Amir’s alleged intelligence training in 2001, direct participation in the development of MITRE Corporation’s two-way translation system and design of the language–learning aspects of Kuma Reality Games that are sponsored by the U.S. Department of Defense. The first one is certainly baseless but the rest are facts that are enough to convince Iranian authorities of espionage. Iran is historically hostile to insulting and malevolent activities such as Salman Rushdie’s â€Å"Satanic Verses†, American government’s arrogance and consistent insulting remarks on Iran such as â€Å"terrorist allies†, â€Å"an axis of evil†, and â€Å"sponsor of global terror†, and death sentence for a 30-year old man who posted a religiously offensive remarks on Facebook. Amir did nothing similar, but being an Iranian-American, a Middle Eastern culture, and language expert, and a favored contractor of U.S. military projects visiting relatives in Iran made him a credible spy in the imaginations of Iranian authorities. Amir’s education, military experience and recognitions, expertise, and chosen line of work are difficult to ignore particularly to people who are exceedingly sensitive and hostile to change and spread of democratic values.

Tegan case study Example | Topics and Well Written Essays - 1250 words

Tegan - Case Study Example and Baven (1994) and Domberger (1998), this concept has been formally defined as â€Å"an activity where the supplier provides for the delivery of goods and/or services that would previously have been offered in-house by the buyer organization in a predetermined agreement† (Tho, 2005, â€Å"Agreeing the Definition of Outsourcing†). In keeping with this brief introduction, the current research will aim at evaluating the decision of Tegan, Inc. (Tegan) to outsource its accounts payable (A/P) project and recommending one or more feasible options from among those that had already been identified by the organization. As has been mentioned in the introduction, the decision that had been taken by Tegan while outsourcing it’s crucial A/P project will be evaluated under this heading. Considerable efforts will be made to identify the reason behind outsourcing, the major outsourcing challenge, and the tradeoffs in requirement analysis (performed by Hrad Technika – a Czechoslovakian IT company). Subsequently, the choice of development methodology will be discussed and problems pertaining to scope and requirements will also be analyzed. Finally, light will also be shed on the IT-management failures of the organization. It has been reported that despite sluggish sales, Tegan had managed to grown constantly all through its life. On being approached by the Chinese toy maker Fan Li in May 2007, Tegan could not apprehend that the inclusion of this accessory line would lead to a situation where the increase in orders will not match with that in sales growth. However, the contract was perceived to be a mismatch because of wide differences that existed between the two companies in terms of pricing – while Tegan’s products came at an average price of  £50, Fan Li often priced its accessories below  £5. It has been observed that the profit margin being in the range of 1 percent the major concern at Tegan was the error-free management of the A/P process. As the A/P process at

Position Paper Essay Example | Topics and Well Written Essays - 1000 words - 2

Position Paper - Essay Example Due to the importance of the learning process this position paper was created to compare and contrast the learning assessment performed by Jim Evans in 1962 and two alternate ways to assess learning of students. The position of the writer is that the traditional learning assessment performed by Mr. Evans is inadequate to determine if real learning occurred. The proposed methods to assess learning which are far superior to the techniques utilized by Mr. Evans are simulation and essays. Jim Evans performed a teaching workshop to state agencies for creating effective visuals in which the teaching objectives were outstanding. As an educator Mr. Evans taught a class in which most students seemed to be satisfied until he decided to utilize a 50 item test as the only assessment of what the students had learned during the workshop course. Some students immediately complain after not doing well on the test, some of the comments included constructive criticism such as, â€Å"the teacher continue his lesson assuming everyone had learned the concept he was teaching† (Smith & Ragan, 2005, p.104). The methods Mr. Evans utilized did not truly reflect a correct basis to determine if students actually learned the basics they must have picked up from the course. Mr. Evans was teaching a short course to a group of adults. He utilized a technique more appropriate to ensure younger students learning basic skills such as intermediate math or elementary grammar. In this type of course the teachers has to ensure specific items of knowledge are learned to ensure the student learned knowledge they need for future courses. In those types of scenarios the students are taking a course that lasts a semester typically in which they are numerous class reunions and the instructor is able to teach different segments of the material and emphasize on theories and specific applications that are easy to evaluate through a series of written tests. Mr. Evans was not

Managing communication, knowledge and information Essay

Managing communication, knowledge and information - Essay Example This paper seeks to establish an understanding of the meaning of communication, information and knowledge management, and show how these three aspects can be improved within an organization, including the integration of Information Technology systems to hasten company’s operations. In details, this paper will look at communication process, internal and external sources of knowledge and how managers can improve the communication process as well as communication skills. In addition, the role played by various stakeholders in ensuring effective communication is explained. Lastly, it also covers how IT systems can be used for collecting, analyzing, storing, disseminating and providing access to knowledge and information. Discussion Communication management Communication is the process of transmitting a message from a sender to a receiver in a comprehensible manner. It can also be the process of sharing thoughts, ideas, and feelings with others while making sure that those thoughts , feelings and ideas are well understood by the people concerned. Communication is all about speaking, listening as well as observing. Effective communication is crucial in the business world and personal life too. Since communication accounts for the difference between success and failure in many businesses and that it is critical to the successful operation of modern organizations, effective communication is an absolute must. Moreover, every person in an organization needs to understand the principals of effective communication. Companies everywhere are working towards the realization of Total Quality Management (TQM) and effective communication, and the manner in which individuals perceive and converse with each other in the workplace is crucial. Poor communication reduces quality, weakens productivity, and later leads to anger as well as lack of trust among stakeholders in an organization, and therefore, communication process is the guide towards the realization of effective com munication. In communication process, the passing of information from the sender to the receiver takes place, and individual who follow the process have the opportunity to become more productive. Communication process within an organization is usually determined by the nature of the organizational structure. Communication process is made up of four key components, which is encoding, the medium of transmission, decoding and feedback. The communication process begins with the sender who can be an individual, group or organization that initiates communication and ends with the receiver. The sender‘s attitude, experience, knowledge, skills experience, perceptions and culture have an influence on the message. Therefore, the sender is usually responsible for the success of the message, and the written words, spoken words and non-verbal language selected are paramount in ensuring the receiver interprets the message intended (Burnett & Dollar 1989). The encoding process is the first s tep in the communication process. A sender must encode, which means translating information into a message that represents ideas and concepts usually in the form of symbols, and it becomes a coded message which will now be communicated. The

Potlatch Essay Example | Topics and Well Written Essays - 1000 words

Potlatch - Essay Example Mauss sees this gift exchange as a system of total services that combines both sacrifice and revenge and this cycle continues, until it exhausts itself into destruction. Thus for Mauss, the potlatch is driven more by the spirit of destruction rather than generosity. Therefore, he is more interested in exploring a totally different aspect of gift giving that is outside the dominant moral code of the capitalist and consumerist society of the West. The Tlingit, Haida, Tsimshian have been studied for this aspect of religious exchange or sacrifice that resembles the phenomenon of potlatch. The potlatch, which is a gift, therefore becomes a symbol of sacrifice and demands an equal sacrifice, whose debt is not automatically cancelled always but may produce forth a fresh demand for exchange of gift and so forth. Thus Mauss says that by exchanging gifts that are symbols of power and status a kind of peaceful equilibrium is maintained and it is dangerous to not involve oneself in this sacrifice if gifts. "The Indian tribes of the North-West America, again, practice the "potlatch" system, consisting in two tribes or chiefs engaging in a competition of prodigality; whoever is the richer gives the most and destroys his possessions if necessary. All this, however, in order that he himself may prosper, since in this manner he shows that he has power"2 However, in Arguing with Anthropology, Karen Margaret Skyes argues that the economies of sacrifice seem to be a misnomer for the depth and crux of the issues that potlatch raises perhaps because Potlatch shakes the common sense of the capitalist ideology, which expresses the angst it expresses by the sheer generosity it shows through the exchange of warring gifts by displaying how much one can give to the other. It therefore stands for the total system of social status without which the ethnographic groups have no identity! Therefore, to gather social respect they agree to endanger their well being. Potlatch probably conjures up the fantasy of modern power, which combines luxurious self-destruction - an obsessive and slow yet megalomaniac suicide of a society on the whole and shatters the myth of progression towards the capitalist future. Or is it somewhat similar to where we as westerners are headed It is an ironical similarity - potlatch, self-destruction and capitalist consumerist philosophy converge at a point - buy at any cost and death by excess. Potlatch has been variously criticized as giving beyond reason - but is the capitalist economy reasonable Does presenting an island to a friend any less extravagant or any less unreasonable than a potlatch One can argue that it does not dangerously bind the recipient into any form of obligation to give back a gift of equal proportion. Yes, it may not - but in a capitalist society excess of ceremony is also a political game that fascinates and horrifies at the same time - it is an excessive display of power or a counterpower to som ething that already exists. Thus, festivities are always a symbol of subversion of power, and it is a separate display of power that already exists or which is seeking to overthrow the existing power and seek prominence. Let us also consider the exchange of gift that happens in the Indian society, which is also called dowry, is another

Strategic Management and Strategic Competitiveness Essay - 13

Strategic Management and Strategic Competitiveness - Essay Example This research will begin with the statement that the evaluation of strategic management frameworks and the identification of guidelines to highlight the degree of a firm’s strategic competitiveness have emerged as critical factors in assessing the future of the business with regards to the development of its corporate objectives and functioning in the long run. In a highly competitive business environment which is characterized by the growing influence of technology and a rise in globalization, value creation is a major consideration for firms which aim to transcend the influence of competitive forces. Considering this factor, the concept of strategic competitiveness can be applied to explore the issue as it focuses on the implementation of strategies for aiding the creation of value. The implications of strategic decision making are far-reaching such that the senior management must be able to demonstrate skills in prioritizing strategy and accordingly applying it to a given s cenario. By applying the example of Wal-Mart Stores, which is one of the leading retailers and public companies across the globe, this discussion focuses on understanding the impact of strategic guidelines on a business of such scale. The influence of globalization as identified within the context of a large-scale firm such as Wal-Mart is essentially linked with the understanding of how the application of the concept impacts the decision that a firm takes. Accordingly, the exploration of this concept involves examining the decision making and objectives of the company. As highlighted in the research conducted by Lavallee and Boyer, the influence and power of globalization with respect to Wal-Mart possesses the ability to shape external forces and define their impact on subsequent decisions.

Potlatch Essay Example | Topics and Well Written Essays - 1000 words

Potlatch - Essay Example Mauss sees this gift exchange as a system of total services that combines both sacrifice and revenge and this cycle continues, until it exhausts itself into destruction. Thus for Mauss, the potlatch is driven more by the spirit of destruction rather than generosity. Therefore, he is more interested in exploring a totally different aspect of gift giving that is outside the dominant moral code of the capitalist and consumerist society of the West. The Tlingit, Haida, Tsimshian have been studied for this aspect of religious exchange or sacrifice that resembles the phenomenon of potlatch. The potlatch, which is a gift, therefore becomes a symbol of sacrifice and demands an equal sacrifice, whose debt is not automatically cancelled always but may produce forth a fresh demand for exchange of gift and so forth. Thus Mauss says that by exchanging gifts that are symbols of power and status a kind of peaceful equilibrium is maintained and it is dangerous to not involve oneself in this sacrifice if gifts. "The Indian tribes of the North-West America, again, practice the "potlatch" system, consisting in two tribes or chiefs engaging in a competition of prodigality; whoever is the richer gives the most and destroys his possessions if necessary. All this, however, in order that he himself may prosper, since in this manner he shows that he has power"2 However, in Arguing with Anthropology, Karen Margaret Skyes argues that the economies of sacrifice seem to be a misnomer for the depth and crux of the issues that potlatch raises perhaps because Potlatch shakes the common sense of the capitalist ideology, which expresses the angst it expresses by the sheer generosity it shows through the exchange of warring gifts by displaying how much one can give to the other. It therefore stands for the total system of social status without which the ethnographic groups have no identity! Therefore, to gather social respect they agree to endanger their well being. Potlatch probably conjures up the fantasy of modern power, which combines luxurious self-destruction - an obsessive and slow yet megalomaniac suicide of a society on the whole and shatters the myth of progression towards the capitalist future. Or is it somewhat similar to where we as westerners are headed It is an ironical similarity - potlatch, self-destruction and capitalist consumerist philosophy converge at a point - buy at any cost and death by excess. Potlatch has been variously criticized as giving beyond reason - but is the capitalist economy reasonable Does presenting an island to a friend any less extravagant or any less unreasonable than a potlatch One can argue that it does not dangerously bind the recipient into any form of obligation to give back a gift of equal proportion. Yes, it may not - but in a capitalist society excess of ceremony is also a political game that fascinates and horrifies at the same time - it is an excessive display of power or a counterpower to som ething that already exists. Thus, festivities are always a symbol of subversion of power, and it is a separate display of power that already exists or which is seeking to overthrow the existing power and seek prominence. Let us also consider the exchange of gift that happens in the Indian society, which is also called dowry, is another

Case Study 1 Assignment Example | Topics and Well Written Essays - 500 words

Case Study 1 - Assignment Example This paper will examine how ideas can be extended to businesses, and marketing strategies that attract consumers to products. Through virtual sales representatives, the Laguna Beach experiment was keen to attract people to brands. Some well-known brands use virtual representation to promote their products and services. Once customers get to such informative stages, they are keener as to what an organization is promoting through such means. Virtually, many people are attracted to the ideas presented. Young people get to experience the new technology and are fascinated. The personal level appears as one gets to a local area where many people go to socialise and have fun. This is at the beach where it is an everyday occurrence to have people from diverse regions showing up to enjoy themselves (Klaassen, 2007). The Bank of America from the Internet reached out to older women with children that did not have time to get to the bank. This personal touch indicated that women could open new accounts from the internet, and still have time with their children. What the bank decided to do was a step in attracting more clients, and retaining the ones they had initially. By rounding off the customers’ savings to the nearest dollar, they were guaranteed customer loyalty, and the emergence of a new base of clients (Ante, 2006). Through another outreach program, the bank called on its customers to participate in some activity that could help them find loose change. Through this program, the bank claimed enormous success and this personal venture added to their credibility. Business buyers can use such strategies to attract clients. One strategy that a business buyer can use is the constant use of the internet to attract clientele. This strategy is usually vital in shaping a business venture. The technological age is growing and expanding at a rapid speed (Cunningham, 1995). This implies that almost everyone in the world

Sex and gender Essay Example for Free

Sex and gender Essay In psychology many different perspectives seek to explain the differences between males and females. In societies they play distinctive roles and are treated and viewed differently. They behave differently too. To compare and contrast the accounts of sex and gender we need to define the terms sex and gender. To examine further we need to examine the key aspects of the biological, evolutionary, social constructionist and psychoanalytical perspectives focusing on similarities and differences regarding their accounts of sex and gender. Finally need to consider the ways in which these perspectives compliment, conflict or simply co-exist with one another. Often the term sex and gender are used interchangeably. Often this usage has lead to confusion therefore we have to begin by attempting to draw a distinction between the terms for discussing psychological perspectives in this paper. Traditionally, the word gender has been used to refer to the cultural aspect of what it is to be man or woman. Womanly or manly and masculine or feminine are viewed as not being connected with a persons biological sex, but more in terms of psychological characteristics shaped by individuals experience (EPoCH CD-ROM). The term sex is used solely when referring to biological and physical traits such as primary and secondary sex characteristics or specifically to sexual intercourse. (Hollway,Cooper,Johnston,Stevens ,The psychology of sex and gender p117). It is important to bear in mind that different perspectives ask different questions and use different methods to examine the basic assumptions made by each perspective with respect to the concepts of sex and gender. In terms of the biological factors that are thought to shape sex and gender include external genitalia, sex chromosomes and genes, hormones and lateralization of brain function. Although it is important to emphasize that anatomy is not necessarily destiny but the most commonly used way to determine sex is then observation of the external (visible) genitals (Hollway, Cooper, Johnston and Stevens, 2003). To determine the individuals sex is through sex chromosomes and every human being has a pair of sex chromosomes; in females this pair normally comprises of two X chromosomes and in males an X and a Y chromosome. Another indicator  of maleness or femaleness for biological theorists are the levels of specific hormones such as testosterone (male) and oestrogen and progesterone (female) which produce primary and secondary sexual characteristics and are different in males and females. But we must not fail to say that genetic abnormalities do occur for example Klinefelters syndrome is when males inherit an extra X chromosome resulting in an XXY pattern resulting in many feminine physical characteristics. While these genetic abnormalities are unusual, they make clear that biological processes alone do not make us male or female (Hollway et al, 2003).Then again biological sex is not central to explaining what it is to be man or a woman and can be unreliable in some cases, it does offer simple explanations which can be tested empirically. Likewise the evolutionary perspective, while adopting a scientific approach similar to biological theorists, cannot be subjected to empirical testing and therefore can operate only at the level of speculation. This is due to its reliance in part on the principles of reverse engineering in constructing theoretical models regarding the origins of human behaviour (Hollway et al, 2003). Moreover evolutionary psychologists argue that genetic make-up and behavioural predispositions between males and females evolved according to the process of sexual selection. (Phoenix, 2002). They believe that reproduction is the only way for an inherited characteristic to be passed on from one generation to the next and thus their primary focus on explaining gender differences is in terms of reproductive behaviour and sexual style. In accordance to this it was found that evolutionary psychologists females generally devote more time and energy to the care of their offspring. As a result of this greater parental investment (Hollway et al, 2003) different patterns of behaviour between males and females developed. Therefore successful females in an attempt to maximise their reproductive success they are more concerned with selecting a mate that has good genes and is willing to invest in offspring. On the other hand, males devote more time and energy to finding and attracting mates and are more concerned with mating as many times as possible. Clark and Hatfield (1989, cited by Hollway et al, 2003) carried out a study in which they found that 75% of male students as oppose to no female students consented to having sex with the opposite sex. They interpreted these results as supporting the evolutionary theory that women and men evolved different strategies and consequently different behaviour, for reproductive success. So we can say that the biological and evolutionary approaches are similar in that they view sex as the foundation of gender; however, social constructivists do not see gender as determined by sex. They strongly believe that a persons gendered behaviour is always constructed through the lens of their interpretation and understanding within their own historical and social contexts and therefore cannot be explained by their biological reproductive sex status alone (Hollway et al, 2003). Social constructivists believe that both sex and gender arise in social interaction and have no existence independent of social interaction. According to this perspective we actively construct the world we live in and this is an on-going process that changes from situation to situation (Phoenix, 2002). Our knowledge of gender is so deeply ingrained that it is difficult to see it as a socially constructed category nevertheless; gender is one of the most powerful constructed categories by which individuals define themselves (Hollway et al, 2003). Bem (1994, cited by Hollway et al, 2003, Pg. 141) believes that masculinity and femininity are socially and culturally constructed dimensions that inform all the forms of our thinking, emotional experience and behaviour. In addition to historical and cultural influences on gender behaviours the media and the school curriculum portray male and female roles in gender stereotypic ways. Social construction theorists would argue that gender inequality is produced and sustained in schools (Hollway et al, 2003). Theorists from this perspective focus on the interpretation of meaning using symbolic data and subjective insider accounts, which are changeable and affected by discourses. This approach differs from the natural science principles embraced by the biological and evolutionary perspectives which are based on an objective, outsider viewpoint and are more fixed (Miell and Pike, 2003). The methodology employed in the next perspective, that of psychoanalysis, uses subjective insider accounts similar to the social constructivists. However, in contrast to the three perspectives discussed thus far, the psychoanalytic approach differs in that it stresses unconscious mental processes and turns to our inner psychological worlds. Although psychoanalysts do take into account social factors like family structure and meaning, it differs from the social construction approach in that it suggest girls and boys have predispositions for behaviour (similar to evolutionary perspective). Moreover, Freuds theory about boys and girls was based on their own perceptions about their bodies and cannot be reduced to biological or societal explanation (Hollway et al, 2003). The psychoanalytic theory proposes that children acquire either feminine or masculine traits or behaviours by identifying with a same sex parent. They believe that sex and gender relations play a vital role in self-development and that children unconsciously internalise differences between the sexes and make them their own, thus establishing their own gendered identity (Hollway et al, 2003). Sigmund Freud (1856-1939) was a key figure in the development of psychoanalysis. The genital stage of Freuds theory of psychosexual development is traditionally seen as the beginning of gender and sexual identity. For Freud the acquisition of sexuality and a gendered identity is a totally psychological process in which children are born psychosexually neutral and then learn to identify with their same sex parent through having resolved their Oedipus (boys) or Electra (girls) complex. The essence of this theory is that, at around five years old, a boys love  for his mother acquires sexual connotations. He becomes a rival with this father for her love. Because his father is such a powerful figure he feels threatened and thus takes on the features of his father. Freud named this the Oedipus complex (Phoenix, 2002) The theory he produced for girls, the Electra complex, whereby she realises that she does not possess a penis (penis envy) and feels devalued, has brought about much controversy and aroused the ire of feminist writers. Additionally, Freud has been criticized for making generalisations about human nature when his evidence was limited to gender relations of a particular time (Hollway et al, 2003). Times have changed and now women are taking on more male roles and have control over their own fertility. As a result Freuds view of how the possession of a penis gives privileges and rites in the family and his failure to consider the significance of womens genitals is strongly criticized. Moreover, research has found that males are envious of womens ability to give birth (Horney, 1926, cited by Hollway et at, 2003). Due to changing times many psychologists have come to believe that most people possess a combination of characteristics that until recently have been traditionally viewed as either masculine or feminine. According to Bem (1974, cited by Hollway et al, 2003) most people are androgynous, that is, they possess both masculine and feminine psychological characteristics. Thus far we have examined four different perspectives in relation to sex and gender and clearly no one perspective can explain the psychology of sex and gender. From a methodological standpoint it is difficult to integrate the differing perspectives. Both biological and evolutionary psychologies embrace the scientific, quantitative approach whereas the social constructivists and psychoanalysts use a qualitative approach focusing on interpretation of meaning. As these methods are so fundamentally different it is most likely that, rather than conflicting, they simply co-exist with one another. The way these perspectives interact can be seen as complimentary for example, as we have discussed, it is accepted that generally individuals are sexed by biology and gendered by social influences. The psychoanalytic theory can be seem as conflicting with the social construction theory in the focus on unconscious (psychoanalytic) versus conscious experience (social constructivists). As can be seen, humans are complex creatures rarely explainable in terms of a single type of influence. The accounts of sex and gender discussed are from four diverse perspectives and it is only by exploring how these interact with one another that we can gain a genuine understanding of the psychology of sex and gender.

Ability Job Fit

Ability Job Fit What is more likely to lead to high work performance a fit between ability-job or between personality-organisation? Introduction The aim of this assignment is to construct an argument to support the proposition, that Performance-Organization fit is more important over Ability-Job fit, for higher job performance. Scope and Definitions The scope of the assessment covers only the area of high work performance related to ability-job and personality-organization, using proven research and theoretical information from a wide range of articles and journals that are relatively current and authentic. Accordingly, both theory and empirical research, drawn from thorough literature review are used to analyse, substantiate and conclude Personality-Organization shall to lead to higher work performance In this paper, Work performance is broadly viewed as Contextual performance behaviour, counter productive work behaviour, inter personal facilitation and task performance. Background Information Globalization and its effects have led organizations into unchartered territories. As institutions valiantly try to thrive in an ever demanding atmosphere, the identification of critical resources is paramount to any organization. The single most important factor that is significant to any organization is its human capital. The success or failure of an organization can be largely attributed to its human resources. Thus making it directly related to their work performance. The senior executives of most organizations view people and workforce related issues as a critical competitive differentiator and one of their top agenda items. This sentiment is evident in the survey conducted by Accenture in their 2006 Edition of the Accenture High-Performance Workforce Study, in which attracting and retaining skilled staff and developing talented leaders were cited by the executives as critical factors in achieving high performance (Accenture Consulting, 2006). High Work Performance In an organizational context high work performance is defined as an employee (or group of employees) at any level or functions that is focused on the right priorities and understand that they are accountable for delivering strong results. They are energized, engaged and perfectly positioned to give their best by exceeding or far exceeding their Key Performance Indicators (KPIs). Ability Job Fit Ability-job fit can be defined as the fit between the abilities of a person and the demands of a job, or the desires of a person and the attributes of a job (Sekiguchi, 2004). Personality Organization Fit Personality-Organization is defined as the compatibility between a person and the organization, emphasizing the extent to which a person and the organization share similar fundamental characteristics and/or meet each others needs (Kristof, 1996). Ability Job Fit for High Performance According to the literature on practical job previews, correct and practical job information enables applicants to review the degree of similarity between their knowledge, skills and abilities (KSAs) and the job necessities. Applicants who identify a match between the job requirements and their KSAs are likely to stay in selection and accept the job offer. The basic assumption of the theory is that applicants personal assessments play an important part in initial attraction, to remain in the selection procedure and finally in job acceptance decision. Research also supports that subjective fit is the better predictor of hiring outcomes and applicant attitudes than the objective fit (Carless, 2005). Ability-Job fit assessment If you are a job seeker, you might not be considering the importance of ability job-fit, but this fit is critical. As research suggests, without it, you become among the estimated 75 percent of the workforce who are dissatisfied with their jobs (Coppola, Carini, 2006). The ability job-fit model demonstrates that work performance, personal satisfaction and outcomes are enhanced when the employee and work environment are in perfect synch. Synchronization is a process that includes not just education and experience, but many dimensions of individuals abilities: ability to learn, mental hard-wiring, personality archetypes, leadership dynamics and physical abilities (Coppola, Carini, 2006). Job Characteristic Belief Dimensions A primary classification in the job characteristics is Hackman and Oldhams (1980) Job Characteristics Model, which includes five job characteristics: Autonomy Skill variety Task feedback Task identity Task significance Empirical findings on Job Characteristic Belief Research on the model has also found that a multiplicative or additive index of the five job characteristics reflecting job complication is a better analyst of the models psychological findings than an individual job characteristic (Fried Ferris, 1987). Thus, for the purpose of conciseness, a single complexity job characteristic feature was developed for the current research, involving the degree to which a job is complicated, challenging, and involves diverse tasks (Ehrhart, 2006). Further, research finds that the five dimensions, in the Job Characteristics Model (JCM) predominantly relates to an individuals experience of the job, regardless of other factions such as subordinates, co-workers, supervisors, or customers. Accordingly, the level and nature of interpersonal interaction required by customer service jobs is not represented in the JCM (Ehrhart, 2006). Antecedents and outcomes of Ability-Job fit The review of the ability-job fit literature by Edwards (1991) recognized job satisfaction, low job stress, motivation, performance, attendance and retention as outcomes that are positively affected by ability-job fit. When ability-job fit is assessed as the match between what an employee wants and receives from performing job, it is linked to enhance job-satisfaction, integration, and organizational commitment, as well as reduced intentions to resign. Additional benefits for task performance have been established when the meaning of ability-job fit is expanded to include the match between abilities and their job demands. Research by Sekiguchi in 2004, also demonstrates that structured and validated measures for determining ability-job fit have led to efficient selection of employees leading to high performance compared to unstructured techniques (Sekiguchi, 2004). Personality Organization Fit for High Performance Person-environment (P-E) fit propose that positive responses occur when there is a high level of compatibility between individuals and their environment. Research also emphasizes this proposition that individuals adapt easily to jobs that match appropriately with their career personality traits (Spokane, 1985; Tinsley, 2000). P-E fit is seen as a general and wider term, and covers detailed concepts of fit. In the high work performance domain, one common form of fit has been identified as person-organization fit (P-O fit). Further, empirical data suggests that Personality-Organisation fit is the key attribute in maintaining flexibility and dedicated workforce that is essential to a highly competitive organizational environment (Bowen, Ledford and Nathan, 1991; Kristoff, 1996). The Person-Organization fit is distinguished into two types: Supplementary fit Complementary fit Supplementary fit is defined as when a person has similar characteristics to other individuals (Ivancevich, Konopaske Matteson, 2008). Complementary fit is defined as when the individual and the situation suit each others needs (Ivancevich, Konopaske Matteson, 2008). In analysing the P-O fit and related affects on high work performance, the personality domain should be taken into account and evaluated. The main personality domains of interests in the P-O fit are the following: Big Five personality dimensions Locus of Control Self-efficacy Big Five Personality Dimensions In accordance with psychologists, the five big personality dimensions identified in humans are: Extroversion Emotional stability Agreeableness Conscientiousness Openness to experience Extroversion is a trait that indicates a persons outgoing, sociable behaviour. Research suggests that people with high extroversion thrive in sales and managerial positions as they enjoy interacting and conversing with fellow colleagues and peers Their performance excels in training programs and tends to contain superior levels of overall job contentment (Judge, Heller Mount, 2002). Emotional Stability is the ability to be calm, serene, relaxed and secure. Low emotional stability can result in job dissatisfaction and underperformance due to job-related stress (Judge Ilies, August 2002). Agreeableness is the tendency to be considerate, forgiving, tolerant, trusting and soft-hearted. In the organizational domain this is classified as someone who gets along with others and who possess a cooperative attitude. Agreeableness is a trait for a team player who can develop and maintain good interpersonal relationships and team cohesion (Neuman Wright, June 1999, pp. 379-389). This trait is paramount for high performing teams, specifically in the occupations within areas of customer service, sales, auditing, nursing, teaching and social work. Conscientiousness is to be dependable, organized, thorough, responsible and disciplined. Individuals displaying such traits have a tendency to work hard and enjoy achievements, which research has deemed to be important for job performance (Ivancevich, Konopaske Matteson, 2008, page 75). Further, individuals in this group exhibit higher levels of motivation, job satisfaction and other important forms such as retention, attendance and less counterproductive behaviour which are imperative for job performance (Judge Ilies, August 2002).. Openness to experience tends to reflect the extent to which a person is broad-minded, creative, intelligent, inquisitive and willing to take risks. These characteristics are advantageous in occupations where innovation and change is continuous (Ivancevich, Konopaske Matteson, 2008, page 75). Empirical Findings on Big Five Personality Barrick Mount in 1991 conducted research to indentify the relationship between selected job performance criterias and Big Five personality dimensions within five occupational groups. The job performance criterias were: Personnel data Training proficiency Job proficiency Meta-analysis findings of different occupational groups (professionals, skilled/semi-skilled labour, managers, police and sales) across Big five personality dimensions are presented in Table 1 appendix1 (Barrick Mount, 1991, p.12). The results confirmed that for all the occupational groupings Conscientiousness was the valid predictor. The 5 occupational groups shows consistency across other personality dimensions (Barrick M.R Mount M.K, 1991, pp.12-13) In terms of Emotional Stability (ES) very little evidence was found. The correlations for ES were lower compared to conscientiousness, but ES for professionals was in fact in the opposite direction. Agreeableness and Extraversion were theorized as valid predictors for sales representatives and managers. This theory was found support for Extraversion in both occupations. However, very less support was found for Agreeableness, for sales and for managers. Rest of the true score correlations with respect to other dimensions were quite low (Barrick M.R Mount M.K, 1991, pp.14) Table 2 in Appendix1 shows that Conscientiousness as a credible tool for all three criterion types and the results for Conscientiousness are consistent. Extraversion and Openness to Experience (OE) were significant predictors of training proficiency criterion. Most of the other remaining correlations were comparatively small for all three criterion types (Barrick M.R Mount M.K, 1991, p.14) Van Scotter and Motowidlo (cited in Murphy, Cleaveland Beaty, 2001, p. 127) examined correlations between task performance and personality measures scores, and also the two dimensions of contextual performance: Job dedication such as self-disciplined behaviours like working hard, following rules and taking initiative to solve a problem Interpersonal facilitation (cooperative behaviours which helped co-workers in finishing their tasks) These researchers found that Agreeableness, Extroversion, Conscientiousness, and Positive Affectivity were significantly related to inter personal facilitation and only Conscientiousness was related significantly to task performance (Murphy, Cleaveland and Beaty, 2001, pp.127) The relationship between job context, job content sources of stress and selected behavioural and attitudinal outcomes, absenteeism and perceived performance, were empirically examined, while controlling for differences in personality, occupation and organizational culture. The research was conducted with twelve hundred hospital workers using an occupational stress questionnaire and attendance records. It was found that job content stress was found to reduce absenteeism but not to influence perceived performance, while job context stress increased absenteeism and reduced perceived performance (Arsenault, 1983, p.227) The outcome of the research attributed personality to have significant effect on performance but not on absenteeism, but occupation influenced absenteeism but not performance; while organizational culture contributed to the explanation of both absenteeism and performance (Arsenault, 1983, p.227). Smithikrai in 2008 conducted a study on Counter Productive Work Behaviour (CWB) and the extent to which the strength of situations moderates the relations between personality traits (Smithikrai, 2008, p.253). The study set the following as the CWBs: Absenteeism Production deviance Workplace aggression Theft Sabotage or fraud The Research found that conscientiousness is the strongest predictor of CWB (Hough, 1992; Salgado, 2002; Dalal, 2005; Sackett et al., 2006(cited in Smithikrai, 2008, p.253)). The results also indicated that, in a weak situation only, conscientiousness has a stronger, negative relation to CWB when agreeableness is low than when agreeableness is high (Smithikrai, 2008, p.261). Locus of control Locus of control refers to the extent a person believes that specific outcomes are caused by their actions. If someone feels that they are in control of the outcomes, then they have an internal locus of control and the opposite be interpreted as external locus of control (Salazar, Hubbard Salazar, 2002). Empirical Findings on Locus of Control Daileys (1980) study, conducted with 281 scientists, tackled the association between locus of control and task difficulty, task variability and job performance. The research indicated that individuals with an internal locus of control exhibited greater satisfaction, motivation and had an elevated level of involvement in their jobs leading to high performance. Research with a group of accountants performed in Taiwan, also suggests that accountants personality, as measured by locus of control, plays an essential function in predicting the intensity of job performance (Jui-Chen Chen, Colin Silverthorne, 2008). Self-efficacy (SE) SE is essential for successful job performance and must not be underestimated as simply the belief that ones capability and competence may even determine an individuals attempt at completing a particular task. SE affects a persons choice, behaviour, motivation, perseverance, and facilitative thought patterns. Low SE can result in incapacitating effects such as stress and depression, and thus should be handled with care for high job performance (Christopher, 1999). Empirical Findings on Self-efficacy Research was conducted amongst 118 employees in an Australian financial services firm Christopher, 1999). In the study, self-efficacy was found to mediate the association between the amount of prescribed training and superior ratings of improved performance among individuals in jobs where self-confidence was perceived to be crucial for positive outcome, but not among individuals in any positions where it was considered irrelevant (Christopher, 1999). Research confirms the significance of self-regulatory mechanisms in performance achievements and motivational processes (Locke Latham, 1990; Kanfer, 1990; Bandura, 1997; Carver Scheier, 1985). Meta-analytic investigations and performance outcomes in a variety of contexts have been clearly established when self-efficacy is associated (Bandura, 1997) and meta-analytic investigations (Stajkovic Luthans, 1998a). A positive connection between self-efficacy and work-related performance is found by researchers in areas such as computer-related tasks (Harrison, Rainer, Hochwarter, Thompson, 1997), academic research productivity (Taylor, Locke, Lee, Gist, 1984), managerial decision-making (Wood Bandura, 1989a), career choice (Lent, Brown, Larkin, 1987) organizational change (Judge, Thorensen, Pucik, Welbourne, 1999) and coping with career-related stressful events (Stumpf, Brief, Hartman, 1987). The Importance of P-O Fit over Ability-Job Fit Although studies of Ability Job Fit and Personality-Organization (P-O) Fit have been extensive and increasing, researchers have increasingly put more emphasis on P-O Fit. Kristof (1996) contends that there has been a growing interest in P-O Fit during the recent years by both scholars and managers. Bowen et al (1991) (cited in Sekiguchi, 2004) explains that P-O fit is the key to maintaining the flexible and committed work force that is necessary in a competitive business environment and a tight labour market. Kristof, (1996) contends that P-O fit occurs when an organization satisfies an employees needs desires and preferences. The P-O fit argues that employee/persons leave jobs that are not compatible with their personalities. However, it has been argued that the ability job fit model emphasizes the performances of employees, but their satisfaction and thus the outcomes are enhanced when the employees and their work environment are in perfect synchronization (Coppola Carini, 2006). Also, according to Coppola and Carini (2006), individuals past experience and educational skills would not produce any tangible performance outcomes as they try to match their skills with a new job. Sekiguchi, (2004) contends that employees and organization attract each other based on their similarities. This was confirmed by empirical evidence that an elevated level Personality-Organization fit is linked to a number of positive results. Vancouver Schmitt, 1991, Brets Judge, 1994, Chatman, 1991, Boxx et al; 1991, Downey et al; 1975, OReilly et al, 1991, Postner; et al; 1985, Tziner, 1987(cited in Sekiguchi, 2004) explains that empirical evidence discovered that Person Organization Fit was correlated to a number of positive performance outcomes. Cable and Judge, (1996) explains that people select organizations that fulfil needs that has been seen a process that resulted in P-O fit. Chatman, 1989, 1991, Judge, 1993, OReilly et al., 1991, Meglino, et al., 1989 (cited in Cable Judge, 1996, p. 297) further explains that employees are fully committed towards their organization when they share the values of their organizations and in turn they achieve maximum job satisfaction resulting in high performance. Conclusions Theory and research on Ability-Job Fit and Personality-Organisation fit involved a variety of levels of study with respect to high job performance. The analyses were conducted using various job abilities and personality traits in multiple conceptualizations leading to job performance. The P-O is the important attribute to an employees adaptability in an organization providing the essential impetus to higher work performance. This basically means that recruitment of persons possessing the right personality would result in far better job performance when the person and the organization are aligned together. Based on the theoretical and empirical research on personality-organisation fit and ability-job fit, its extensively proven that personality-job fit carries more importance than the ability-job fit. References Accenture Consulting 2006, High Performance Work Study 2006, Research Report, p. 5, retrieved 2 April 2010, . Arsenault, A 1983, The role of personality, occupation and organization in understanding the relationship between job stress, performance and absenteeism, vol. 1983, issue 3, p. 227 Barrick, MR Mount, MK 1991, The Big Five Personality Dimensions and Job Performance: A Meta-Analysis, vol. 44, issue 1, pp. 1-26. Bandura, A 1997, Self-efficacy: The exercise of control, New York: Freeman. Beaty, JC Jr, Cleveland, JN Murphy, KR 2001, The Relation Between Personality and Contextual Performance in Strong Versus Weak Situations, vol. 14, issueÂÂ  2, pp. 125-148. Cable, D Judge, T 1996, Person-Organization Fit, Job Choice Decisions, and Organizational Entry, Organizational Behaviour and human resource processes, vol. 67, no. 3, pp. 294-295. Carless, S 2005, Person-Job Fit versus Person-Organization Fit as predicators of organizational attraction and job acceptance intensions: A longitudinal study, Journal of Occupational and Organizational Psychology, Vol. 78, pp. 411-429. Carver, CS Scheier, MF 1985, A control-systems approach to the self-regulation of action, In Kuhl, J Beckmann, J (Eds.), Action control: From cognition to behaviour, New York: Springer, pp. 237-266. Christopher, O 1999, The impact of self-efficacy on the effectiveness of employee training, Journal of Workplace Learning, Year: 1999, vol. 11, issue 4, pp. 119 122. Coppola, N Carini, G 2006, Ability Job-Fit Self Assessment: Employment Considerations for Job Seekers, Healthcare Executives, vol. 21 issue 2, pp. 60-63. Dailey, R 1980, Relationship between locus of control, task characteristics, and work attitudes, Psychological reports, 47, pp. 855-861. Edwards, JR 1991, Person-job fit: A conceptual integration, literature review, and methodological critique, International review of industrial and organisational psychology, vol. 6, pp. 283-357. Ehrhart, K 2006, Job characteristics belief and personality as antecedents of subjective person-job fit, Journal of Business and Psychology, Vol. 21, no. 2. Fried, Y Ferris, GR 1987, The validity of the job characteristics model: A review and Meta-analysis, Performance Psychology, Vol. 40, pp. 287-322. Gist, ME Mitchell, TR 1992, Self-efficacy: A theoretical analysis of its determinants and malleability, Academy of Management Review, 17, pp. 183-211. Harrison, AW, Rainer, RK, Hochwarter, WA Thompson, K R 1997, Testing the self-efficacy-performance linkage of social-cognitive theory The Journal of Social Psychology, Vol. 137, pp. 79-87. Salazar, J, Hubbard, S Salazar, L 2002; Locus of control and Its Influence on Hotel Managers Job Satisfaction, Journal of Human Resources in Hospitality Tourism, Vol. l (2) 2002, retrieved 2 April 2010, http://www/haworthpressinc.com/store/product. asp?sku=J 17 1, 2002. Judge, TA, Locke, EA Durham, CC 1997, The dispositional causes of job satisfaction: A core evaluations approach, In Staw BM, Cummings LL, (Eds.), Research in organizational behaviour, vol. 19, pp. 151-188. Judge, TA Llies, R 2002, Relationship of Personality to Performance Motivation: A Meta-Analytic Review, Journal of Applied Psychology, Vol. 87, no.4, pp. 797-807. Judge, TA, Daniel, H Mount, MK 2002, Five-Factors of Model Personality and Job Satisfaction: A Meta Analysis, Journal of Applied Psychology, Vol. 87, no.3, pp. 530-541. Chen, J Silverthorne, C 2008, The impact of locus of control on job stress, job performance and job satisfaction in Taiwan, Leadership Organization Development Journal, Vol. 29, issue 7, pp. 572-582. Kanfer, R 1990, Motivation theory and industrial and organizational psychology, In Dunnette, MD Hough LM, (Eds.), Handbook of industrial and organizational psychology, vol. 1, Palo Alto: Consulting Psychologists Press, pp. 75-170. Kristof, A 1996, Person-Organization Fit: An integrative review of its conceptualizations, measurements, and implications, Personnel Psychology, pp.1-2. Lent, RW, Brown, SD Larkin, KC 1987, Comparison of three theoretically derived variables in predicting career and academic behaviour, Self-efficacy, interest congruence, and consequence thinking, Journal of Counselling Psychology, Vol. 34, pp. 293-298. Locke, EA Latham, GP 1990, A theory of goal setting and task performance, Englewood Cliffs, NJ: Prentice Hall. Neuman, GA Wright, J 1999, Team Effectiveness; Beyond Skills and Cognitive Ability, Journal of Applied Psychology, Vol. 84, no.3, pp. 379-389. Sekiguchi, T 2004, Person-Organization Fit and Person Job Fit in employee Selection: A review of the Literature, Osaka Keidai Ronshu, vol.54, no. 6, p, 182. Smithikra, C 2008, Moderating effect of situational strength on the relationship between personality traits and counterproductive work behaviour, Vol 11, issue 4, pp. 253-263 Stajkovic, AD Luthans, F 1998a, Self-efficacy and work-related performance: A meta-analysis, Psychological Bulletin, 124, pp. 240-261. Stumpf, SA, Brief, AP Hartman, K. 1987, Self-efficacy expectations and coping with career-related events, Journal of Vocational Behaviour, Vol. 31, pp. 91-108. Taylor, MS, Locke, EA, Lee, C Gist, ME 1984, Type A: behaviour and faculty research productivity, What are the mechanisms? Organizational Behaviour and Human Decision Processes, 34, pp. 402-418. Van Scotter, JR Motowidlo, SJ 1996, Interpersonal facilitation and job dedication as separate facets of contextual performance, Journal of Applied Psychology, Vol. 81, pp. 525-531. Wood, R Bandura, A 1989a, Impact of conceptions of ability on self-regulatory mechanisms and complex decision-making, Journal of Personality and Social Psychology, Vol 56, pp. 407-415.

Why The Vegetarian Diet Is Best Essay -- Healthy Lifestyle Essay

Why the Vegetarian Diet is Best The vegetarian diet is becoming increasingly popular all the time. Is the vegetarian or meat diet better? A decade ago and earlier, the impression was that a vegetarian diet was lacking in the nutrients found in meat products. Today though, through research and nutritional science, it has been proven that all the nutrients found in meat can also be found in the correct vegetarian diet. Some may argue that by only consuming meat that is low in fat, meat and vegetarian diets have identical benefits. This is true only if one eats only very low fat meat. The lack of meat is not necessarily the main benefit of to the vegetarian. Vegetarians tend to eat more fruits, vegetables and grains that the meat eater. They also tend not to use tobacco and excessive alcohol. In addition, vegetarians tend to get more exercise. The term vegetarian can be misleading. This diet can take on many different variations. A fruitarian eats only fruits, seeds and nuts while the vegan eats these and vegetables, grains and legumes. A lacto vegetarian consumes the same as a vegan as well as dairy products. A lacto-ovo vegetarian follows after the lacto vegetarian but also includes eggs while the ovo vegetarian excludes dairy products. Finally, the partial vegetarian eats anything except red meat, or at least strictly limits it. Because the term vegetarian is used to cover all facets and variations, it is difficult to identify health benefits resulting from th...

Analysis and History of Arianism :: Arianism Religion Religious Essays

Analysis and History of Arianism First among the doctrinal disputes which troubled Christians after Constantine had recognized the Church in A.D. 313, and the parent of many more during some three centuries, Arianism occupies a large place in ecclesiastical history. It is not a modern form of unbelief, and therefore will appear strange in modern eyes. But we shall better grasp its meaning if we term it an Eastern attempt to rationalize the creed by stripping it of mystery so far as the relation of Christ to God was concerned. In the New Testament and in Church teaching Jesus of Nazareth appears as the Son of God. This name He took to Himself (Matt., xi, 27; John, x, 36), while the Fourth Gospel declares Him to be the Word (Logos), Who in the beginning was with God and was God, by Whom all things were made. A similar doctrine is laid down by St. Paul, in his undoubtedly genuine Epistles to the Ephesians, Colossians, and Philippians. It is reiterated in the Letters of Ignatius, and accounts for Pliny's observation that Christians in their assemblies chanted a hymn to Christ as God. But the question how the Son was related to the Father (Himself acknowledged on all hands to be the one Supreme Deity), gave rise, between the years A. D. 60 and 200, to number of Theosophic systems, called generally Gnosticism, and having for their authors Basilides, Valentinus, Tatian, and other Greek speculators. Though all of these visited Rome, they had no following in the West, which remained free from controversies of an abstract nature, and was faithful to the creed of its baptism. Intellectual centers were chiefly Alexandria and Antioch, Egyptian or Syrian, and speculation was carried on in Greek. The Roman Church held steadfastly by tradition. Under these circumstances, when Gnostic schools had passed away with their "conjugations" of Divine powers, and "emanations" from the Supreme unknowable God (the "Deep" and the "Silence") all speculation was thrown into the form of an inquiry touching the "likeness" of the Son to His Father and "sameness" of His Essence. Catholics had always maintained that Christ was truly the Son, and truly God. They worshipped Him with divine honors; they would never consent to separate Him, in idea or reality, from the Father, Whose Word, Reason, Mind, He was, and in Whose Heart He abode from eternity. But the technical terms of doctrine were not fully defined; and even in Greek words like essence (ousia), substance (hypostasis), nature (physics), person (hyposopon) bore a variety of meanings drawn from the pre-Christian sects of philosophers, which could not but

School Uniforms in the U. S.

There are many schools in the U. S. that require their students to wear uniforms, and there're also some that don't. I believe that school uniforms should not be required for a few reasons. Uniforms take away from a person's individual identity, and they can be costly to people depending on their financial status. School uniforms can also be a very uncomfortable fashion that students would not take a liking to. The first reason uniforms should not be required is that most schools across the country believe uniforms take away from an individuals identity, so they don't require their students wear them.In today's world your identity and having a good sense of self is important to the diversity that Americans have show in the past. In schools that require uniforms the student body all look the like same person, very bland and boring people. This is not what American society is, we are casual dressing diverse people, and dressing casual and the way you like is the best way to recognize s tudents as individual people and not as part of â€Å"those people. † Another reason for opposing uniforms is everyone especially kids like to be comfortable when having to sit still for an elongated period of time.When kids are uncomfortable in school they tend fidget and not pay attention instead they are worrying about fixing their clothes, which should not be their top priority. When guys wear the uniforms they will always have to be worried about whether their tie is straight or if their shirt is properly tucked in. Girls wearing uniforms might have to worry about their skirts if they are proper length and if they are twisted or not, and being a girl I know how easily female clothes can become askew from their proper place.All these minor irritations kids would have to go through limit their comfort and cause their minds to lack focus on schoolwork and concentrate more on fixing their clothes. Also some days kids may wake up and not feel to well and just might want to we ar the comfortable t-shirt and sweat pants. Wearing uniform when feeling under the weather might just agitate their wellness a little more. The last and most important reason for not requiring uniforms are they money. These uniforms might costly roughly between forty and fifty dollars per set, and on top of that parents would have to buy four or five to last the school eek, with a final purchase cost of two hundred and fifty dollars. Some parents can not afford these high prices depending on their financial situation, and forcing parents to buys these is just another way to put a damper on their already harsh feelings on their income. Also you cannot penalize a child for what their parents can and can't afford. After a while kids do grow and would grow out of their new expensive attire and even more money will have to be spent to buy more sets of uniforms.We all live in a country were we are free to make choices, like what we want to wear everyday. Taking away our right to choose is like a natural right, a right that you are born with, and as we all know Americans thrive on their rights set up by the constitution more than two hundred years ago. Bottom line school uniforms should not be required for students to wear, they take away from our individual identity, they can become quite uncomfortable to wear, and most important they can be very costly and a not needed financial burden. http://www. bookrags. com/essay-2004/12/20/11426/585/

Why Did a Campaign for Women’s Suffrage Develop After 1870?

Women wanted to vote so that they could gain more respect from men, they desired the right to be able to make a difference to the way the country was run. Their views were that they lived in the country therefor they had the rights to vote for the laws they have to obey. Women wanted to have to opportunity to vote for MP's that support equal rights, giving women a better life. Women wanted to be able to change the divorce law as after marriage the man gained everything and the female was left with nothing. Women craved an education equal to men, so that they can undertake more responsible, independent well paid jobs, that they could not for fill without an education. There were many areas of inequality against women. The divorce law is a string example of this. The men even had legal rights to the children if they had any, even though the woman's job was to look after the children, while the male was at work. So when the divorce takes place the Man still goes to work, and has to leave the children at home without a mother. Women strongly felt that equality was a basic and natural human right. During the 1800's many more men had gained the vote, men with possible less resulting influence than some women had. Women weren't just thinking of themselves, they felt that their education they could bring about better childcare and housing. This would benefit everyone. Their were many reasons why women campaigned for the vote, one of them being that women had to obey the laws as did the men but they had no say through political representatives on what they abided by. Women knew that as long as they had no vote, they had no respect, and as long as they had no respect, they were being paid less. The political inequalities greatly effected women's social strength, and their economical situation. Women felt that politics had entered the home, though law, therefor women should enter politics. Women found it disgusting that they were being taxed without being represented. They had to pay for the government to go against what they women believe in. All top jobs are not available to females, as they are seen as inferior. This means that opportunities in public life are denied. Generally women have a closer relationship with the children than the males do, as they look after them while the men work. Therefore women know what is better for the children, and their point of view was not considered as they had know social status. The campaign for women's suffrage started from 1870 onwards was because of a number of reasons. In 1853 Florence Nightingale bought nursing to the public eye as a respectable occupation that women could embark on without being criticised. Women showed much enthusiasm to improve and become more experienced in the profession of nursing and medicine. Florence showed initiative and responsibility that had not been shown in women before. This was an example of some progress that occurred in the 1800's, but there were still many areas of inequality. In 1870 the married women's property act was enforced, allowing women to keep i200 of their own earnings. This may not sound much but money was worth much more in these times. This was the start of many changes that age women a more equal role in society. In 1873 a law was imposed allowing women to see their children if they got divorced. This gave them closer relationships with their children, and they would have been looked after better as the men go out to work. In 1884 married women were no longer considered possession of their husbands, this meant more respect in society as they were seen as people rather than belongings. Women's role gradually become more influential as new jobs became open to women such as; teaching, civil service work and secretarial work had just taken off due to the invention of the typewriter and telephone. I feel the first real rights given to women were that they were allowed to keep i200 of their own earning. This gave women inspiration, as they knew then, that they could use that money to possibly get an education or to start a business. This also let them know that they do have some rights and they are improving. I also believe that a key change in favour of women's rights is â€Å"The Match Girls† strike. They demanded better pay and conditions, and the publicity forced the company to improve them. I feel that women decided to begin campaigning in 1900 was because of the changes that occurred, women were being given better opportunities so they felt that they had an opportunity to use this beginning to carry on the development to equal rights. Q2 Describe the Ways in Which the Methods of the Suffragists and the Suffragettes Were Different The Suffragettes and the Suffragists were two female dominated groups, who were very alike in principle but used very different methods of persuasion. The Suffragists (NUWSS) were a peaceful, law-abiding group. They did not demand the vote for all women but wanted to be on equal footing with men. The first women to join the NUWSS were well-educated, middle-class women, but in the 1890's many factory girls wanted to gain the vote, raise their wages and their living and working conditions joined the movement. By 1900 the female cotton workers were the highest paid factory workers in Britain. The Suffragists used their resources and qualifications within the movement's members to produce banners, postcards and posters. The Suffragettes (WSPU) used totally different forms of propaganda. The suffragettes had one aim; to gain political equality with men. The WSPU was formed on the 13th October 1905 when two women in Manchester were thrown out of a Liberal meeting for shouting for women's votes. They were arrested outside the meeting for hitting and spitting at policemen. This was quite typical for the Suffragettes as they tried to get publicity though dangerous stunts. The plans of the Suffragettes were very different to those of the Suffragists, as they would get publicity at any cost. They deliberately got arrested for crimes such as arson, window smashing and bombing. When they were in jail for their crimes they often went on hunger strike so they had to be force-fed. The Suffragettes made it clear that they would not stop the havoc they were causing unless their demands were met. Types of leadership were key to the actions of the movements. Millicent Fawcett saw her role as a co-ordinator; she didn't consider herself to be in charge but to give the effort of the other Suffragists some guidance. She made it clear that the Suffragists used non-violent methods of persuasion to gain the same voting rights as men. The Suffragettes were led in a very different manor, Emmeline Pankhurst and her daughters led the movement forcefully. They were said to have ruled like â€Å"dictators† not listening to others, and not thinking of the consequences of their actions, purely concentrating on their battle for suffrage. The Suffragettes were based in London where all the parliament buildings are based, therefore when they wanted to protest they could do so, and MPs would see and realise how serious they were. I feel that the Suffragists were a group for women who supported women's rights to vote enough to want to make a difference and get involved but not enough to get arrested or even killed like some of the Suffragettes. The suffragettes were the most effective organisation and used their image to gain popularity and respects with men. They achieved this by calling off all their extreme petitions whilst the war was on. This gained them respect and also gave them a chance to prove themselves that they cared for the country. They proved they could do the same jobs, to the same standard if not better than the men could. An achievement by both organisations is that by 1900 over half the MP's said they wanted women to have the vote. Though much hard campaigning women's suffrage took many more years to achieve their original aims but they both did. Suffragists using a much more conventional form of propaganda such as posters etc, but they Suffragettes use much more extreme and extravagant forms. They not only showed that they wanted equal rights but they showed how much they wanted them. They went to many extremes just to gain what they very strongly believed in. Q3 Why Did Many People Oppose Giving Women the Right To Vote Many people opposed giving the women the right to vote because they feared what the women might do, if they had as much power as men did. Many people believed that if women had gained equal rights they would not stop and they would want to take complete control. Some contemporaries strongly believed that women would not vote responsibly but would be influenced by how someone looks rather than the serious political issues of the day. This relates to the lack of women's education, many people believed that a woman's place was at home. Most girls did not go to school, the only education women had was to set them up for marriage, to be able to run a household. Many people could not take women seriously because of this and women were looked upon as inferior to men. People also thought that women were too irrational and emotional to make sound judgements. Men and women were thought of to be very different. They should fulfil different roles in life. Men should live in the world of politics and work, and women in the world of the home. Women were the weaker sex, they could not be asked to fight for their country. Therefore, because they are not asked to risk losing their lives during the war, they were not citizens in the fullest sense. The campaign for women's suffrage had been, hijacked by a small, articulate but unrepresentative minority of feminists. At bottom, most women did not really care whether they had the right to vote or not. Middle-class women would use political rights to develop their careers and neglect their domestic duties. Also, if the educated delayed having families or did not have them at all, a larger proportion of babies would be born to ‘socially undesirable' elements. The nation would suffer. To give the vote to women would almost certainly lead to a certain extension for men and thus enfranchise unskilled, rootless and generally undesirable people. Basically women were inferior to men, but men feared that women would have their revenge if they gained enough power to do so, men feared for their futures. Women were inexperienced and if they had the right to vote, they would not use their ability correctly, as they cannot research anything into the subject because of their lack of education. However, men had more experience so they could make intelligent and rational decisions. The suffragettes did not made life easier for women. They just made women look crazy, stupid and incapable of making intelligent decisions. Queen Victoria did not think women should have had the right to vote. This was because she thought that there was no point in changing society, because she was happy with the way it was working, and she thought that men's decisions were intelligent enough. Women had no key role in society, they were childlike, inferior and incapable of making decisions, which could change the future for the whole country, was it worth the risk? Women had no education to prove themselves, and those who did had very little. If women could not prove themselves to their country, how were they supposed to make an impact on society? It was very hard for women to change the way in which people were thinking, women had to look and act intelligent so that people could see that they were just as clever as men. The only reason women had such a bad reputation was because many women worked at home cleaning and looking after the family. This is still an important role, if women were given the same education as men, they would be just as intelligent, the just never had the same opportunities. I believe that the lack of women's education was the most important factor of why many people did not want to let women have the right to vote. Women were set a bad status, and it would be hard to overcome this and try to act as if they were as intelligent as men were. It would be very hard for women to prove themselves. Question 4 I agree that women over 30 gained the vote in 1918 mainly because of women's contribution to the war effort. Within the women's suffrage movement response to the war varied enormously. Mrs Fawcett told members of the NUWSS, â€Å"Women your country needs you†. Many members became involved in war relief work. However not all members wanted to do war work. Some were pacifists who totally disagreed with fighting and war. Mrs Pankhurst, her daughter Christabel and members of the WSPU stopped campaigning and threw themselves into the war effort. Helping he government with recruiting and propaganda. Many middle-class and upper class women became nurses and worked directly with the army. Some of these women had the chance t work abroad; others worked in military hospitals in Britain. Some of these women found life hard, they were not used to working and the shifts night and day were long. VAD was the Voluntary Aid Detachment, these women worked unpaid until 1915. After this they received i20 a year, but had to pay for their uniforms. Some men opposed to women in men's jobs. They were worried that women doing the same job for fewer wages meant that when the war was over women would be kept on. To avoid this trade, unions made agreements with the government and employers to protect men's jobs and wages. Despite the hostility women entered all kinds of work, which before the war was thought to be unsuitable for women. Before the war the only jobs for women in transport were as cleaners, attendants and clerks. However, during the war they became bus and train conductors, railway ticket collectors, signal women and porters. 900,000 women were involved in making shells, guns and aircraft. This was dangerous work, using poisonous substances and explosives. At least 300 women died in the munitions factories from the explosions. This shows how devoted women were to their country. Munitions workers were one of the best-paid jobs during the war with wages up to i5 a week. Women were encouraged to help out on farms, to keep the country supplied with food. They worked 10-12 hours a day and did not earn as much as factory women. They could join one of three sections of the land army-agriculture, timber cutting and forage. Women in agriculture would tend sheep, pick potatoes, hoeing, ploughing, help with harvest work and work on the harvest gardens. Women on the land would live on the farm and usually had to pay for their food and lodging. They had to sign up for either 6 months or a year and were not allowed to leave without special permission. After the war the old voting system had to be changed to allow men returning from the war to be able to vote. The law said that all voters must have lived in the country for over 12 months before voting, so women argued that whilst making changes to allow the â€Å"returning heroes† to vote. It would be a good time to add women to the list of voters. The war had shaken the whole structure of society- the working classes lost some respect for the rich, many people had died or lost relatives, the whole of Europe was insecure. 1918 was therefore a time for change or starting afresh. I believe that the work, which women did during the war earned them a lot of respect and this definitely helped them win the right to vote. Women proved to society that they could be intelligent and reliable if the were given the chance. They proved that if they had more power they could help the country and they would make a big difference in the way in which the society was run. The women's movements before the war helped to raise awareness of the situation of women, this helped their cause, also politicians realised that the violent campaigning would have been renewed if they did not recognise women's rights.