Sociological Concepts Essay - 728 Words

SOCS 185 Week 5 Socioautobiography Assignment Information and Rubric Below are guidelines to follow as you work on your socioautobiography assignment: * Papers should be in APA format, with a title page. * Papers should contain 3-4 pages of text, double-spaced (this does not include the title page). * Refer to at least six sociological concepts covered in the lectures or textbook reading. Highlight these concepts in boldface. * Connect your concepts to the TCOs. Indicate the TCOs covered in parentheses, as demonstrated in the assignment instructions. Grading Rubric: Component | Points Possible | Submission refers to at least six sociological concepts covered in the lectures or textbook reading | 55 |†¦show more content†¦287) The socioautobiography invites you to consider, in the tradition of C. Wright Mills, how social influences have shaped you. As you contemplate your socioautobiography, you might ask, What were the social forces that constructed the riddle of my life? How did I negotiate the crisscrossing pressures of autonomy and conformity? The connection between the micro and macro realms is an important area to address in you socioautobiography. The socioautobiography also gives you the opportunity to place your life under the sociological microscope and apply the skills of sociological analysis. Try to understand who you are in your social context using a sociological perspective. As you write your story, use sociological concepts—such as social class, reference group, conformity, norm, role, deviance, subculture, and any others that are helpful—to interpret your life experiences. You may want to focus on several events, special moments, or important relationships in your life that have impacted you in significant ways. Recall key themes, events, or circumstances that have contributed to the construction of your identity. You may want to discuss the importance of some of the following influences: significant others, family structure, residence (urban, suburban, rural), ethnicity, religion, social status, group memberships, economic status, leisure, work, death, and crises. Regardless of which themes you discuss, be sure to interpret them withShow MoreRelatedSociological Concepts Of Family, Gender, And Identity Essay1362 Words   |  6 PagesThis essay discusses the way in which I understand the sociological concepts of family, gender and race - nuclear family, doing gender, and identity, in particular. Arguably, these three concepts can relate to each individuals life, through different personal experiences. To demonstrate my argument, I highlight relevant situations in my own life that further explain my chosen sociological concepts. The first concept I chose to focus on is family. In particular, the idea of the ‘nuclear family’.Read MoreSociological Concepts Essay927 Words   |  4 Pageslife for one day and critically discuss how you are an actor in society; how you affect your social surroundings; and, how your daily life is shaped and constrained by society. This will allow you engage with many of the sociological concepts reviewed to-date including newer concepts such as impression management, stage theory and emotional labor. Explain why you needed to perform in such a way (i.e., your motives, instincts, feelings, or structural constraints). Do you see who you are andRead MoreImportant Sociological Concepts1078 Words   |  4 PagesAccountants are an important spoke in the wheel that drives a team, and their ability to achieve a greater awareness of themselves though learning important sociological concepts including knowledge of organizational citizen behaviour (OCB) and perceived organizational support (POS). Analysis of Authors Perspectives on the Value of a Sociological Background First of all, I know that in spite of the poor economy, my chances of getting a good job in my field are strong. A New York Times article (RampellRead MoreThe Concepts Following Sociological Imagination675 Words   |  3 Pages In this essay I’ll be talking about Sociological Imagination and the concepts following it and more especially the importance of it. Sociological Imagination is one of the core concepts of Sociology whereas Sociology is all about studying people within the society and what they do. Sociological imagination is all about using one’s mind to see how people are affected by tangible and intangible things around them. Sociological imagination is affected by social forces which are forces that influenceRead MoreA Sociological Concept Of The Movie Crash894 Words   |  4 Pagesspeed of life, we are bound to collide with each other. A sociological concept is a way sociologists develop a certain and unique way for understanding the world around us beca use of one s specialized training. How one approaches society leads to making different types of discoveries that some to various conclusions. These individual perspectives can tell one something about what one is trying to understand. A sociological concept is affected by the personal experiences of the sociologist,Read MoreEssay on Sociological Concept of Crash1145 Words   |  5 PagesThe Sociological Concept of Crash Sociology is the systemic study of human society and social interaction. Sociologists study human societies and their social interactions in order to develop theories of how human behavior is shaped by group life and how, in turn, group life is affected by individuals (Kendall, 4). The movie Crash (Haggis, 2005), is full of many sociological issues, such as race, social class, and gender. Crash makes you see how group life is affected by individuals andRead MoreSociological Concepts Of Identity And Globalization1083 Words   |  5 Pagesaround them, especially how it is changing. (Kreiken 2011, p2) thus it is only natural that sociologists are intrigued at how relationships operate and their evolution over the past century. This essay will endeavor to critically examine the sociological concepts of identity and globalization, and the manner in which they have swayed the aspect of human relationships in Australian society, over the course of history. My Japanese grandparents ’ generation, which will be referred to as ‘Generation X’,Read MoreHealth Care and Sociological Concepts1349 Words   |  6 PagesHealth Care and Sociological Concepts It is health that is real wealth and not pieces of gold and silver. The American Health Care Industry is a very large social institution. The health care is the care, servicers, or supplies related to a person`s health. The three major sociological orientations are functionalist, conflict, and interactions; we will discuss each perspective as it pertains to the health care industry. Functionalism considers each aspect of society is interdependent andRead MoreSociological Concepts And Contemporary Concerns2748 Words   |  11 PagesASSIGNMENT ON SOCIOLOGICAL CONCEPTS AND CONTEMPORARY CONCERNS PAPER: 6102 SOCIAL INSTITUTIONS ARE UNIVERSAL AND SO IS DEVIANCE IN THESE INSTITUTIONS. CRITICALLY ANALYZE THE STATEMENT IN LIGHT OF DIFFERENT PERSPECTIVES AND YOUR PERSONAL EXPERIENCE. ___ Submitted To: Submitted By: Dr. NeenaPandey AshvinaBasnet Dr. PushpanjaliJha ID No- SOCW 4490 Dr. MayuriGogoi Delhi School of Social Work University of Delhi SOCIAL INSTITUTIONS ARE UNIVERSAL AND SO IS DEVIANCE IN THESE INSTITUTIONSRead MoreThe Concept Of Sociological Imagination : Connecting History987 Words   |  4 PagesClaudia Rosado Professor Williams Sociology 3 October 2014 The Concept of Sociological Imagination: Connecting History to Biography C. Wright Mills believed that sociological imagination connects history and biography by means of cause and effect. Society and all things surrounding it have a particular interconnection when it comes to change. As a result, one major alteration to everyday society causes human relationships in history to adapt to change. History is altered by man, without human interaction

Jane Addams Free Essays

Along with her companion Ellen Starr, Addams founded the Hull House, which is located in Chicago. If that is not enough, she was also the first woman from America to be awarded the Nobel Peace Prize. You may wonder how this woman was able to fulfill all of her achievements, eing a girl from a small community In Illinois. We will write a custom essay sample on Jane Addams or any similar topic only for you Order Now She was from a large family; her father was a well-to-do gentleman; her mother was very kind, she also had five brothers and sisters. When her mother died, her father remarried and they had two new step- brothers. Jane and her father had a very special relationship; he was there to encourage her and pursue a higher education. Even though it was expected of most women to get married and become housewives during that time, Jane was not going to settle for an average life. She attended Rockford Seminary for young ladies. She was one of the smartest and well Ilked people In her school, yet she wanted more. Her parents discouraged her aspirations to obtain a degree In medicine by taking her on a trip to Europe. She became very ill on the duration of this trip and had to return home. upon arrival, her father passed away which sent Jane into a deep depression. After a long recovery period, she left home for Europe again, but this time, she visited the Toynbee Hall in England. This inspired her to open the Hull House with a friend, Ellen Starr. The Hull House, located in Chicago, outlasted the Depression of the 193ffs. The Hull House became the prime meeting spot for all sociologist’s no matter the race or gender, who simply wanted their voice heard. It did not matter what you said or how you felt. All that mattered was those who wanted something, were free to say whatever they wished, speaking their minds. These two served many people in need during times of chaos and despair, and knew just how to handle difficult situations. Also, during this time, she was advocating many things, and they were becoming policies under President Franklin Roosevelt’s reign. Addams had many great accomplishments in the sociological area of her life. She contributed greatly, but she was never considered as much as she should have been because she was a woman. She was looked down upon with her thoughts and ideas, and some began to question whether her Intentions were safe or not. In a typical life back In Jane Addams’ days, women were supposed to deal with the social work. hereas the men were to dominate the sociological portion. She was considered a social worker, but everyone knows that her greatest accomplishments dealt with sociology. Jane far succeeded the necessities of being labeled a sociologist, but she continued to be ignored. She was not the only one to go unrecognized. Even those she worked with or associated with were also paid no attention. Another famous sociologist specifically, W. E. B. DuBois, a black man of that time, was also overlooked. Although many ‘Of2 alsapprovea 0T ner, sne would never let tnem get to ner. ne Knew wnat sne wanted, and what she had to do to get to that point. Later in life, Jane Addams became a very passionate feminist by philosophy. This was before the time of Women’s Suffrage, so women did not really have a say. In order to be able to do this, she felt that going to the legislation would help solve this, meaning women would have the right to vote. She also thought that women should earn the right to produce aspirations in search of further opportunities to be made recognized. Jane Addams was a committed pacifist and early feminist, opposing to war and violence. Addams also participated in the International Congress of Women and established the Women’s Peace Party in 91 5, while continuing to maintain her pacifist beliefs even after the United States entered World War I in 1917. She supported campaigns for suffering women, and was an outspoken advocate of internationalism, and was always concerned about the needs of others. Her international efforts were actually noticed in 1931 when she was awarded the Nobel Peace Prize. She became the 1st American woman to receive the prestigious award. It is obvious that Addams was a very prominent fgure in developing sociology. Jane was an astonishing woman, and helped us construct ociety in a way that is still used today. She was still working hard in The Hull House and other organizations all the way up until her death in 1935. Addams went on to die of cancer, after only three days of even knowing of the illness. The funeral was held in the Hull House, bringing together thousands of people showing their appreciation and support. She lived a long successful seventy-five years. Jane Addams left this world with something to be proud of; knowing that she influenced thousands of lives with her many accomplishments. How to cite Jane Addams, Papers

During the Gilded Age (1876-1900), Were the Presidents More Successful with Domestic Affairs or Foreign Affairs Why free essay sample

The Gilded Age will be remembered for the accomplishments of thousands of American thinkers, inventors, entrepreneurs, writers, and promoters of social justice. The Gilded Age and the first years of the twentieth century were a time of great social change and economic growth in the United States. Roughly spanning the years between Reconstruction and the dawn of the new century, the Gilded Age saw rapid industrialization, urbanization, the construction of great transcontinental railroads, innovations in science and technology, and the rise of big business. Afterward, the first years of the new century that followed were dominated by progressivism, a forward-looking political movement that attempted to redress some of the ills that had arisen during the Gilded Age. Progressives passed legislation to rein in big business, combat corruption, free the government from special interests, and protect the rights of consumers, workers, immigrants, and the poor. During the Gilded Age I believe the presidents were more successful with domestic affairs. Domestic affairs, in relation to presidents refer to things that are happening in politics and government in the US the opposite of domestic affairs is foreign affairs, and that involves international politics. Domestic affairs, no president ever came to power who was better equipped to handle the management of a federal bureaucracy than Chester Arthur. Some of the affairs he would take care of are: reforming civil service policies, reducing tariffs, limiting expenditures and Chinese immigration, and renovating the White House. Some historians have dubbed the presidents of the Gilded Age the â€Å"forgotten presidents,† and indeed many Americans today have trouble remembering their names, what they did for the country, or even in which era they served. These six men—Ulysses S. Grant, Rutherford B. Hayes, James Garfield, Chester Arthur, Grover Cleveland, and Benjamin Harrison—had relatively unremarkable terms in office and faced few if any major national crises during their presidencies. Some historians have suggested that these Gilded Age presidents were unexciting for a reason—because Americans wanted to avoid bold politicians who might ruin the delicate peace established after the Civil War. This is not to say politics were unimportant in the Gilded Age. On the contrary, Americans paid more attention to politics and national elections during the post–Civil War period than at any other time in history, because each election had the potential to disrupt the fragile balance—and peace—between North and South, Republican and Democrat. Voters turned out in record numbers for each presidential election in the late nineteenth century, with voter turnout sometimes reaching 80 percent or greater. The intensity of the elections also helps explain why Congress passed so little significant legislation after the Reconstruction era: control of the House of Representatives constantly changed hands between the Democrats and the Republicans with each election, making a consensus on any major issue nearly impossible. The increase in voter turnout was also partly the result of machine party politics, which blossomed in large U. S. cities during the Gilded Age. Powerful political â€Å"bosses† in each party coerced urban residents into voting for favored candidates, who would then give kickbacks and bribes back to the bosses in appreciation for getting them elected. Bosses would also spend money to improve constituents’ neighborhoods to ensure a steady flow of votes for their machines. In this sense, party bosses and machine politics actually helped some of the poorest people in the cities. Many politicians elected during the Gilded Age were the product of machine party politics. Driven by the North, which emerged from the Civil War an industrial powerhouse, the United States experienced a flurry of unprecedented growth and industrialization during the Gilded Age, with a continent full of seemingly unlimited natural resources and driven by millions of immigrants ready to work. In fact, some historians have referred to this era as America’s second Industrial Revolution, because it completely changed American society, politics, and the economy. Mechanization and marketing were the keys to success in this age: companies that could mass-produce products and convince people to buy them accumulated enormous amounts of wealth, while companies that could not were forced out of business by brutal competition. Railroads were the linchpin in the new industrialized economy. The railroad industry enabled raw materials, finished products, food, and people to travel cross-country in a matter of days, as opposed to the months or years that it took just prior to the Civil War. By the end of the war, the United States boasted some 35,000 miles of track, mostly in the industrialized North. By the turn of the century, that number had jumped to almost 200,000 miles, linking the North, South, and West. With these railroads making travel easier, millions of rural Americans flocked to the cities, and by 1900, nearly 40 percent of the population lived in urban areas. By the twentieth century, the rise of big business and the large migration of Americans from the countryside to the cities caused a shift in political awareness, as elected officials saw the need to address the growing economic and social problems that developed along with the urban boom. Progressives believed that the government needed to take a strong, proactive role in the economy, regulating big business, immigration, and urban growth. These middle-class reformers hoped ultimately to regain control of the government from special interests like the railroads and trusts and pass effective legislation to protect consumers, organized labor, and minorities. Politics in the Gilded Age were intense. In the years between 1877 and 1897, control of the House of Representatives repeatedly changed hands between the Democratic and Republican parties. Political infighting between the Stalwart and Half-Breed factions in the Republican Party prevented the passage of significant legislation. During this era, the political parties nominated presidential candidates that lacked strong opinions—possibly to avoid stirring up sectional tensions so soon after the Civil War. Some historians have dubbed Presidents Rutherford B. Hayes, James A. Garfield, Chester A. Arthur, Grover Cleveland, and Benjamin Harrison the â€Å"forgotten presidents. † Indeed, it might be argued that the most notable event that occurred during the Gilded Age was the assassination of President Garfield in 1881. His death prompted Congress to pass the Pendleton Act, which created the Civil Service Commission two years later. This commission reformed the spoils system, which had rewarded supporters of a winning party with â€Å"spoils,† or posts in that party’s government. The Civil War had transformed the North into one of the most heavily industrialized regions in the world, and during the Gilded Age, businessmen reaped enormous profits from this new economy. Powerful tycoons formed giant trusts to monopolize the production of goods that were in high demand. Andrew Carnegie, for one, built a giant steel empire using vertical integration, a business tactic that increased profits by eliminating middlemen from the production line. Conversely, John D. Rockefeller’s Standard Oil Company used horizontal integration, which put competitors out of business by selling one type of product in numerous markets, effectively creating a monopoly. These â€Å"captains of industry† cared little for consumers and did anything they could to increase profits, earning them the nickname â€Å"robber barons. The Depression of 1873, which effectively dissolved the National Labor Union, also threatened many new settlers in the Midwest. Plagued by steep railroad fares, high taxes under the McKinley Tariff, and soaring debt, thousands of small farmers banded together to form the Populist Party in the late 1880s. The Populists called for a national income tax, cheaper money (what Populists called â€Å"free silver†), shorter workdays, single-t erm limits for presidents, immigration restrictions, and government control of railroads. In 1892, Grover Cleveland defeated Republican incumbent Benjamin Harrison and Populist candidate James B. Weaver in 1892 to become the only U. S. president ever to serve two nonconsecutive terms. Although Cleveland’s first four years were free of any major change, his second term was a tumultuous one. The Depression of 1893 hit the U. S. economy hard, forcing Cleveland to ask Wall Street mogul J. P. Morgan for a loan of more than $60 million. In 1894, more than 500 protesters in â€Å"Coxey’s Army† marched on Washington demanding cheaper money and debt relief. Despite Morgan’s loan, Cleveland was unable to put the economy back on track, and it cost him the Republican Party presidential nomination in 1896. The Spanish-American War McKinley’s greatest challenge as president was the growing tension between the United States and Spain over the island of Cuba. Spanish officials had suppressed an independence movement in Cuba, its most profitable Caribbean colony, and forced Cuban men, women, and children into internment camps. Yellow journalists† like William Randolph Hearst and Joseph Pulitzer published sensational stories about the atrocities in Cuba, partly to increase their papers’ circulation but also to provoke American ire for the Spanish. Although McKinley did not want go to war, he felt compelled to do so, especially after the mysterious explosion of the USS Maine in Havana Harbor, which he blamed on Spain. The war itself was over within a matter of weeks, but during that time, the United States seized the Ph ilippines, Puerto Rico, and Cuba, thanks in part to future U. S. president Theodore Roosevelt and his Rough Riders. After the war, American forces withdrew from Cuba according to the Teller Amendment but also forced the new Cuban government to sign the Platt Amendment, giving the U. S. Navy a permanent military base at Guantanamo Bay, Cuba. The passage of the Foraker Act, meanwhile, granted Puerto Ricans limited government; they would not receive collective U. S. citizenship until 1917. Foreign Affairs (1865-1920) â€Å"The period included in the following summary of the foreign relations of the United States may be divided into three parts. In the first, from 1865 to 1898, U. S. oreign policy was determined principally by the attitudes and actions of foreign governments. U. S. foreign policy during these three decades was strongly nationalistic; it did not concern itself with world issues, nor did it enable the United States to play an important part in world affairs. As a result of the Spanish-American War, however, the United States acquired territorial possessions outside its continental area , giving the nation problems of colonial government and control that, together with other factors, compelled it to assume an increasing role in world affairs. The outbreak of World War I in 1914 brought a period of diplomatic conflict between the United States and Great Britain and between the United States and Germany; in 1917 the United States was finally drawn into the war against Germany and its allies. The United States was influential in the writing of the Treaty of Versailles, which formally ended the war in 1919. The U. S. Senates rejection of the treaty and of U. S. membership in the League of Nations, the covenant for which formed part of the treaty, temporarily reversed the tendency toward U. S. involvement in world affairs. From the website: United States History: The Gilded Age (1890) to World War I http://www. emayzine. com/lectures/Gilded~1. htm Works Sited National Politics in the Gilded Age (1873-1896) http://theomahaproject. org/module_display. php? mod_id=148=yes#top (Accessed 6/10-19/2010) WWW-VL: HISTORY: UNITED STATES: THE GILDED AGE, 1876-1900 http://vlib. iue. it/history/USA/ERAS/gilded. html#Pres (Accessed 6/10-19 /2010) United States History: The Gilded Age (1890) to World War I http://www. emayzine. com/lectures/Gilded~1. htm (Accessed 6/10-19/2010)

Sibling Rivalry Essays (330 words) - War Gods, Ares, Athena, Zeus

Sibling Rivalry Sibling Rivalry Sibling rivalry is as natural as the human tendency to solve problems through war and bloodshed. Throughout time siblings have competed against each other in every matter imaginable. These competitions sometimes result in happy, memorable times and sometime cause life altering consequences. The causes of the rivalry seem to be about differences in personality, people and experiences outside the family, or the need to be distinguished. It is particularly intense when siblings are very close in age or desire the same thing. No sibling rivalry among mortals or immortals was more well-known, more violent, and lengthy than the rivalry between Ares and Athena. Ares was the god of war and his half-sister Athena was the goddess of war. They share Zeus, the king of the gods, as their father. Ares mother is the queen of the gods, Hera, while Athenas mother was the titan Metis. Both of them held powers in the different aspects of war. Ares was the god of war who in detail was more interested in the bloodshed, fear, and savagery of warfare. He is portrayed as a ruthless god with power which he uses to strike fear into the hearts of his enemies and he uses a barbaric fighting style. His lack of cleverness, wisdom, and over dependence on raw power made him easily outwitted. However Athena was a skilled fighter who enjoyed the intellectual side of war. She, unlike Ares, had principles such as justice, wisdom, and courage. She was interested in planning, tactics, and deliberate moves forward to execute a strategic war. She was worshipped in many cities of the Greeks who, due to her wise skills and love of peace, favored her more than the barbaric A res. The great city state of Athens was named after Athena and the Parthenon was built in her honor. Ares however was worshipped by the militaristic city-state of Sparta and by the women warriors called the Amazons. Because of their different approaches to...

Definition of Majority Opinion for the Supreme Court

Definition of Majority Opinion for the Supreme Court The majority opinion is an explanation of the reasoning behind the majority decision of a supreme court. In terms of the United States Supreme Court, the majority opinion is written by a justice selected by either the Chief Justice or if he or she is not in the majority, then the senior justice who voted with the majority. The majority opinion is often cited as precedent in arguments and decisions during other court cases. Two additional opinions that justices of the US Supreme Court might issue include a concurring opinion and a dissenting opinion. How Cases Reach the Supreme Court Known as the highest court in the nation, The Supreme Court has nine Justices who decide if they will take a case. They use a rule known as the Rule of Four, meaning if at least four of the Justices  want to take the case, they will issue a legal order called a writ of certiorari to review records of the case.  Only about 75 to 85 cases are taken per year, out of 10,000 petitions. Often, the cases that are approved involve the entire country, rather than individual people. This is done so that any case that can have a large impact  that can affect a significant amount of people, such as the entire nation, are taken into consideration. Concurring Opinion While a majority opinion stands as the judicial opinion agreed upon by more than half of the court, a concurring opinion allows for more legal support. If all nine justices cannot agree on the resolution of a case and/or reasons that support it, one or more justices can create concurring opinions which agree with the way to solve the case considered by the majority. However, a concurring opinion communicates additional reasons for reaching the same resolution.  While concurring opinions support the majority decision, it ultimately stresses various constitutional or legal basis for the judgment call. Dissenting Opinion In contrast to a concurring opinion, a dissenting opinion directly opposes the opinion of all or part of the majoritys decision.  Dissenting opinions analyze legal principles and are often utilized in lower courts.  Majority opinions may not always be correct, so dissents create a constitutional dialogue about underlying issues that can involve a change in the majority opinion. The main reason for having these dissenting opinions is because the nine Justices commonly disagree on the method for solving a case in the majority opinion. Through stating their dissent or writing an opinion about why they disagree, the reasoning can eventually change the majority of a court, causing an overrule over the length of the case. Notable Dissents in History Dred Scott v. Sandford, March 6, 1857Plessy v. Ferguson, May 18, 1896Olmstead v. the United States, June 4, 1928Minersville School District v. Gobitis, June 3, 1940Korematsu v. the United States, December 18, 1944Abington School District v. Schempp, June 17, 1963FCC v. Pacifica Foundation, July 3, 1978Lawrence v. Texas, June 26, 2003

The Complete Guide to Ebook Publishing Platforms

The Complete Guide to Ebook Publishing Platforms The Complete Guide to Ebook Distribution At Reedsy, our goal has always been to help authors through every stage of the publishing process, from the actual writing down to the marketing and promotion. However, if there's one thing our marketplace can't do, it's the actual publishing of the book. By that, I mean pressing the button that puts your book up for sale on Amazon - and other retailers.Ebook distribution is a complex, ever-evolving topic. Every year, new retailers open their gates, while existing ones close. To make authors’ lives easier, we’ve compiled everything you need to know about ebook distribution in this guide - which we religiously update every year to make sure that all the information in it is up to date. Everything you need to know about ebook distribution (but never considered asking) Now, there are two ways to read this post. If you want to know everything, go from top to bottom and absorb all the information. If you’re just looking for simple, clear-cut instructions on how to get your books onto the major ebook stores in the best way possible, then head straight to our optimized distribution setup infographic.What you need before you publish: formats, ISBNs moreBefore you can get your book up on different ebook stores, you'll need a couple of things: your properly formatted ebook files and a professional cover design.ISBN for Self-Publishers: The Complete Guide Read post Most e-retailers (e.g. Amazon) don’t require your ebook to have an existing ISBN, and most ebook publishing platforms (e.g. Draft2Digital) will provide one for free anyway. Some platforms like PublishDrive don’t offer a free ISBN, but will instead assign to your book another kind of unique identification number which will be accepted by the different stores they publish to.So, all in all, you don’t need an ISBN for ebook publication. Are there benefits to getting one? Yes: if you purchase your own ISBN and register it to your publishing company, your book will show up on retailers as being published by you (rather than by the publishing platform you used). Top #selfpub tip: If you purchase your own ISBNs, each format of your book needs its own. If you do purchase your own ISBNs, here’s the one rule you need to know: each format of your book needs to have its own ISBN. This means, in theory, that your .mobi on Amazon should have a different ISBN from your EPUB on the other stores. If you publish a print book as well (check out our list of print  book distributors right here), then your paperback and hardback will need different ISBNs as well.In the US, you can purchase ISBNs at Bowker. In the UK, you can purchase them at Nielsen. In Canada, you’re lucky, they’re free, and available through the Canadian ISBN Service System (CISS)! 🠍 A professional cover designOn top of your EPUB or .mobi, the other file you’ll need to upload is your book cover file. It’s important to check each retailer/distributor to see exactly what dimensions they require for covers. For example, Draft2Digital recommends a JPEG with dimensions of 1600 Ãâ€" 2400 pixels (a 1.5 ratio), whereas Amazon currently recom mends dimensions of 2,560 Ãâ€" 1,600 pixels (a 1.6 ratio). Knowing your dimensions ahead of time can save you and your cover designer time and ensure that your entire design appears as you intended.We have written extensively on this blog about the importance of hiring a professional cover artist to design your cover. If you want to find out to work with a world-class designer without breaking the bank, read this.Now that you have all the files you need to publish your ebook, it’s time to make one of the biggest decisions in your author career: are you going to publish exclusively on Amazon, or â€Å"go wide†?Amazon exclusivity vs â€Å"going wide†Surely, if I want to maximize my sales, I should make my ebook available to as many retailers as possible, right? That’s true, but here’s the trick: Amazon will offer you a lot of promotional advantages to entice you to publish your book exclusively on their stores. And depending on your book, genre, and marketing strategy, these benefits can far outweigh the drawbacks of not selling on Apple Books or Kobo. When is KDP Select not your best option for ebook distribution? #selfpub tips The case for Amazon exclusivityWhether you choose to be exclusive or not, your first ebook distribution step will be to upload your book to Amazon through Kindle Direct Publishing. This is when you’ll be presented with an option: enrolling in KDP Select.KDP Select is the name of Amazon’s exclusivity program. In exchange for not listing your book anywhere else (that includes direct sales or giveaways through your website, by the way) for a minimum period of 90 days, you’ll get access to:Kindle Countdown Deals: for a period of 7 days every 90 days, you can discount your book. This â€Å"countdown deal† will be promoted to Amazon customers, and you’ll earn the 70% royalty - even on sales below $2.99.Kindle Free Promotions: for a period of 5 days every 90 days, you can set your book as free on the Kindle store. This free promotion will grant your book quite a bit of visibility on the free store.Kindle Unlimited and Kindle Owners’ Lending Library : KDP Select books are automatically enrolled in Kindle Unlimited (KU) and Kindle Owners’ Lending Library (KOLL), two subscription services that are extremely popular among Amazon customers. KU/KOLL authors are paid a percentage of the KDP Select Global Fund based on the number of pages of their books read by KU/KOLL subscribers every month.On top of these benefits, a KDP Select ebook will also earn you 70% royalty for sales to customers in Japan, India, Brazil and Mexico (35% otherwise).The case for â€Å"going wide†Amazon controls around 80% of the ebook market in the US and UK, but their market share is much lower in other countries. In Canada, for example, Kobo alone controls over 25% of the ebook market. In Germany, Tolino has the same market share as Amazon.Not being exclusive to Amazon - what we call â€Å"going wide† - gives you a chance to reach these other readers. Also, building a meaningful presence on smaller retailers can sometimes be easier than competing on Amazon (even with KDP Select’s perks).For a closer look at the pros and cons of Amazon exclusivity, take a look at this in-depth article. The ebook publishing landscape is an ever-changing one, and can be hard to navigate even for the most seasoned indie authors. We hope this post helped shed some light on the numerous distribution channels and opportunities available to authors, and how to make the most of them. We promise we'll do our best to update both our recommendations and the huge spreadsheet of aggregators and retailers on a regular basis.Acknowledgements: we'd like to give our thanks to Dan Wood at Draft2Digital, Monica Dubà © at PublishDrive and Giacomo D'Angelo at Streetlib for their help on our research. Special thanks as well to indie author Rohan Quine  whose distribution setup inspired us to write this post in the first place, and to Janell Robisch for her feedback.If you have any questions or comments about our recommended setup, or if you just want to have a virtual fireside chat with us about ebook distribution (who doesn't love that topic?!), please drop us a line in the comments below!

Steps to Success in Academia Essay Example | Topics and Well Written Essays - 1000 words

Steps to Success in Academia - Essay Example Use of clock for time management helps in doing a job with in dedicated time. I use my spare time in jogging and listening music to freshen up my mind. I take interest in studies and sports for distraction from domestic issues. Difficult subjects can be easily understood by comparing them with the daily life. Bright future is the big motivational factor in making someone to do well in academics and academic success is not possible without motivation. The motivational factors as highlighted by Linnenbrink and Pintrich (2002) are achievement goals, self-efficacy and they explain that these factors are essential in enabling a student to gain academic success. All the five senses need to be fully used for better results. I used to prepare weekly study schedule according to a timetable to follow it easily. I divided the time in three categories. These are sleeping time, class hours and personal time. I followed the schedule strictly for better comprehension. I left all other activities du ring study times and got confidence. Pre reading is the essence of good academic performance. I used to spend one hour in reading the subjects of next day’s classes. Summaries and introductions of the topics are always helpful in understanding the complete topic. Internet should be used to find more information about the topic. Pre reading is also useful in revision of the same topic. Abraham Lincoln says and I quote, â€Å"A capacity and taste for reading gives access to whatever has already been discovered by others.† (Brainy Quote 2011). We read what has already been discussed and discovered but this adds to our knowledge and eventually enables us to gain academic success. I always find tables very useful for learning. I used to sub divide the topic into different categories. Making tables for those categories help in understanding different characteristics. Tables are also good for comparison between different topics. I always divided my daily time for different su bjects. Weekends must be given to those subjects that need more attention and preparation. It is always difficult to study one subject throughout the day. Breaks in-between the study hours should be used in different sort of sports and health activities. Progressively time can be adjusted for different subjects as the study progresses. Studying same thing for complete day is sometimes full of fatigue and boredom also. Therefore, the same subject should be planned for three days for 4 hours each day provided situation permits so. For me, group study is the best way of learning. This helps in learning from each other’s knowledge. This is less boring and less stressful. Frequent questions can be asked from the group members and instant solutions can be found. Difficult topics should be tackled through group studies. Sharing of notes and ideas makes group study very interesting. Robert Quillen says, â€Å"Discussion is a exchange of knowledge†. Discussion is only there whe n we sit in groups to study due to which, there is fruitful exchange of knowledge that is helpful for all the students studying in groups. (Brainy Quote 2011) Problem solving is best done by group studies. I always tried to find out problem and then ask group to resolve it. Then the best suitable answer can be remembered without any revision. This is the best way to create interest in problem solving. Use of clock or timer is basic element of success in academics. Class quizzes and examinations must be timed for rapid

Cause of the collapse of Heathrow rail tunnel in 1999 and what should Essay

Cause of the collapse of Heathrow rail tunnel in 1999 and what should have been done to prevent the collapse - Essay Example NATM was implementing one of the firsts in almost everything. The technology of the method involves spraying shotcrete around the surrounding of the tunnel. This process leads to the formation of the supportive crust though temporarily. It was the first time that the project was used in London clay and the method being new most of the people working in the tunnel were not familiar with some of its aspects. In addition, the New Austrian Tunnelling Method (NATM) applied the self-certification method for the first time at the London Heathrow Airport site (Muir, 2000, p. 19). This method requires that contractors be charged with the responsibility of certifying their work. This method offers no opportunities for oversight management. The case resulted in Balfour Beatty receiving a heavy fine of one point two million pounds while the same court slammed Geoconsult with a five hundred thousand pounds fine for its less capable role. The collapse The collapse occurred on the night twentieth a nd twenty-first of October in nineteen ninety-four. There were no casualties but the cost of recovery amounted to one hundred and fifty million pounds. The project stalled for six more months and disruption of the underground Jubilee Line Extension. However, there were no casualties, the Health and Safety Executive (HSE) successfully filed a petition that resulted heavy fines of one million and two hundred pounds o both Balfour Beatty and Geoconsult with legal costs amounting to two hundred thousand pounds. Causes of the collapse Balfour Beatty and Geo consult implemented the New Austrian Tunnelling Method despite the method having reservations that were grave. This resulted in one of the worst civil engineering disasters in the last century bearing in mind the fact that the Heathrow accident occurred one month after the Munich disaster. The Health and Safety Executive (HSE) took the initiative to warn the two contractors about being cautionary in their approach but contractors fail ed to heed the advice. Among other general failures, the case proved that there was flawed workmanship, which included serious flaws in the management of construction procedures and contract arrangements that failed to meet the standard requirements. The New Austrian Tunnelling Method (NATM) operated as UK-NATM and had serious failures. To begin with, the method was appropriate for primary lining. This should only apply to temporary works (Feld and Carper, 1997. P. 33). The method does not put into consideration the primary lining while designing the secondary lining. The method takes these steps while it is normal that secondary lining is the second phase and its design should follow the design of the primary lining. The main cause of the problem in the process employed by NATM is that it designs both linings simultaneously. The right process requires that the design should be subsequent. This means that the design of primary lining should come before the design of the secondary li ning. The design process should be design as you go. The UK-NATM method allows little room for convergence under the buildings and works concurrently with grouting. The method does not have oversight supervisors and this denies the opportunity for monitoring the appropriateness of the design and gives information regarding compensation grouting. Construction of Heathrow using this method denied the project oversight management hence corrective measures could not

The issue of ecology Essay Example for Free

The issue of ecology Essay The issue of ecology as a transnational issue has become highlighted with the intensification of world trade. As such, it becomes a global responsibility and a consideration in developing trade policies. As the primary governing body of international trade, the World Trade Organization (WTO) has been one of the pioneers in equating environmental responsibility with trade (Deal, 2002). At the same time there, has been regional efforts to standardize environmental laws to mitigate the impact of development in shared environs as illustrated by the efforts of the European Union (EU), North Atlantic Free Trade Agreement (NAFTA) and the Association of South East Asian Nations (ASEAN) (Sampson, 1998). One of the efforts made by the WTO is the development of the Kyoto Protocol which is aiming to mitigate environmental issue particularly global warming by establishing a trade system for emissions. However, there has been a difficulty in the implementation of the regulation because of varying views on the policies as well as difficulty in monitoring emissions. At the same time, there have been some issues regarding the institution of multilateral agreements that are contradicting or undermining the Kyoto Protocol or the status of most favored nations (MFN) (Brewer, 2004). Focus For WTO members, the use of energy tax adjustments could have significant implications. The issue raises difficult environmental, trade policy issues, economic issues. It also raise the internalization of environmental costs and the â€Å"polluter pays† principle, the effects on trade competitiveness and relationship between the multilateral environmental agreements and WTO agreements. The main issue that whether Article III: 2 first provisions of the 1994 GATT or the General Agreement of Tariffs and Trade ponders the use of border tax adjustment (BTA) on â€Å"final† products for taxes on the manufacture of inputs. Albeit the decision in Superfund case, discussed in the latter of this section, the question will turn on a proper analysis of the taxes â€Å"applied, directly or indirectly, to â€Å"the like products to be compared, as opposed to the overall â€Å"fiscal burden† on producers from taxes on inputs. The Kyoto Protocol and the General Agreement of Tariffs and Trade In December 1997, the Kyoto Protocol to the UN Framework Convention was adopted. Under Kyoto Protocol, only Annex 1 countries are subject to legally binding emissions reduction commitments for the commitment period 2008-2012 in post-2000 scenario. Annex 1 parties or developed countries have to meet individual emission reduction targets listed in Annex B of the Protocol. Developing countries or non-Annex 1 parties are not subject to specific emission reduction commitments. Though over 120 countries have ratified the Protocol but the Protocol has yet to come into force. U. S. A and other developed countries have to date indicated an intention not to ratify the Protocol. Another contention is with regards to Article 1, II, VI and VII of the GATT and their potential implication with border tax adjustments. Further, energy tax adjustments may be challengeable under Article XXIII: 1 [b] of 1994. Finally, Panel approach to WTO-consistency will be governed by the reasonableness of the specific measure and its appreciation of the wider international implications. Energy tax adjustments as per Article III: 2 first sentences could offer potentially broad scope for countries to apply energy tax adjustments as disguised barriers to trade. Such results would do little to serve the objectives of either the WTO multilateral trading system or the international response to climatic change. Border Tax Adjustment Border Tax Adjustment [BTA] is a tax levied on imported products to adjust or compensate for taxes levied on domestic product. The main goal of BTA is to ensure trade neutrality of domestic taxation and thereby safeguarding competitive equality between imported and domestic goods. BTA is not necessarily levied at the border and imports may be taxed at the point of sale or consumption. Sales tax, consumption taxes or excise duties, value added taxes are examples of domestic taxes that might be subject to BTA. Likewise, a BTA on imported energy products such as imported natural gas or diesel fuel and other fossil fuels for domestic excise duties would fall within this group. Though the taxes on energy have been levied by governments for fiscal purpose for long time, now there has been a change in trend to levy â€Å"energy tax† mainly for â€Å"environmental† purpose. Energy tax is being levied on energy inputs such as coal ,electricity or gasoline which in turn calculated in value terms , or on the basis of its content of carbon of fossil fuels which is also known as â€Å"carbon taxes†. As of now, there exists no border tax adjustment scheme in place for taxes on energy inputs employed in the production of final products. However, European and other high energy taxing governments are contemplating to introduce such measures in near future due to the pressure exerted by environmental and industry groups. But there are increasing pressures from environmental groups to enforce strictly trade measures to enforce Kyoto Protocol objectives against non-signatories like United States. These environment groups regard the U. S. rejection of the Kyoto protocol is unfair as it places the European business at a disadvantage. They argue that Europe has the right to penalize the U. S goods for the pollution they cause under â€Å"Polluters pay â€Å"policy. Cases for Consideration A BTA can be applied on final goods or on inputs used in the production process. An example is the border tax adjustment on imports of aluminum’s for taxes on energy used in the production process as taxes are being levied on embodied energy in the final good that are adjusted, as opposed to taxes on the final goods itself. These measures are regarded as contentious with linkage to WTO trade and environmental debate. Albeit the Appellate body’s findings in the United States – Shrimp dispute, the exercise of trade measures applied on the basis of process and production methods (PPM) – in this case embodied taxes, carbon or energy –remains highly contentious. BTA for domestic taxes on energy inputs also raise significant equity and sovereignty concerns on the use of trade measures to inflict domestic environmental or taxation systems on other countries. Super Fund The case is against levy of superfund tax by U. S. A on petrochemicals and other chemicals and inputs when imported and sold in U. S and no tax is levied when it is exported out of U. S. U. S claimed that the aim of the tax was to compensate the cleaning up cost of hazardous waste sites and towards public health programs. When an importer fails to provide the details of input which he imported, then a penalty tax rate of 5 % was imposed. The GATT panel ruled that the tax on imported substance was a tax ‘directly imposed on products’ and hence eligible for border tax adjustments. The panel held the US super tax would be consistent with the Article III: 2 first sentence as long as it is equivalent to tax borne by the like domestic substances. The U. S direction to provide the information of inputs may make such information available to trade competitors and would have a real effect in discouraging trade. In this case, it appeared that neither the GATT Panel nor the parties sought to distinguish between the tax applied to the imported products, the like domestic products or the chemical products used in the production of the like domestic products. The Panel seemed to accept the US argument that the imported product and that the like domestic product was subject to the same â€Å"fiscal burden†.

goblin market Essay -- essays research papers

It is difficult to cull a satisfying thematic interpretation from Christina Rossetti's "Goblin Market." Obvious themes might be "that one should be careful of temptation," or "that little girls should not talk to strange men." One might even go on to the end of the poem and decide the theme is "that sisters should love one another." These are rather trite ideas, however, and while the poem definitely supports them (and they are easily defended with quotations from the text), a more careful look at "Goblin Market" reveals that the poem is fairly complex, and able to support a more revolutionary reading than the ones put forth above. Rather than saying that "Goblin Market" has a particular theme, I would put forth the notion that it attempts to deal with certain problems Rossetti recognized within the canon of English literature, and specifically with the problem of how to construct a female hero. There are no signifecant female heros in English literature up to the time of Rossetti. Female protagonists exist, of course, like Elizabeth in Austen's Pride and Prejudice, but they have no outlet for heroic action. They are constrained by the gender-roles into which a male-dominated society has placed them. Elizabeth must spend a good deal of her energy waiting for Darcy to take action; she herself is hobbled by the cords of decorum. In "Goblin Market," Rossetti creates a rudimentary framework of behavior in wh...

Comment The Five Minds of a Manager Essay

The Five Minds of a Manager the five aspects of the managerial mind—has proved not only powerful in the classroom but insightful in practice, as we hope to demonstrate in this article. We’ll first explain how we came up with the five managerial mind-sets, then we’ll discuss each in some depth before concluding with the case for interweaving the five. The Five Managerial Mind-Sets Jonathan Gosling is the director of the Centre for Leadership Studies at the University of Exeter in Exeter, England. Henry Mintzberg is the Cleghorn Professor of Management Studies at McGill University in Montreal and the author of the forthcoming book Managers Not MBAs from Berrett-Koehler. The International Federation of Red Cross and Red Crescent Societies, headquartered in Geneva, has a management development concern. It worries that it may be drifting too far toward a fast-action culture. It knows that it must act quickly in responding to disasters everywhere—earthquakes and wars, floods and famines—but it also sees the need to engage in the slower, more delicate task of building a capacity for action that is careful, thoughtful, and tailored to local conditions and needs. Many business organizations face a similar problem—they know how to execute, but they are not so adept at stepping back to reflect on their situations. Others face the opposite predicament: They get so mired in thinking about their problems that they can’t get things done fast enough. We all know bureaucracies that are great at planning and organizing but slow to respond to market forces, just as we’re all acquainted with the nimble companies that react to every stimulus, but sloppily, and have to be constantly fixing things. And then, of course, there are those that suffer from both afflictions—for example, firms whose marketing departments are absorbed with grand positioning statements while their sales forces chase every possible deal. Those two aspects establish the bounds of management: Everything that every effective manager does is sandwiched between action on the ground and reflection in the abstract. Action without reflection is thoughtless; reflection without action is passive. Every manager has to find a way to combine these two mindsets—to function at the point where reflective thinking meets practical doing. But action and reflection about what? One obvious answer is: about collaboration, about getting things done cooperatively with other people—in negotiations, for example, where a manager cannot act alone. Another answer is that action, reflection, and collaboration have to be rooted in a deep appreciation of reality harvard business review †¢ november 2003 in all its facets. We call this mind-set worldly, which the Oxford English Dictionary defines as â€Å"experienced in life, sophisticated, practical. † Finally, action, reflection, and collaboration, as well as worldliness, must subscribe to a certain rationality or logic; they rely on an analytic mind-set, too. So we have five sets of the managerial mind, five ways in which managers interpret and deal with the world around them. Each has a dominant subject, or target, of its own. For reflection, the subject is the self; there can be no insight without self-knowledge. Collaboration takes the subject beyond the self, into the manager’s network of relationships. Analysis goes a step beyond that, to the organization; organizations depend on the systematic decomposition of activities, and that’s what analysis is all about. Beyond the organization lies what we consider the subject of the worldly mind-set, namely context—the worlds around the organization. Finally, the action mind-set pulls everything together through the process of change—in self, relationships, organization, and context. The practice of managing, then, involves five perspectives, which correspond to the five modules of our program: †¢ Managing self: the reflective mind-set †¢ Managing organizations: the analytic mind-set †¢ Managing context: the worldly mind-set †¢ Managing relationships: the collaborative mind-set †¢ Managing change: the action mind-set If you are a manager, this is your world! Let us make clear several characteristics of this set of sets. First, we make no claim that our framework is either scientific or comprehensive. It simply has proved useful in our work with managers, including in our master’s program. (For more on the program, see the sidebar â€Å"Mind-Sets for Management Development. †) Second, we ask you to consider each of these managerial mind-sets as an attitude, a frame of mind that opens new vistas. Unless you get into a reflective frame of mind, for example, you cannot open yourself to new ideas. You might not even notice such ideas in the first place without a worldly frame of mind. And, of course, you cannot appreciate the buzz, the vistas, and the opportunities of actions unless you engage in them. Third, a word on our word â€Å"mind-sets. † We page 2 The Five Minds of a Manager do not use it to set any manager’s mind. All of us have had more than enough of that. Rather, we use the word in the spirit of a fortune one of us happened to pull out of a Chinese cookie recently: â€Å"Get your mind set. Confidence will lead you on. † We ask you to get your mind set around five key ideas. Then, not just confidence but coherence can lead you on. Think, too, of these mind-sets as mind-sights—perspectives. But be aware that, improperly used, they can also be mine sites. Too much of any of them—obsessive analyzing or compulsive collaborating, for instance—and the mind-set can blow up in your face. Managing Self: The Reflective Mind-Set Managers who are sent off to development courses these days often find themselves being welcomed to â€Å"boot camp. † This is no country club, they are warned; you’ll have to work hard. But this is wrongheaded. While managers certainly don’t need a country club atmosphere for development, neither do they need boot camp. Most managers we know already live boot camp every day. Besides, in real boot camps, soldiers learn to march and obey, not to stop and think. These days, what managers desperately need is to stop and think, to step back and reflect thoughtfully on their experiences. Indeed, in his book Rules for Radicals, Saul Alinsky makes the interesting point that events, or â€Å"happenings,† become experience only after they have been reflected upon thoughtfully: â€Å"Most people do not accumulate a body of experience. Most people go through life undergoing a series of happenings, which pass through their systems undigested. Happenings become experiences when they are digested, when they are reflected on, related to general patterns, and synthesized. † Unless the meaning is understood, managing is mindless. Hence we take reflection to be that space suspended between experience and explanation, where the mind makes the connections. Imagine yourself in a meeting when someone suddenly erupts with a personal rant. You’re tempted to ignore or dismiss the outburst—you’ve heard, after all, that the person is having problems at home. But why not use it to reflect on your own reaction—whether em- Mind-Sets for Management Development In 1996, when we founded the International Masters Program in Practicing Management with colleagues from around the world, we developed the managerial mind-sets as a new way to structure management education and development. Managers are sent to the IMPM by their companies, preferably in groups of four or five. They stay on the job, coming into our classrooms for five modules of two weeks each, one for each of the mindsets, over a period of 16 months. We open with a module on the reflective mind-set. The module is located at Lancaster University in the reflective atmosphere of northern England—the nearby hills and lakes inspire reflection on the purpose of life and work. Then it is on to McGill University in Montreal, where the grid-like regularity of the city reflects the energy and order of the analytic mind-set. The worldly mind-set on context comes alive at the Indian Institute of Management in Bangalore, where new technologies jostle ancient traditions on the crowded streets. Then comes the collabora- harvard business review †¢ november 2003 tive mind-set, hosted by faculty in Japan, where collaboration has been the key to managerial innovations, and Korea, where alliances and partnerships have become the basis for business growth. Last is the action mind-set module, located at Insead in France, where emerging trends from around the world convert into lessons for managerial action. So our locations not only teach the mindsets but also encourage the participating managers to live them. And so have we, in the very conception of the program. Our approach to management development is fundamentally reflective. We believe managers need to step back from the pressures of their jobs and reflect thoughtfully on their experiences. We as faculty members bring concepts; the participants bring experience. Learning occurs where these meet—in individual heads, small groups, and all together. Our 50-50 rule says that half the classroom time should be turned over to the participants, on their agendas. The program is fully collaborative all around. There is no lead school; much of the organizational responsibility is distributed. Likewise, the faculty’s relationship with the participants is collaborative. And faculty members work closely with the participating companies, which over the past eight years have included Alcan, BT, EDF Group and Gaz de France, Fujitsu, the International Red Cross Federation, LG, Lufthansa, Matsushita, Motorola, Royal Bank of Canada, and Zeneca. We think of our setting as being especially worldly, because the participating managers and faculty host their colleagues at home, in their own cultures, and are guests abroad. We also believe that the program’s reflective orientation allows us to probe into analysis more deeply than in regular education and work. Finally, our own purpose is action: We seek fundamental change in management education worldwide—to help change business schools into true schools of management. page 3 The Five Minds of a Manager These days, what managers desperately need is to stop and think—to step back and reflect thoughtfully on their experiences. barrassment, anger, or frustration—and so recognize some comparable feelings in yourself? Your own reaction now becomes a learning experience for you: You have opened a space for imagination, between your experience and your explanation. It can make all the difference. Organizations may not need â€Å"mirror people,† who see in everything only reflections of their own behavior. But neither do they need â€Å"window people,† who cannot see beyond the images in front of them. They need managers who see both ways—in a sense, ones who look out the window at dawn, to see through their own reflections to the awakening world outside. â€Å"Reflect† in Latin means to refold, which suggests that attention turns inward so that it can be turned outward. This means going beyond introspection. It means looking in so that you can better see out in order to perceive a familiar thing in a different way—a product as a service, maybe, or a customer as a partner. Does that not describe the thinking of the really successful managers, the Andy Groves of the world? Compare such people with the Messiers and Lays, who dazzle with great mergers and grand strategies before burning out their companies. Likewise, reflective managers are able to see behind in order to look ahead. Successful â€Å"visions† are not immaculately conceived; they are painted, stroke by stroke, out of the experiences of the past. Reflective managers, in other words, have a healthy respect for history—not just the grand history of deals and disasters but also the everyday history of all the little actions that make organizations work. Consider in this regard Kofi Annan’s deep personal understanding of the United Nations, a comprehension that has been the source of his ability to help move that complex body to a different and better place. You must appreciate the past if you wish to use the present to get to a better future.

Faculty attitudes towards students with disabilities Essay

There have been an increasing number of disabled students who are moving from high school to post-secondary education over the last few decades. The enactment of the several laws addressing the education of students with disabilities such as the Individuals with Disabilities Act (IDEA) of 1990 and American with Disabilities Act (ADA) of 1990 instigated the rise in disabled students in higher education (Rao, 2004).   The IDEA recognizes postsecondary education as one of the aspects in which the education system should strive to achieve. This means that even the disabled persons have a right to receive postsecondary education. On the other hand, the ADA requires that students with disabilities be given access to postsecondary education just as any other member of the society. Inclusion of the Section 504 of the 1973 Rehabilitation Act is also an emphasis on the right for the disabled to access higher education (Riddell, Tinklin & Wilson, 2005). Students with disability increased in institutions of higher education since the above Acts created favorable conditions characterized by equity in accessing education. According to Eckes and Ochoa (2005) there was an increase in disabled freshmen by more than ten percent as from 1991 to 1996. A significant growth in the number of disabled students accessing post-secondary education is also noted by Rao (2004). Rao (2004) indicates that there was a 16 percent increase in the number of disabled persons who had received at least college education as from 1986 to 1994. In 1996 alone, approximately six percent of the undergraduate population was composed of persons with disabilities. Increase in college enrollment for disabled persons has been recorded in virtually all forms of disabilities. Mull, Sitlington and Alper (2001) for instance report that as from 1976, there has been a tenfold increase in the number of persons with learning disabilities reporting to college. This is also reported as the fastest growing category of disabled college freshmen. In 1996 for instance, learning disabilities constituted 29 to 35 percent of all disabilities recorded in disabled persons enrolling into colleges. Eckes and Ochoa (2005) highlight some of the disabilities that were recorded amongst freshmen in 1994. These include health impairments, impairments in seeing and hearing as well as learning disabilities. Despite the fact that there has been an increase in enrollment of disabled students in college, there has also been a concern about a good majority of these encountering difficulties in completing higher education. This is especially in comparison with students who do not have disabilities. According to Mull, Sitlington and Alper (2001), the number of students with disabilities who attain their target degree is always lower compared to students without disabilities. It is also notable that a greater number of disabled students versus students without disabilities spend more time in the postsecondary program. In one study, Mull, Sitlington and Alper (2001) report that while 80 percent of learning disability students spent more than five years to graduate from postsecondary institutions, only 56 percent of those without disabilities spent such a time. These statistics indicate problems with outcome of higher education among students with disabilities. The experiences of disabled students in higher learning institutions therefore become worth exploring since they are key to effective learning and desirable outcomes. Disability defined When addressing the attitudes of faculty towards students with disabilities, it is worth considering and understanding the various disabilities encountered. A definition of disability is therefore an important understanding in this field since it helps in comprehending some of the attitudes that may be encountered in faculties. It is recognized that disability can be defined from a medical and social perspective or the International Classification of Functioning as per the World Health Organization (Mitra, 2006). In this paper, the medical aspect of disability is considered with physical and mental disabilities taking preeminence. According to Mitra (2006) disability as per the medical model entails an individual having a problem resulting from any health condition (e.g. disease or injury). The disabling health condition is considered as unwanted since it places the individual into â€Å"sick† position which requires medical care. The medical model of disability emphasizes of the inability of the disabled person to function â€Å"normally†. As such, rehabilitative efforts are mounted to ensure that the disabled person functions as close to normal as possible. For instance, a physically disabled individual may be depending on a wheelchair to move. According to World Health Organization (2007), disability is defined under the International Classification of Functioning (ICF). The ICF recognizes that some health conditions lead to impairments more so in the functioning of the body. As such, the individual gets limited or restricted to participate in certain activities such as work and education. Lack of access to education for persons with impairments for instance may be considered as a hindered participation according to ICF. The International Classification of Functioning incorporates social and medical aspects of disability. In addition to identifying medical conditions as causes of impairment, the model also recognizes that the impairment limit an individual’s participation in certain activities, thus bringing in a social inequality (Woodcock, 2009). The restricted participation is considered as a contextual aspect whereby some factors such as personal background, law and the attitudes of the community may determine the limitation to participate. As such, a disabled person may be limited in terms of participating in education or accessing other social services. This is the reason why Mitra (2006) argues that disabled persons face certain disadvantages similar to those encountered by oppressed minority groups. Among the experienced inequalities is school segregation. One may be born with certain disabilities whereas others are acquired during day-to-day life for instance due to traumatizing event. Some of the disabilities that students who get enrolled to postsecondary learning institutions have include impaired sight, impaired hearing, impaired speech, impaired health and learning disabilities as the most common impairment. The above impairments are considered as serious and common disabilities compared to mild forms of disabilities which are less common amongst students. Learning disabilities constitute a myriad of disabilities such as dyscalculia i.e. problems with resolving mathematical computations, dysgraphia i.e. writing difficulties, aphasia i.e. language use problems and dyslexia problem whereby the student experiences problems in reading (Walker & Heffne, 2006). Important to note is that the learning disabilities may be a bit difficult for college tutors and professors to identify in students as opposed to physical disabilities such as a student using a wheelchair. Disabilities such as Attention Deficit Hyperactivity Disorder or dyslexia are particularly difficult to detect. Overview of Americans with Disability Act involving higher education Disabled persons are part of the society and as much as they are grouped as part of the minority, they are also diversity in the society (Bryan, 2010). Being part of a minority in the American society, they are faced with the potential to be segregated. In response to the need to protect the disabled Americans from discrimination and segregation in terms of access to social amenities, the Americans with Disabilities Act (ADA) was enacted in 1970. This is a law that has specifically addressed the persons with special needs and the special education has been clearly addressed more so in regard to institutions of higher education discriminating against disabled students. Students with disabilities have been advocated for in the ADA in terms of their access to higher education. The Americans with Disabilities Act was enacted in July 1990 to provide for the access of postsecondary education for students with disabilities (Bryan, 2010). There are several provisions in the ADA including instructions on accommodation of students with disabilities. One important requirement of the ADA is that the student has the responsibility of the disclosing their disability to the institution’s authorities for them to benefit from the Act’s provisions. According to (Walker, 2006), institutions of higher education are prohibited from enquiring of the disability status of the student by the ADA. On the other hand, once a student has disclosed their disability status, the institution is supposed to handle the student as per ADA’s provision. According to Title II and III of the ADA, disabled persons are not supposed to be denied access to facilities which are accessible to the public including private facilities (Hernandez, Keys & Balcazar, 2004). As such public and private learning institutions are supposed to provide accommodation for disabled students indiscriminately. While Title II prohibits discrimination of the disable from accessing public entities, Title III of the same Act adds that disabled persons should not be denied accommodation in private places so long as those entities cab be accessed by the public. Specifically, Title III states that â€Å"no individual shall be discriminated against on the basis of disability in the full and equal enjoyment of goods, services, facilities, privileges, advantages, or accommodations† (Sullivan, Lantz & Zirkel, 2000, p 261). In view of the provisions in the Americans with Disabilities Act, the disabled student is put into the mainstream higher education community. The ADA is highly hailed by the disabled postsecondary students since their concerns are highly addressed (Hernandez, Keys & Balcazar, 2004). The attitudes of the general public towards the inclusion of the concerns of the disabled as provided in Title II and III of ADA are particularly hailed. With ADA in place, postsecondary institutions of learning have been made to provide services that support the disabled students to have the best experience during their time in the institution. Bryan (2010) states that since the enactment of the ADA, postsecondary institutions have been forced to reevaluate their services so as to accommodate the disabled persons as per the requirements of ADA. Most institutions have specifically addressed changes in programs catering for individuals with learning disabilities. If a disabled person has complied with the requirements of the ADA and the institution of learning discriminates the individual, the institution can be sued by such an individual. It is to be noted that ADA is a reinforcement of Section 504 as explored below.

Molybdenum Chemical & Physical Properties

Molybdenum Chemical & Physical Properties Atomic Number: 42 Symbol: Mo Atomic Weight: 95.94 Discovery: Carl Wilhelm Scheele 1778 (Sweden) Electron Configuration: [Kr] 5s1 4d5 Element Classification: Transition Metal Word Origin: Greek molybdos, Latin molybdoena, German Molybdenum: lead Properties Molybdenum does not occur free in nature; it is usually found in molybdenite ore, MoS2, and wulfenite ore, PbMoO4. Molybdenum is also recovered as a by-product of copper and tungsten mining. It is a silvery-white metal of the chromium group. It is very hard and tough, but it is softer and more ductile than tungsten. It has a high elastic modulus. Of the readily-available metals, only tungsten and tantalum have higher melting points. Uses Molybdenum is an important alloying agent which contributes to the hardenability and toughness of quenched and tempered steels. It also improves the strength of steel at high temperatures. It is used in certain heat-resistant and corrosion-resistant nickel-based alloys. Ferro-molybdenum is used to add hardness and toughness to gun barrels, boilers plates, tools, and armor plate. Almost all ultra-high strength steels contain 0.25% to 8% molybdenum. Molybdenum is used in nuclear energy applications and for missile and aircraft parts. Molybdenum oxidizes at elevated temperatures. Some molybdenum compounds are used to color pottery and fabrics. Molybdenum is used to make filament supports in incandescent lamps and as filaments in other electrical devices. The metal has found application as electrodes for electrically-heated glass furnaces. Molybdenum is valuable as a catalyst in the refining of petroleum. The metal is an essential trace element in plant nutrition. Molybdenum sulfide is u sed as a lubricant, particularly at high temperatures where oils would decompose. Molybdenum forms salts with valencies of 3, 4, or 6, but the hexavalent salts are the most stable. Molybdenum Physical Data Density (g/cc): 10.22 Melting Point (K): 2890 Boiling Point (K): 4885 Appearance: silvery white, hard metal Atomic Radius (pm): 139 Atomic Volume (cc/mol): 9.4 Covalent Radius (pm): 130 Ionic Radius: 62 (6e) 70 (4e) Specific Heat (20Â °C J/g mol): 0.251 Fusion Heat (kJ/mol): 28 Evaporation Heat (kJ/mol): ~590 Debye Temperature (K): 380.00 Pauling Negativity Number: 2.16 First Ionizing Energy (kJ/mol): 684.8 Oxidation States: 6, 5, 4, 3, 2, 0 Lattice Structure: Body-Centered Cubic Lattice Constant (Ã…): 3.150 Sources CRC Handbook of Chemistry Physics, 18th Ed.Crescent Chemical Company, 2001.Langes Handbook of Chemistry, 1952.Los Alamos National Laboratory, 2001.

8 Tips to Stay Organized During College Application Season

As you prepare to apply to colleges, you might feel a bit like a circus clown trying to juggle a dozen bowling pins while also taking AP calculus. Or maybe not, but either way, there is a lot to manage and it doesn’t always come easily, even to students who have generally been very organized and responsible about keeping up with all their commitments in the past. Applying to college is a little different from most responsibilities you’ve probably had before. For one thing, the stakes are certainly high. If you’re successful, you will feel as though the road to your future is paved in gold, but if you’re not, you may feel you’re left to blaze your own trail. Beyond that, applying to college is generally something you have to do without a ton of oversight or guidance. Sure, you can meet with your guidance counselor and discuss choices with your parents, but ultimately it is you who is making big decisions about the future and you who is responsible for making those decisions possible. Finally, you have to do all this while also continuing to succeed in school and extracurriculars. You probably don’t have a ton of extra time, yet here you are, juggling this very important process that could determine your future. This is where comes in. We’re not just used to this frenzy; we actually thrive in it. Here, we unveil some of our top tips for keeping organized during the chaos of college applications. To learn about our top eight organizational tips for applying to college, keep reading. You are about to have a lot of paper to keep track of, and it’s best to have a system in place before it starts to pile up. If you don’t have access to some space in a filing cabinet at home, you can purchase a travel hanging file box or an accordion folder to get started. Start a file for every school on your college list and include in it everything you’ve received from those schools. Also add contact information for anyone you’ve spoken with there. Include notes about visits, pros and cons, and any other important information you’d like to be able to review easily. Also keep files for finances. There should be one file for financial aid paperwork and another for each scholarship you’re interested in applying for. These folders should contain copies of any important documents or applications, along with records of the dates you submit your paperwork. Finally, keep a folder for standardized tests. Include copies of your score reports so that you will be able to access them without needing to go online every time. Also include a calendar of test dates and registration deadlines. Procrastination is your worst enemy during college applications season. If you put off one task, it will only snowball towards the deadlines for other important tasks. There are many small ways to stay a step ahead, and if you are consistent with them you won’t feel as hurried when the time comes to complete them. Begin by staying on top of your college list as your interests grow and adapt throughout high school. Ideally, you aren’t sitting down to a blank slate your senior year and already have some kind of list in progress, even if only in your head. Also get ahead of standardized tests. Plan to take them initially as a junior and allow plenty of time for studying and retakes so that you won’t be stressed later on. Finally, you can get a head start on your personal statement by brainstorming about possible essay topics during your junior year, even before essay prompts have been released. Although you might not know the exact spin you’ll need to put on it, most essay choices are broad enough that if there’s something you’re really inclined to write about, you’ll find a way to make it work. Then, keep an eye out in August for the release of most essay prompts so that you can get to work on tailoring your ideas to them as early as possible. These days, with so much of our lives are governed by technology; this tip almost goes without saying. While you probably already know to put all important dates, deadlines, and other commitments into an online calendar, you need to go one step further and ensure that this calendar syncs across all your devices. Also be sure to set notifications to alert you to important deadlines and commitments with enough lead time to prepare. For example, if you have an SAT registration deadline coming up, it would be wise to set a notification for both the day before and then again for an hour before, just to be certain that you get it done. Synced calendars ensure that you’ll get these notifications across your devices and are bound to notice at least one before time expires. Your school’s guidance counselor may have valuable connections or insights into the schools you’re applying to. Make an appointment to meet with this person early in the year, before the mad rush begins. This also allows you time to seek input from other sources afterwards as needed. If your guidance counselor doesn’t turn out to be especially helpful in the process, seek out other trusted adults like teaches, coaches, or mentors. It’s important to have a large support network as you undertake college applications, and you never know when one of these people might be able to help you with important tasks or networking. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. You have a lot to stay on top of, and editing your college essay can become a brain-numbing task. Of course you may easily catch large typos, but sometimes after reading and rereading the same piece of writing again and again, it all begins to blend together a little, and you’re bound to miss some little (or even big) mistakes. Avoid this by using an essay editing service. Having a professional read through your essay ensures that it’s grammatically and structurally sound, and the services generally start at fairly affordable prices. Check out ’s Essay Editing service to learn more. Everything is easier with a friend. Find a friend who is applying on a similar timeline as you and help to hold one another accountable for deadlines and other steps in the application process. Setting a notification on your phone might be a good way to remind yourself that the first draft of your personal statement should be done, but it certainly won’t invite you to a study date at the library to work on it side by side. Having a visual for what needs to be completed can be particularly helpful for certain kinds of learners. Put all colleges on your list into a spreadsheet that includes each of the various tasks and stages involved in the college application process, then check off the various fields as you complete them. For some students, it’s especially helpful to print this spreadsheet or create it on a large poster board so that it can be displayed prominently someplace that they will see it every day. Even for the most organized of high school students, college applications can be a particularly challenging time. The stakes are high, emotions have a tendency to run hot, and the process is almost certainly new to you. There’s no shame in asking for help, and hiring a professional to help you keep track of everything can be a smart investment. At , we offer a personally tailored College Application Guidance Program that pairs you with a personal admissions specialist who walks you through the process step by step. Our tech platform allows you to easily track deadlines, so that you’re certain you won’t miss a thing. We also offer the Pro Bono program to qualified students. Don’t let the college application process overwhelm you. If you take things one step at a time and up your organization game to ensure that there’s no last-minute frenzy, you will be able to tackle each step as the calm, cool, and collected applicant you are.

Virtual groups and how they effect group communication Research Paper

Virtual groups and how they effect group communication - Research Paper Example Instead they connect through communication technologies and computers, provide an unparalleled amount of flexibility (Powell, Piccoli & Ives, 2004) and are unified only by a shared function or rationale (Lurey & Raisinghani, 2000). This paper aims to review the literature and research that focuses on the characteristics of small virtual groups in an effort to determine how virtual group interaction affects performance and to make comparisons between performance of small virtual teams and more traditional co-located small teams. Small groups usually consist of three to fifteen members (Socha, 1997) with the ideal size being five to seven (Cragan & Wright, 1999) with every member having an influence on each other and are interdependent. In other words if something occurs to or influences one member it impacts on other group members; the behavior of one group member effects both the way other group members relate to each other (relational behavior) and how they finish the task or attain their goal (task behavior) (Bertcher, 1994). According to Myers & Anderson (2008) interdependence is a fundamental characteristic of a small group and at the end of the day will influence how the group achieves its goal or task which is the initial and most important reason the group is formed. Tasks can be additive, wherein the small group members work separately on one component of a task and when all components are completed they amalgamate their endeavors to produce one ultimate outcome, or they can be conjunctive, wherein the group works together to produce the final outcome (Steiner, 1972). In the case of additive tasks the small group is not interdependent until the end when they unite their work but with conjunctive tasks they are interdependent from start to finish. Apart from the task, interdependence and size, Myers & Anderson (2008) claimed that small groups contain three further features of communication which are ‘norms, identity and talk’ (p.9). He furth er claimed that the norms of small group behavior are the rules or regulations pertaining to members of the group, and can be social, procedural or task based, and if not upheld by a group member sanctions may be imposed on that member. Norms therefore shape small group behavior and govern the way in which group members undertake their task, interact and create their identity - the physical and psychological limits that differentiate small groups and group members. Communication is the most important feature of small groups in terms of defining their identity and consists of four different types of talk as posited by Cragan & Wright (1999) that include role talk, problem-solving talk, encounter talk and consciousness-raising talk. Myers & Anderson (2008) claimed that a small group that is able to balance all four talk types will be more effective and succeed in its task, whereas a small group that places too much emphasis on one type over another or does not employ any one type may alienate some members and not accomplish their task. To summarize the characteristics of small group communication there are three major qualities – size, interdependence and task, and three minor qualities – norms, talk and identity, that influence the way in which group members interact and communicate. Research shows that much has been suggested and purported in terms of virtual communication