Conflict Resolution and Stress At High School Essay

Conflict Resolution and Stress At High School - Essay Example The school administrator noticed a significant increase in the number of absenteeism among the special education staff. For this study, several strategies that could help improve the current situation will be outlined and thoroughly discussed. Employee involvement is considered as â€Å"the voluntary employer-led initiatives that are designed to encourage the more active employee to participate in the organizational activities.† (Caldwell, 1993) Basically, increasing employee involvement in the implementation of inclusion policy can minimize and prevent organizational conflicts. As part of the long list of benefits associated with the implementation of employee involvement and participation, Guest, Peccei & Thomas (1993) explained that the main reason for the need to implement employee involvement is to increase the level of employee commitment towards the organizational goals. It simply means that the school administrator could easily and effectively provide each employee with an extra role to perform within the school organization (Langan-Fox et al., 2002). Therefore, the school administrator could efficiently make use of the regular and special education teachers in order to increase the quality of education at Best High School. Promoting an open communication between the regular and special school teachers is one of the best strategies that could minimize stress and conflict at Best High School. Considering that the special education teachers failed to clearly communicate the importance and purpose of IEPs, it is likely that most of the regular education teachers would just ignore the pieces of paper handed to them by the special education teachers.

18th Amendment Congress Essay Example for Free

18th Amendment Congress Essay Congress is who was involved with the 18th amendment which was ratified on January 16th 1919 and went into effect on January 16th, 1920. This amendment was signed in Washington by congress. The 18th amendment prohibits the sale, consumption, distribution, import, and export of all liquors. During the world war prohibitionists made it seem patriotic to conserve grain for the war effort and not to make alcohol. The prohibitionists thought that a sober soldier was a good soldier and a sober factory worker was a good factory worker. Section 1: states that, after one year from the ratification of this article the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, or the exportation thereof from the United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby prohibited. Section 2: the congress and several states shall have concurrent power to enforce this article by appropriate legislation. Section 3: this article shall be inoperative unless it shall have been ratified as an amendment to the constitution by legislatures of the several states, as provided in the constitution, within seven years from the date of the submission hereof to the states by the congress. After the 18th amendment was in effect underground bars called speakeasies were built. By 1927 there were more than 30,000 speakeasies around the country. Famous gangsters like Al Capone made over 100,000 dollars a year. The Volstead act was crucial to the success of the 18th amendment. It gave the federal government enforcing ability. Also it defined criminal penalties except for medicinal or religious ceremony use. The levels considered intoxicating were 0.5% anything over that limit was illegal. From 1911 to 1929 deaths caused by cirrhosis of the liver in men dropped to 10.7 men per 100,000 from 29.5 men per 100,000. By the end of the 1920s there were more alcoholics and illegal drinking than before prohibition. To undo one constitutional amendment it takes another one to undo it. The 21st amendment which is the first and so far the only amendment to restore rights that were taken away from a previous amendment. In 1932 both parties called for the 18th amendment to be repealed. In 1933 congress passed a resolution proposing the repeal. After prohibition was repealed the separate states were the ones that had to govern their own alcohol laws. Most states made the legal age 21 but some states had the age be only 18. No national drinking age existed until 1984 when the national minimum drinking age act was passed. I do not think this amendment should be brought back because it caused many problems and it was almost impossible to enforce. In conclusion, the 18th amendment caused too many problems and should never be brought back because of everything that went wrong.

Essay --

Gratitude: A Behavior Modification Intervention for Worry. Gratitude is one of the positive emotions shown from research and clinical trials to enhance the general well being of human beings. Gratitude is defined by Emmons (2004) as â€Å"a sense of thankfulness and joy in response to receiving a gift, whether the gift be a tangible benefit from a specific other or a moment of peaceful bliss evoked by natural beauty. Emmons and McCullough also see gratitude as an attitude, a habit, a personality trait and a way of handling difficult situations response (Emmons & Stern, 2013). Its practice has been seen to be efficacious in healing and improving the quality of life of many people. Whether in terms of enhancing mental health or preventing illness, gratitude is one of life’s vitalizing ingredients. Clinical trials indicate that the practice of gratitude can have dramatic and lasting positive effects on a person’s life. It can lower blood pressure, improve immune function, promote happiness and well being, and spur acts of helpfulness, generosity and cooperation (Emmons & Stern, 2013). Emmons and Stern (2013) from their experiments, assert that gratitude has one of the strongest links to mental health and life satisfaction in any personality trait, more so than even optimism hope or compassion. They maintain that people who experience gratitude can cope more effectively with everyday stress, show increased resilience in the face of trauma-induced stress, recover more quickly from illness, and enjoy more robust physical health. There are numerous research on the effectiveness of gratitude as a therapeutic intervention for many problems As mentioned earlier, it is seen to work in any personality depression anxiety (worry), trauma and soo... ...cipant is closely associated with changes in his life, it is important to investigate whether his self-worry is as a result of the adjustments and changes that took place in his life because of school. The progress made through this intervention has to be watched to see if it is temporary or something that will perdure with continues practice of gratitude contemplation and recording. Nevertheless, the intervention helped the participant in decreasing his self-worry. It is the opinion of the researcher that even though, gratitude intervention is successful in his case and other trials carried out by renowned scholars like, Emmons & McCullough, (2003), Emmons & Stein, (2013), Seligman et al (2005) Watsin et al (2003), Matsuba, (2011), more studies should be done to determine the effectiveness of this intervention, the population and cases where it is most effective.

The Museum of Fine Arts

The Museum of Fine Arts, Houston is an expansive collection of art and artifacts that span multiple cultures and historical periods, as well as art movements, from classical to modern. Since the focus of this class is Ancient Egypt through to the European Middle Ages these were the exhibits in which I was mostly interested during my visit. The museum itself has a much more broad focus, but there is a great deal of pieces that fit into the time periods of our course and it was fascinating to really see the cultural remnants of the people and historical periods which we are studying. My visit was really interesting because of how incredible the collections of the museum were. There was interesting artwork from different cultures, like their Asian collection, and of course the more modern pieces that really brought to light the changes in movements in art throughout time. There was not a guided tour that I was able to participate in during my visit, but I was able to do a self-guided tour throughout most of the museum and found the entire building to be easy to navigate and beautiful to the eye. The ancient art was the first stop on my tour of the museum because it is the first time period that we have studied. There was a lot of beautiful pieces found here, including pottery and other cultural items, but some of the artifacts were much more beautiful and elaborate. There was a beautiful coffin of Osiris, that really had a lot of elaborate detail that made it come alive as an artifact. For me, the other artifacts that emphasized the gods, including a of sculpture of the god Thoth as a baboon and other Greek and Roman artifacts that all deal with deities, were an important lesson in how important it was to these groups of people. For them, the stories of their gods and goddesses were as connected with them and their world as they were. They saw their deities in nature around them and in their own homes. That is why the gods are felt everywhere in their artwork and why their stories are so well depicted. This, like this course, has given me a greater understanding of how the beliefs of ancient peoples is connected to their culture in a way that cannot be ignored, it was such a great force in their lives. The European exhibit was in two parts. There was the exhibit that dealt with Early Christian artwork, which transitioned from early to Renaissance and Baroque artwork. There is also another permanent exhibit called the Sarah Campbell Blaffer Collection. In these collections I was able to get another strong vision of what was important to the people who lived in the Middle Ages of Europe. The Early Christian artwork was very interesting as it, like the ancient work before it, shows the importance of faith to artists during the time in which it was created. One of the prize works of these collections is an ivory statue of God the Father that was awe-inspiring in its simplicity and it’s beauty. There was also a gothic Virgin and Child sculpture that was created by Niclaus Weckman the Elder. Both of these items were beautiful and showed me how important the things we’re learning in this course are to our understanding of the past. It was fascinating to see what we have learned come to life in the sculpture, artifacts, and paintings found at this museum.

Environmental Science I Syllabus

Respect the learning and safety of others: Be punctual. Be safe. Be thoughtful. Exploration of science through trial and error and testing hypotheses will be fostered in this class, so an environment of respect and safety is key. Treat others the way you want to be treated, with thoughtfulness and courtesy. Be prompt: early or on time. No one's time is more important that the next person. We must use the time we have to learn together wisely. Respect every member of the classroom's personal space, belongings, and ideas. All students are to take care of the materials and lab environment created in our class.Leave it as it was when you got there or in better condition. Derogatory comments (including profanity) will not be tolerated. Science is learned through experiment, so you will be taught and tested over the safety of our science lab space, to ensure safety. You are expected to follow these science lab procedures and policies. O Note: Due to safety considerations, all bags and belo ngings will be placed in the teacher-designated area. This will be strictly enforced for our safety. 2. Strive for excellence each day. Be prepared. Be engaged. Be responsible. Do your best! Perfection is not attainable, but if we chase perfection we can catch excellence. † Vince Lombardi Everyone must be prepared, so we do not waste time. Have your all your materials for class with you in your seat when the bell rings. Actively participate and engage in class activities and discussions. Always do your best work. I expect quality in every assignment, no matter how small or large. Students are responsible for assignment due dates, Late Work Policy, and Make-up Work Policy on next page. Students are expected to follow all Little Rock School District policies, which are See Ms.Thompson Rituals and Procedures document for specific daily classroom rituals. Consequences for Poor Decisions: All decisions in life have equal consequences. Below are the disciplinary steps taken if you c hoose to not follow the classroom expectations, rituals, and procedures. 1. Verbal Warning 2. Parent Phone Call 3. Referral to Assistant Principal 4. Referral with SIS Recommendation 5. Referral with ZOOS Recommendation & Parent Conference The teacher reserves the right to send any student out of the classroom or to the office on referral for extremely disruptive, inappropriate, or severe behavior.Under no circumstance should the teacher have to ask a student to leave the classroom more than once. Absences and Make-up Work: All absent students will be allowed to make up work. This is the responsibility of the student, not the teacher. The student is responsible for work assigned prior to his or her absence. Announced deadlines for long-term assignments, projects, and/or research papers must be honored regardless of attendance. Family emergencies are the only exception to this rule. Tests must be made up the day of your return to lass. See the USSR regarding this policy.Students will need to retrieve their make- up work from a responsible classmate and our online Gaggle classroom where all assignments and notes are posted. Late Work: Any minor assignment can be turned in within one day of the original due date for half credit. It will not be accepted after that time. You are expected to meet all class deadlines. Students must sign the â€Å"Late Work† log if they fail to meet the announced deadline. Food and Drink: Students are allowed to have drinks with lids. However, this is a privilege that will be lab days. Communication and Extra Help:I want you to succeed, and I believe that you can. If you ever meet an obstacle on your path to success, please feel free to visit for extra help in the morning before school or after school. I am always available by email (Meghan. [email  protected] Org) to assist you or your parents however I can. Please do not wait until the end of the nine weeks to seek help if you are having trouble. This will be too late to ge t you back on track to succeed. Deadline is a great way for both your family and you to keep up with your grades, use it frequently. Let's work together to make it the best year we can!

Slim and George in chapter 3 of Of Mice and Men Essay Example

Slim and George in chapter 3 of Of Mice and Men Essay Example Slim and George in chapter 3 of Of Mice and Men Paper Slim and George in chapter 3 of Of Mice and Men Paper Essay Topic: Of Mice and Men We discover about Slim’s many qualities such as his ability to bring out the secrets of others from them. This is shown in Chapter Three in which he questions George about him and Lennie going around together. Slim’s cunningness is shown not through the dialogue but through the description such as â€Å"Slims’ calm invitation to confidence† which reveals to us that he made George comfortable. The writer shows that this is what leads George to continue talking. The reason why Slim wants to find out more about George and Lennie’s relationship is that he finds it odd that two people are going to places together. Slim knows that George wants to talk and after he begins, he knows that he can be â€Å"receptive† which is why he believes that he does not need to encourage George into saying more. The writer reveals Slim’s intelligence in this scene and his superiority in the sense that he was able to bring out the past of George. This becomes useful in the next scene with Candy’s Dog and how he is key to the decision in the end. Slim’s qualities of being attentive and a good listener are further emphasised through the words â€Å"Godlike†Ã¢â‚¬  and the repetition of the words â€Å"calmly†. We also find out about George in this section and his past. The fact that he used to bully Lennie by making him do random things for entertainment shows how he is not perfect either although he does regret his past. George answers â€Å"defensively† when Slim asks him about his relationship with Lennie. He believes that there is nothing wrong with this although he does know it is not that common. However, he then begins to reveal the past. The same characteristic of him is again shown when Candy asks them about the land that they want to buy. George begins by talking defensively but then eventually begins to reveal more about the piece of land. George â€Å"wanting to talk† to Slim about the past shows how he wanted to share his past and concerns with others rather than be lonely as he could not tell anyone about Lennie and the girl in Weed. This also reflects the reason for which he goes to places with Lennie which is they get lonely and they become sad. George says this to Slim â€Å". guys that go around ranches. That ain’t no good†. Although the reader first feels that Lennie needs George to look after him, we find out here that George needs Lennie for company. Lennie’s past with a women in Weed is a foreshadow what will happen in the end. The writer brings this story here to tell us the reason for which George and Lennie moved ranches and also to warn the reader of what is to come. This is then developed on with the attack on Curley, the puppy dying and then finally Curley’s wife’s death. The atmosphere in this scene is very significant in setting the mood for the conversation. Firstly, we are told about â€Å"the evening brightness† outside and the â€Å"dusk† inside which represent the happy relationship we seem to see between George and Lennie and how it never used to be like this before with the â€Å"dusk† inside. The dusk setting also shows that the coming up scene is negative. The pool of light also focuses on the two characters giving importance to them in the scene. This is used to focus the scene more on George as he becomes the one that talks more. Slim â€Å"moved back slightly so that the light was not on his face†. This was also used to show that he did not want George to see his facial expression during the question as he did not want to give away his intention for asking. Jeya Packiarajah 11X Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section. Download this essay Print Save Not the one?

European influence in Africa essays

European influence in Africa essays Describe the factors that enabled European corporations to accumulate huge profits from their enterprises begun in Africa between 1885 and 1914. Several factors enabled European corporations to accumulate huge profits from their enterprises between 1885 and 1914. These events include the Berlin Congress laying ground rules to annex Africa, the economic depression in Europe that lasted from 1873 until 1898, and the expansion of the transport networks linked to Europe. In 1884 the Berlin Congress laid the ground rules to annex land in Africa is seen as the event that kicked of the Scramble for Africa. A few countries in Europe started to claim grounds in Africa and thus a meeting of the European nations interested in Africa had an international conference. They discussed grievances about land in Africa and also future conduct among each other to avoid wars. Some of these countries, Britain and Germany, started to divide up the land south of the Congo. The majority of all the fertile land in Africa was taken up ad claimed by one of the powerful countries in Europe. Some of the land didnt come easy. Blood shed wasnt an uncommon thing in the Scramble for Africa. In the end only 3 great powers controlled the bigger share of Africa. Britain, Germany, and France controlled the new grounds. Another factor that lead to European corporations to large profits comes from the economic depression that lasted from 1873 to 1898. Many capitalists that had surplus capital didnt want to invest in Europe because return profits would be too small. This created a bit of pressure on the governments to annex rich, fertile, land that would yield high investments. Many capitalists around Europe put their money towards more secure places such as the railways in Argentina and Canada. It wouldnt be long though, until these investors would notice the booming copper mining industry in...

SAT High School Codes and Test Center Codes

SAT High School Codes and Test Center Codes SAT / ACT Prep Online Guides and Tips When you register for your SAT, you have to submit codes for your high school and test center, the location where you are going to take your SAT. The codes make it easier for the College Board to keep track of the high school and test center of everyone who takes the SAT. You want to make sure you submit the right codes, since making a mistake can result in your having to take the SAT at a random high school that's far away from where you live or sending your scores to the wrong college. In this article, I will let you know how to look up SAT high school and test center codes and advise you how to use them properly. How To Enter Codes During Online Registration High School Codes It's very easy to submit your high school code during the online registration process. All you have to do is begin typing the name of your high school and your high school should appear in a dropdown menu. Just click on the name of your school and your high school code will be automatically entered. If the name of your school doesn't appear, you can search for your school by its zip code. Then, the name of your school will be automatically entered. If you click "change your school," you can search for your high school by its code, name, city, state, or zip code. Just select your school from the search results and your high school code will be entered. Test Center Codes Near the end of the online registration process, you can select your test center location. You can search for test centers in your area, and then you'll be given a list of options. Just select where you want to take the test, and the test center code will be entered. How To Look Up SAT Codes You can alsosearch for high school and test center codesbefore, during, or after the online registration process. High School Codes To find your high school code, you can search by country, city, state, and zip code. After you enter the search criteria and click search, on the left, you'll be given the school name, and on the right, you'll be given the corresponding high school code. Test Centers To find your test center code, you can search by your test date, country, state, and city. When you search for test center codes, you'll be given the test center name, address, and code. Special Situations Homeschooled If you're homeschooled, your high school code is 970000. If Your High School Code Is Not Listed If you go to high school in the US or in a US territory and your school code is not listed, enter 000003. If You Go to High School Outside of the US If you go to high school in a country outside of the US, enter 000004. Advice for Ensuring Your Codes Are Correct If you select your high school and test center while registering,make sure the codes on your admission ticket are correct. You can double-check the codes by looking them up on the SAT website. If you do manually enter your codes during registration, make sure you've entered the right codes and that the codes you've entered correspond with your high school and test center. What's Next? For anyone studying for the SAT, I highly recommend that you check out the ultimate SAT study guide. You'll learn extremely important information like how to beat procrastination in your SAT prep and how to get a perfect score. If you want more information about SAT logistics, read our articles about SAT admission tickets and SAT fees and registration. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Six Months plan for Turkish and Armenian Students Essay

Six Months plan for Turkish and Armenian Students - Essay Example The evaluation time for the steps that I will introduce to the university will be six months (Saxena, 2009). Step One: I will advise the two student organizations to concentrate on their activities and not to meddle in each othersactivity as their two different organizations representing students with different interest and coming from different background. I will ensure that the two organizations exist in cohesion and that the different speakers appointed by each organization respect the identity, religion and culture of the organizations present within the University (Lederach, 1999). Step Two: I will advise the two student organizations within the university to know their purpose within the institution and that they share a common interest which is education and not ethnicity or religion. I will make them to understand that no organization is superior to the other and that the resources available within the institution are meant for their use, therefore they should strive to avoid rivalry due to the use of resources or space within the university(Lederach, 1999). Step Three: I will advise the two student organizations to have positive thoughts about each other and ignore their religious interest since the Turks are Muslims and Armenians are Christians. They put human rights values into action and treat each other like a brother for cohesion and peace to exist within the university. ... I will recommend and interfaith dialogue to be used by the Turkish and Armenian student organization within the university. Step One: I will involve both the student organization in an interfaith dialogue to help them realize that in both religions, God is the source of peace and justice. This will bring them to an understanding that they should exercise the concept of peace as both their religion advocates for the existence of peace and they will be able to coexist peacefully with one another while conducting their different activities for the students they represent. Step Two: Interfaith dialogue will be inspiring to the students’ organizations as they will realize that their teachings and traditions are a source of inspiration to all. By communicating, they will learn that it is of great significance to work together for the purpose of peace and justice as times have changed and their living in world that upholds peace with esteem. Step Three: the interfaith will enlighten the two students’ organization to know that it is only God who forgives and both Muslims and Christians were called by God to offer forgiveness. The students’ organizations will immensely benefit by learning the importance of forgiveness as they will forgive each other for their past differences and effect justice in throughout their studies and stay within the university (Smock, 2002). Step Four: The two students’ organization will learn through interfaith dialogue that despite disagreeing on certain points in the doctrines, they should only offer their critics to one another when they feel that either of the organizations has violated the integrity of God. This will work towards helping them to respect

Program for clients who have an ACL tear Research Paper

Program for clients who have an ACL tear - Research Paper Example The buildup of glucose in blood results in malfunctioning of the body cells. Excess sugar in the blood may also result in damage to the nerves and blood vessels, especially the small vessels supplying the eyes, kidneys, and heart. Damage to these vital connective tissues causes hardening of the arteries and atherosclerosis. Sometimes such patients end up developing a life threatening complication called diabetic coma. Diabetic coma results when the patients become dehydrated and very ill. A rise in sugar level in the blood can result to frequent urination that causes dehydration. Symptoms of type 2 diabetes usually present as excess thirst, constant hunger, and frequent micturation. Type 2 diabetes mellitus is managed through exercise and dietary changes. Metformin is administered in cases where the blood sugar level is not adequately controlled. Type 2 diabetic patients should have a stress-free life. They are to take breaks at their place of work and try doing exercises such as yoga, pranayama, breathing exercise, and other music therapies. Such exercises are essential in the management of stress. Exercise the best decision for a diabetic person. Varieties of benefits achieved from exercising include; control of the sugar level, burning of cholesterol, improving muscle strength, and decreasing the blood pressure. It also boosts energy and control stress. Exercises such as walking make the muscles and heart stronger. Walking or jogging three to seven days a week for 100 minutes or 3 days a week for 80 minutes is recommended. Weight lifting in a gymnasium, three days a week is also effective (Tuomi, p. 20) The patients need to take well-balanced meals and avoid jaggery and sugary meals. The patient should be allowed to carry sweets when out training. Sweets are consumed in situations where the blood sugar level moves below normal. They are not to miss exercise programs. Exercise helps the body to sense

The Impact of the Theoretical Basis of Nursing on Contemporary Essay

The Impact of the Theoretical Basis of Nursing on Contemporary Practice - Essay Example This paper approves that nursing as a profession accounts for its conscientious, knowledgeable and responsible actions. The profession has extended education avenues, a body of knowledge leading to defined skills, an ability to provide specific service, professional autonomy to make decisions governed by a code of ethics. The theoretical models have served as frameworks for nursing curriculum and practice by increasing the scientific basis of nursing practice. This essay makes a conclusion that nursing profession today demands responsibilities than the past when the principle of a nurse was just to provide care and comfort. Changes in nursing have expanded the roles of a nurse including health promotion and disease prevention with patient’s care as the core element. The growing specialty treatments have a proportional need for a specialty trained nursing professionals. These specialty nursing professionals assist complicated surgeries working in coordination with the specialties. Every Health Care delivery center today provides a report to the patient on the details of the diagnosis of the disease with follow up instructions, the Medicine information and the allergy reactions that could follow; dietary restrictions, dos and don’ts, restrictions and exercises prescribed. They take an acknowledgement either from the patient or an authorized person after receiving the report. This documentation serves a key purpose in medical pr actice. The health record is the written and legal evidence of treatment.

Midterm Term Paper Example | Topics and Well Written Essays - 1250 words

Midterm - Term Paper Example Achieving dominance in technology can be measured in terms of added value to management activities and other business factors. Cell phones have provided several complex and unique processes that many competitors such as landlines do not have. Looking at the recent revolutionary breakthrough and the result of incremental changes, cell phone is leading the pack. Cell phones have encouraged instant communication and interaction thus making it a good tool in facilitating business communication. Cell phone communication is very effective and quicker compared to other alternatives. Looking at the management concept, cell phones used to improve the performance of the business through customer feedback and other interactive processes (Suarez 275-286). There are numerous advantages of cellphones that increase their compatibility within the business context hence promoting complex coordination. There is an expansive boundary and high level of interaction provided by cell phones. Firms utilizin g cell phones properly may gain competitive edge and assume superior position in the industry. According to Suarez technology can also be used in achieving strategic maneuvering which may be essential in acquiring new markets and building strong relationship with the clients (275-280). Cell phones have technological superiority compared to other technologies. Public relations are an important aspect of every organization and cell phones can be utilized in promoting an organization’s public relations. Cell phones have been very dominant in the communication industry and can be used in carrying out R&D, promoting business communication as well as gathering crucial information. There is also a high customer demand for cell phones thus leading to a huge installed base of the firm. Additionally, there are minimal regulations associated with cell phones and the government seems to promote its dominance in the market (Suarez 275-280). 2 Employees are treated and paid unequally since the wages are low. The company has responded to these issues by improving on their social responsibility and public relations. The company has also committed itself to improve working conditions and increase benefits such as health benefits. It has developed a very extensive code of business conduct which involves maintaining a positive work environment, representing the organization with integrity. Its culture emphasizes on upholding human rights in their operations around the globe, commitment to lawful, honest, transparent ethical behaviors, and they even expect their suppliers, agents, and business partners to follow their suit (Burchell & Jennifer 155-165). It would stand to reason that the leadership styles needed in this organization would be leaders that would be motivational, and encourage their employee’s creativity in driving innovation in the organization. Burchell & Jennifer posit that cultural â€Å"feel† of the organization is that â€Å"intrinsic† motivator encouraged in meeting the goals of the organization (160-170). Pride motivates employees, which in turn fosters creativity and eventually leads to innovation. Hence human resources and leaders in the organization would benefit from hiring people who evidence the motivation and creative skills needed in continuing the vision for the future success of the organization. Of priority is hiring individuals who demonstrate innovative thinking in their areas of specialization. Hiring these types of candidates would support the vision and mission of the organizatio

What is Great about Studying in the UK Assignment

What is Great about Studying in the UK - Assignment Example A research was conducted in the maintenance of the project. The feedback results aided in the project analysis. The topic under research was; â€Å"What is great about studying in the UK in general?† A leaflet was designed with an intention of convincing students from other countries to come to the UK to learn for a degree. Superiority and efficiency of the pamphlet were possible by the use of surveys, published brochures containing similar data and questionnaires. Four locations were the centre of attention, mainly the student benefit in terms of culture and study atmosphere. Sixteen random students were selected and given identical evaluation sheets to complete in regard to completion of the survey. The random students were also given each a sample of the pamphlet created so as to give accurate information. The evaluation sheet was anonymous; students’ names, sex, and age were not included. Overall experience in regard to the brochure blueprint was enquired. Ten quest ions were provided with each of which was rated as per the evaluation scale created. The rating scale was as follows: excellent (4), good (3), fair (2) and poor (1). There was a comment tab after each question. Two additional questions were at the end of the evaluation scale, founded on the improvement of the brochure (Stake, 1996). Comments from the evaluation sheets revealed information on the brochure created. According to an average analysis of the rating sheet, most students love the idea of studying in the UK. Information from the evaluation sheets created revealed that improvement measures for the brochure created included the following: more picture addition, add links to campus websites, admission criteria, and more information on courses available. More than 100,000 international students reside in London as it is the initially preferred city of choice. These students hail from more than 200 diverse homelands.Manchester is the subsequent favored city in the United Kingdom. The third city of choice in Birmingham while the fourth preferred city is Huddersfield. These cities consist of universities which offer quality education with well trained and dedicated staff members, affordable education as preferred to other countries, and a welcoming diverse environment.

Innovation versus Invention Essay Example | Topics and Well Written Essays - 500 words

Innovation versus Invention - Essay Example Novelty is the introduction of a new idea into the world. While dealing with innovation, an idea does not have to be new except in a specific situation. When a company introduces an idea to the world, it is said to be innovative regardless of whether it is new to the industry or not. Basically, an invention is novel and potentially practically applicable whereas an innovation is usually practically applicable and hence introduced into the market. In terms of stages, invention is seen as an early stage while innovation is the end stage where the introduction of the ideas is presented to the end user. Innovation is categorized into two namely, product or service and process. Product or service innovation is about launching of new and improved products or services to the market. Some of its advantages to man include higher prices and profitability, added value, increased market shares and improved public relations. Process innovation deals with better and efficient ways of producing existing products and better ways of delivering existing services. This has benefited mankind in terms of reduced costs, improved quality of services and more responsive customer services. One example of innovation that has impacted man’s existence is the application of Bluetooth technology in mobile and computer devices for faster, cheaper and more convenient transfer of files and information.

What is Great about Studying in the UK Assignment

What is Great about Studying in the UK - Assignment Example A research was conducted in the maintenance of the project. The feedback results aided in the project analysis. The topic under research was; â€Å"What is great about studying in the UK in general?† A leaflet was designed with an intention of convincing students from other countries to come to the UK to learn for a degree. Superiority and efficiency of the pamphlet were possible by the use of surveys, published brochures containing similar data and questionnaires. Four locations were the centre of attention, mainly the student benefit in terms of culture and study atmosphere. Sixteen random students were selected and given identical evaluation sheets to complete in regard to completion of the survey. The random students were also given each a sample of the pamphlet created so as to give accurate information. The evaluation sheet was anonymous; students’ names, sex, and age were not included. Overall experience in regard to the brochure blueprint was enquired. Ten quest ions were provided with each of which was rated as per the evaluation scale created. The rating scale was as follows: excellent (4), good (3), fair (2) and poor (1). There was a comment tab after each question. Two additional questions were at the end of the evaluation scale, founded on the improvement of the brochure (Stake, 1996). Comments from the evaluation sheets revealed information on the brochure created. According to an average analysis of the rating sheet, most students love the idea of studying in the UK. Information from the evaluation sheets created revealed that improvement measures for the brochure created included the following: more picture addition, add links to campus websites, admission criteria, and more information on courses available. More than 100,000 international students reside in London as it is the initially preferred city of choice. These students hail from more than 200 diverse homelands.Manchester is the subsequent favored city in the United Kingdom. The third city of choice in Birmingham while the fourth preferred city is Huddersfield. These cities consist of universities which offer quality education with well trained and dedicated staff members, affordable education as preferred to other countries, and a welcoming diverse environment.

Examine the differences and similarities between European and Arabic Essay

Examine the differences and similarities between European and Arabic romanticism. Illustrate your answer with examples - Essay Example We might begin by distilling some of the central themes and features of the Romantic Movement in Europe. It first gained prominent in the later 18th century, as the Continent felt the pressures of rapid economic development, although it was with the industrialization of the 19th century that Romanticism reached its most influential period. Confronted with the transformation of life in Europe, with rapid industrialization and urbanization changing the very landscape, many authors, artists and others looked to strong emotion as a response, while the basic themes of literature were transformed. A preoccupation with nature in its wildest, untamed and purest form became a widespread concern in literary circles, while remembrance of a simpler, pastoral past was also a common subject. At the same time, there was a new focus on women and children, and on the heroic role of the storyteller or the artist as an important cultural figure, whose position should be exalted in society. All of this constituted a clear break with much of what had gone before it in European culture, but the issue before us here is whether this movement took on a similar character in Arabic literature, when a movement which has been characterized as ‘Romanticism’ arose there. A crucial difference between Arabic and European Romanticism is surely the time and circumstances of their inception. As noted above, European Romanticism was born of a period of extreme socioeconomic change in the region, and reached its height in the 19th century. Arabic Romanticism, by contrast, arose much later, with its zenith usually placed in the period between the First and Second World Wars. By the time Arabic Romanticism was having a major impact, European Romanticism had long since ceased to be a dynamic force. For example, al-Shadi was living in England as T. S. Eliot wrote, but was mainly interested in Victorian and Romantic poetry. Badawi (1985) formulates several possible reasons for the Arabic in terest in Romanticism rather than newer cultural movements in Europe. Chief among these is that it was still perhaps the most popular movement, and was ‘more spontaneous and emotional in its appeal’ (p.125). Perhaps they also identified with its aims, in making a break with previous European literary traditions, as they themselves sought to innovate in their own language. Also, Arabic Romanticism was at its height in a period of political, cultural and socioeconomic change for the Middle East, and shares that with the European movement. The circumstances were different for sure, with Arab nationalism and pan-Arabism, which flourished under European colonialism, as well as the rise of an urban middle class, being major changes, but movements found their roots in revolutionary periods. Of course, Arabic Romanticism, despite many similarities of theme and preoccupation, also differed in its aims. A major concern was its search for cultural identity, in a Middle East which was increasingly being westernized. The role of the Mahjar poets – those who had left for the Americas in search of cultural freedom and economic opportunity, also displayed some unique themes. A feeling of homesickness runs through many of their compositions. However,

Reflective Analysis Essay Example for Free

Reflective Analysis Essay In my short story entitled, ‘Words Haunt Me,’ the language registers and variations in the short story as well as attitudes to language and communicative behaviour of the characters will be discussed. Throughout the story, an intimate register was used between Romain and Rae-Ann. This is because they are very comfortable with each other. Additionally, it is the language marked by specialized words and expressions as seen when Rae-Ann says â€Å"It’s going to be alright babe.† However, a more formal tone is exchanged between Romain and Mr. and Mrs. Carmino. This is level of formality may have been adopted because Romain was meeting them for the first time. This is apparent as Romain declares â€Å"Good evening Mr. and Mrs. Carmino, a pleasure to meet you!† Mr. and Mrs. Carmino spoke Standard English using theacrolect variation as seen in this example â€Å"So what are your intentions with my daughter young man.† Their choice of language may have been because of their ‘upper class status’. However, Romain spokecreole at intervals throughout the passage and at some intervals even exclaiming inbas ilect as he was emotionally aroused. The comfort at which he spokebas ilect leads one to believe that this is his first language of choice and he is very comfortable with it as evident in the many features of the creole structuring such as the use of ‘mi’ as a subject adjective and the replacement of the ‘th’ with the‘d’ as seen in the example ‘Dere is nuting wrong wit de way I speak!’ Theattitudes formulated to language vary given a person’s perception. In the extract, Mr. Carmino despises the creole used by Romain. He considers acrolect/ Standard English superior tocr eole. He indicates this by saying â€Å"â€Å"You speak the language of the underdogs.† Romain on the other hand, defends his language as he sees nothing wrong with it. He also, associates Standard English with a higher class†¦ ‘Corporate world.’ An example of a communicative behaviour which was exhibited throughout the passage is gestures. Romain wiping his hands showed his nervousness while Mr. Carmino’s stern handshake is interpreted as a sign of authority. Other communicative behaviours included facial expressions as seen when Mr. Carmino’s ‘eyebrows frowned together which illustrates his anger and also through vocalics when Romain raised his voice to show his frustration. In attempting to analyse my second reflective I have looked at the relationship between a person’s dialectal variations, choice of register, attitude to language and communicative behaviours, all of which are important in communication.

Fra Angelico :: essays research papers

Fra Angelico/Beato, was the name given to the Dominican friar and early renaissance artist, Fra Giovanni Guido di Piero for his extraordinary works and personal piety. He was born in Vicchio, Tuscany, and had begun his artistic career as an illuminator of missals and other religious related books in his late teens. In 1417, he was accepted as a member of the Compasniadisan Niccolo, a religious confraternity in the Church of Santa Maria del Carmine, which was an implicit recognition of his Christian piety. Here he was prohibited from painting, and therefore resigned from the order and joined the community of San Dominico to become a Dominican friar in 1420, where his brother Fra Benedetto also joined and was ordained as a priest. It was in this place that Fra Angelico had begun his first works on altar pieces and frescoes such as The Annunciation, and had adopted the name Frate Giovanni de' San Domeico da Fiesole (Fra Giovanni of the friars of San Dominico in Fiesole). He was one of the first friars who employed for working on convents other than his own. By the time he was the age of twenty-five, Fra Angelico was already a well known master painter. At the time Florence was the ideal area for Renaissance artwork. So Fra Angelico along with other Fiesole friars, moved to the convent of San Marco in Florence around 1436. In 1445 however, he went to Rome as a request by Pope Eugenius IV. Eventually Fra Angelico returns to his Fiesole, and passes away in March 1455. Unlike many other artists of those times, Fra Angelico used effective artistic techniques such as devout facial expressions, convincing usage of color, motion, deep spacing, usage of a linear perspective, all combined with the influence of the decorative Gothic style of Gentile da Fabriano, which made him one of the foremost painters of the Renaissance. It was also said that his work was inspired by the preaching of another Dominican known as Fra Manfredida Vercelli, and since all his work consisted of Christian relevance, his Christian spirituality is manifested in his art. One of Fra Angelico's more well known piece of work, is the painting of The Last Judgement, which was a piece for the back of a seat for the priest to use at the Mass. It was most probably commissioned by the Florentine church of Santa Maria degli Angeli.

Homosexuals and James Baldwins Role in the Civil Rights Movement Essay

During the Civil Rights Movement, James Baldwin wrote many articles and essays on racial issues. His unique and powerful style invoked the thoughts of many people. What also made Baldwin stand out from others was his homosexuality. Baldwin wrote several essays and novels that had a homosexual theme rooted within the story. It was through this method that Baldwin was able to express his homosexuality and at the same time present a view of black culture that was highly unacceptable during that time period. His works gave him much widespread attention but essentially he was not recognized as a prominent leader of the movement. This was a result of stereotyped images of homosexuals and the desire for African American men to align themselves with the image of being powerful and very masculine. Because African Americans were in the struggle for equality and power here in America, to have a homosexual, who is stereotyped to have effeminate features, might prove detrimenta l in the drive for equality. There were a lot of things going on during the 1960s. The Civil Rights Movement was in full steam and the push for African American quality was greater than ever. The mass of appeal for protest was overwhelming and it spread to other causes as well. Movement could be found in other minority groups, women, and homosexuals as well. This period in time was unique because change was being encouraged and many people took advantage of it. James Baldwin was no exception to this motion of change. During this time period he produced many essays and novels, some of which contained a homosexual theme. He was bold in his move because he was one of a few among many who dealt with the topic. It was only until r... ...among other writers in the literary circle and in a sense became a leader that way. In more recent times, Baldwin has been given much praise for his work, he fueled other writers to follow suit and write about issues like race and sexuality. Hopefully his works will continue to be passed on to others and will open the minds and hearts of many. Works Cited Boykin, Keith. One More River to Cross New York: Anchor Books/Doubleday, 1996. Holland, Sharon P. â€Å"(Pro)Creating Imaginative Spaces and Other Queer Acts: Randall Kenan’s A Visitation of Spirits and Its Revival of James Bladwin’s Absent Black Gay Man in Giovanni’s Room.† McBride 265-87. McBride, Dwight A., ed. James Baldwin Now. New York: New York U P, 1999. Spurlin, William J. â€Å"Culture, Rhetoric, and Queer Identity: James Baldwin and the Identity Politics of Race and Sexuality.† McBride 103-21.

Vw Strategy India

Marketing Solutions Volkswagen India Case Study Innovative campaign inspires 2,700 car recommendations in 4 weeks Volkswagen (VW) is one of the world’s leading automobile manufacturers and the largest carmaker in Europe. As Volkswagen pursues its goal of becoming the number one automaker in the world by 2018, India has become a key component of its strategy. India is currently the world’s second fastest growing car market, with shipments expected to more than double by 2018. As a relatively recent entry into the Indian automotive market, VW needed to raise brand awareness. To address this challenge, Volkswagen’s marketing team focused one of its key brand pillars, innovation, to make a strong impact throughout the roll-out in India. Innovation was showcased not only in Volkswagen’s product introductions, but also in its communications and advertising. Challenge †¢ Create brand awareness among working professionals †¢ Build loyalty and aspiration †¢ In uence decision-making Solution †¢ Establish †¢ Enable VW-branded Company Page on LinkedIn LinkedIn members to recommend their favorite VW models †¢ Use LinkedIn Recommendation Ads to extend reach Innovative marketing strategies raise awareness VW India created groundbreaking campaigns such as the world’s rst ‘talking newspaper’, which used light-sensitive chips to speak to readers about Volkswagen as they turned the pages of their morning newspaper. The talking newspaper ad created a sensation in India, and garnered worldwide attention for taking print advertising to a new level. In one year, brand awareness ore than quadrupled, increasing from 8 percent to a high of 37 percent. Volkswagen next turned to digital media to extend its success and create new opportunities for customers to connect with the brand. Lutz Kothe, Head of Marketing for VW India, says, â€Å"At Volkswagen, innovation is woven into everything we do. In formulating our digital strategy, we looked beyond the obvious for innovative ways to eng age our audience. We knew that for many people, their car affects their professional life and their professional identity affects their car choices. This made LinkedIn a natural choice to connect with current and potential car buyers among the growing Indian professional population. † 1 Why LinkedIn? †¢ #1 resource for career-minded professionals †¢ Precise targeting by seniority and geography ensures match with affordability criteria, dealership locations Results †¢ 2,700 †¢ 2,300 product recommendations in 30 days new followers on VW India Company Page †¢ 960,000 viral updates about VW car models †Indian car market growth second fastest globally,† The Times of India, Jan 12, 2011; IHS Global Insight Automotive Industry Analysis, (data status: 07/02/11), rounded. Recommendation Ads get people talking Next, Volkswagen launched a series of Recommendation Ads encouraging more customers to join the conversation. Each ad showcased endorsements of actual LinkedIn members, and invited the community to recommend their favorite Volkswagen model. Volkswagen used LinkedIn’s broad reach (100 million members worldwide, 9 million in India) and precise targeting capabilities to connect with professionals who matched the buyer pro les for their different models. Lutz Kothe said, â€Å"Volkswagen was the rst company in India to use LinkedIn Recommendation Ads, and the campaign was a success. We went in with a goal of inspiring 500 recommendations among current and prospective car buyers. In less than 30 days, over 2,700 Volkswagen fans had stepped forward to recommend their favorite cars and share these recommendations with their professional networks. In the same time period, we gained over 2,300 followers who asked to stay abreast of the latest news and developments from Volkswagen. Kothe concludes, â€Å"In a world where people spend an increasing amount of time at work, thinking about work, and interacting with their work colleagues, we believe it’s important to foster discussion about Volkswagen products in a professional context. Our innovative partnership with LinkedIn lets our customers learn about Volkswagen products and provides insights†. LinkedIn Recommendations are ‘Network Aware,’ allowing members to see who in their professional network has recommended VW products Engaging working professionals on LinkedIn LinkedIn approached Volkswagen India with an opportunity to be the rst auto major to establish a presence on LinkedIn Company Pages. ‘Company Pages’ provide a branded home base within the LinkedIn community where businesses can showcase their company, products, and services in a trusted, professional environment. Volkswagen India participated in the worldwide launch of Company Pages in November 2010, and soon thereafter opened up their pages to allow LinkedIn members to post reviews and recommendations of their car line in India including the New Beetle, Vento, and Polo. Mr. Lutz Kothe, Head of Marketing & PR, Volkswagen Passenger Cars says â€Å"We were pleasantly surprised to see how easy it was to create our Company Page on LinkedIn and start engaging with customers among the LinkedIn community. Furthermore, the quality of interaction was very high. Recommendation Ads accelerate results 3000 2500 2000 1500 1000 500 0 Week 0 Week 1 Week 2 Week 3 Week 4 Launch of Recommendation Ads LinkedIn member-generated recommendations of VW car models increased dramatically with the launch the recommendation ad campaign. Over 2,700 Volkswagen fans recommended their favorite car models to their professional network in just four weeks. Sample Volkswagen recommendation ad featuring the new Beetle Reach the world’s largest audience of business professionals with LinkedIn. LinkedIn Marketing Solutions http://marketing. linkedin. com/contact Copyright  © 2011 LinkedIn Corporation. LinkedIn, the LinkedIn logo, and InMail are registered trademarks of LinkedIn Corporation in the United States and/or other countries. All other brands and names are the property of their respective owners. All rights reserved. 10-LCS-032-G 0511

Narrative Essay Skills

Narrative Writing Lesson plans and other teaching resources Action Chains Students learn to elaborate on an event in a narrative by expanding their sentences into action chains. Expanding single actions into an action chain provides the reader with a more detailed picture of an event in a narrative. This lesson is designed for grades 3-5. Active Beginnings This 3-page printable handout focuses on crafting strong leads. It is designed for elementary students and requires Adobe Reader or compatible application.Constructing Narratives: A Unit Plan for Taking Apart and Reconstructing Stories This lesson is designed as a project-based unit plan that will take students through the narrative process from deconstruction to construction. After initial discussion, students will use an interactive story map to deconstruct a short story. Students will use pictures to put together a PowerPoint-based storyboard that other students will use to construct a story. This unit is designed for grades 6-8 .From Object to Story: Writing a Historical Narrative Featuring an Artifact from One's Family History Students share observations about the history of familial artifacts. They then research the history and cultural significance of selected objects to prepare their own historical narratives. Includes short reading as prewriting activity. Getting Hooked: Introduction for a Narrative Students will be able to identify techniques for writing an introduction for a narrative and use them effectively. This lesson is designed for grades 2-4.Hands, Hands, Hands – Writing a Narrative Essay from the Perspective of a Particular Hand The teacher will show pictures of six hands to students (pictures included with other handouts). After a brainstorming session, students will choose one hand that illustrates a particular story from their life. Then students will write a two page narrative essay about this story. These stories will be posted on a class blog to allow for feedback and discussion from classmates. In Search Of Wisdom: An Interview With An Elder Students develop interview questions, interview someone aged 60 or older, and write a narrative using that person's voice.Incorporating Flashbacks in Narrative Text — The Sinking of the U. S. S. Indianapolis Students watch a 2:25 video segment that shows an interview with one of the survivors of the U. S. S. Indianapolis who recalls the sinking of the ship and his survival. Students then create an original narrative that utilizes flashback to tell the survivor's story. This lesson is designed for grades 8-10 and includes links to the downloadable video and all support materials. Make Kids' Writing Shine: Using Beginnings and Endings to Teach Craft Strategies to build elementary writing skills.Scroll down for revision and assessment ideas, resources. Memory Preservation–One Relative at a Time After organizing and conducting an interview of a grandparent/senior citizen, students create a slideshow presenta tion using the information and memorabilia collected at the interview. This lesson plan includes rubric and model. It is designed for 8th grade. Narrative Writing & Reading Core Skills Lesson Plan Creating a story is like magic! Grab your magician's hat and wand for this activity. Teach core curriculum concepts of narrative writing (story creation) through the use of characters, setting, and plot.Also teaches skills needed to meet language arts reading and writing core curriculum standards that require the ability to describe characters, settings, and major events in a story. Designed for elementary students. Nibble, Nibble, Little Mouse Students in grades 6-8 explore the implications of point of view in literature and write a narrative, retelling a traditional story from a different character's point of view. A Picture's Worth a Thousand Words Students are given a picture that tells a story. They brainstorm words and ideas, then write a story based on what they see.This lesson is d esigned for grades 6-8. Note: more ideas for teaching the personal narrative can be found on the Biography page. Prewriting Exercises for Personal Narratives Ten activities for personal narrative writing. Savvy Story Structurestudents learn to actively engage in reading by becoming more familiar with the elements of a story. Students will be required to think at a higher level and will enhance their understanding of selected passages and stories. Students should also begin to relate stories to their own lives. Designed for grades 3-5.Ten Narrative Writing Prompts These prompts are designed for high school and college students, but it might be possible to modify some of them for younger students. Tir Nan Og This 4:04 video offers many options: introduction to linear narrative, making predictions, sequencing, writing descriptions, adding dialogue. Using Music to Teach Personal Narrative Students use songs like â€Å"Snapshots† and â€Å"Crossing the Border† to reflect on their own experience. From the Rock and Roll Hall of Fame and Museum. Using Personal Photographs to Spark Narrative WritingThe lesson plan asks students to bring in a photograph that has special meaning for them and to write about it. Using Pictures to Teach Narrative Writing with Roll of Thunder, Hear My Cry Students respond to pictures depicting segregation. They write a story from the point of view of someone in the picture. Writing to Photography/Photography to Writing A teacher designed this project with two goals in mind: (1) to improve students' writing by incorporating photography into descriptive and narrative writing exercises designed to inspire more varied and creative perspectives, and (2) to enhance visual as well as verbal literacy.

Online Games

The effect of Online Games to the academic performance of the Students.. .. it is a habit that many of us teenager get hooked up. College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group.The t test was conducted to compare the means of two independently sampled experimental and control groups. College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental g roup and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups.College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups. College students studying general physics constituted the population of the study.Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups. College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used.Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups. College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group.Th ere were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups. College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group.The t test was conducted to compare the means of two independently sampled experimental and control groups. College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups.College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups.College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups.College students studying general physics constituted the population of the study. Due to the organizational system of classes at the community college level where this research took place, random sampling was not used. Existing classes were randomly assigned as either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The t test was conducted to compare the means of two independently sampled experimental and control groups.

Germany and the Germans Essay Example | Topics and Well Written Essays - 1250 words

Germany and the Germans - Essay Example This sense of commonality of the people fit the objectives for Hitler and the Third Reich. In speeches, they appealed to the betterment and welfare of the people seeking to bring back Volkish culture. Germans wanted a clearly defined distinction between Germans and the other peoples of Europe. This discussion analyzes the influence of nationalist thought in the shaping of Nazi policies beginning with a historical definition of the term ‘Volk’ and the reasons for its integration into German society of the 1800’s. It will also address how the Nazi party utilized these precepts as an idealistic tool, why they established these concepts and how effective this tactic was in congregating the people. The ideas intended to unify a nation advanced by nationalist philosophies evolved for over a century into a national impression of superiority. The Third Reich did not expose the German people to beliefs to which they were not originally pre-disposed. The regime had to be su pported by the German people for it to have experienced the heights of popularity that it achieved during the 1930’s and this support came from a nationalistic narcissism. Nazi ideology was not an overnight event. It had evolved for over a century with a beginning in Volkish beliefs. ... This draw to unify inspired a considerable interest in the German people’s common culture, myths, legends and folksongs. â€Å"This idea found many adherents, reacting to both the Napoleonic conquest of Germany from 1806 to 1811 and the rationalism and scientific advances of the English and the French later in the century† (Iggers 1988). Though still not politically united, Germans were learning to take pride in their cultural accomplishments. There was, unfortunately, a dark aspect to unification. The tendency for cultural nationalism produced cultural superiority and intolerance, which, when combined with racism, was a powerful political force of nineteenth-century Europe. Volkish writers, in-step with the people of the mid to late 1800’s Germany were becoming increasingly intolerant of cultures other than their own. In the mid-1800’s, the term ‘semitic’ became widely adopted by as a result of German philologist Wilhelm Marr’s foundat ion of the Anti-Semitic League. In 1879, he determined the Hebrew language was ‘semitic’ and not Indo-European (Wegner 2002 p. 2) â€Å"The mysticalized, Volkish linguistic foundation for the Aryan myth was a popular concept in the mid-1800s that both Friedrich and August Wilhelm Schlegel, among others, had argued vociferously for, to overflowing university classrooms and in their voluminous writings† (Wegner 2002 pp. 8-9). This linguistic difference provided a means for those of nationalist thought to further identify themselves as different from and superior to anyone of Jewish descent well before the Nazis came to power. It was widely held that the true German spirit was rooted in nature. The people perceived the rural culture

Physical properties of transparent optical polymers Dissertation

Physical properties of transparent optical polymers - Dissertation Example substituted ethylenic) copolymer (Weber, 2003). Structural units of most of these polymers are given in the figure 5.2. Fig. 5.2: Structural units of common optical polymers (Martienssen and Warlimont, 2006). Because of the variations in structure, the properties such as refractive index, thermal stability, etc. vary among the different polymers (Losch et al., 1992). The properties of certain optical polymers (PC, PMMA, and ADC in comparison to glass are shown in figure 5.3. Fig. 5.3: Comparison of physical properties of glass and optical polymeric plastics – PC, PMMA and ADC (Optical Polymers International, 2010). This chapter describes and compares the physical properties of common optical polymers. The following physical properties will be discussed further: 1. ... The scattering loss of these materials is low and their refractive indices are controllable (Jones, 1997). This allows their fabrication into waveguide structures. 5.2.1. Comparison of Refractive Index The refractive index of most transparent polymeric materials is around 1.5. As these are carbon based, their refractive indices and dispersion are very different from crystals and glasses (Weber, 2003). Polyetherimide (PEI) has a refractive index higher than most other optical polymers. Other polymers with high refractive indices include polyarylsulfone, polyarylate, PC, and PS. PMMA has a refractive index of 1.491. The refractive indices of some common polymers are shown in table 5.1. The refractive index of ADC is 1.50, which compares well with that of glass. Polymer Refractive index PEI 1.658 Polyarylsulfone 1.651 Polyarylate 1.61 PS 1.590 PC 1.586 SAN 1.579 CR-39 1.504 PMMA 1.491 TPX 1.466 Table 5.1: Refractive indices of common polymeric materials. The refractive index of a polyme r is influenced by the polarizability, free volume and the difference between the maximum absorption wavelength and optical wavelength of the material (Ma et al., 2002). The higher the density and the polarizability of the material, the higher will be its refractive index. Various other polymeric materials have been used in optical focusing mechanisms. These include polyimides (PI), fluoropolymers (FP) such as Tedlar ® PVF, Tefzel ® ETFE, and Teflon ® FEP, and hydrocarbon polymers (HCP) like polyvinylbutyral (PVB). Among the fluoropolymers, the lowest index of refraction is that of Teflon FEP, which is completely fluorinated (French et al., 2011). It is observed that as the amount of

Public Policy Research Paper Example | Topics and Well Written Essays - 1750 words

Public Policy - Research Paper Example This feeling is induced by the primary chemical agent of this drug, which is delta-9-tetrahydrocannabinol (THC). The Drug Enforcement Administration (DEA) and the National Drug Intelligence Center (NDIC) considers marijuana to be â€Å"a leading drug threat to the country.† However, U.S. law enforcement authorities generally regard marijuana as a lower threat than cocaine and diverted pharmaceuticals because it has least association with violent crime and property crime. Marijuana is the most readily available and widely used and abused illicit drug in the nation. Owing to its high prevalence, marijuana use has found acceptance among several adults and adolescents and a perception prevails that the drug is not harmful. Over the last few years, a tremendous growth has been witnessed in the usage, distribution and selling of marijuana in different regions of US. Usage of marijuana entails certain side effects. According to researchers, it causes problems in daily life and its us age can worsen a person's existing problems. In addition to that, declining mental and physical health, relationship problems, lower life satisfactions, less academic and career success have been reported, by heavy users of marijuana, as potential side effects. Furthermore it has also been reported that, students among marijuana users are more likely to drop out from school. In the field of work, frequently marijuana usage has been associated with side effects such as accidents, workers' compensation claims, increased absences, tardiness and low job turnover. (Drug abuse, 2012a). However, despite the illicit usage and trafficking of marijuana and the potential risks of consumption, efforts are being made to legalize the drug (White house, 2010). This has been a major public policy issue in the recent past and is a source of continuous debates taking place in the assembly. This research paper will involve a thorough analysis of the scope of this public policy concern and how it affects the public as well as the government. The p roposed policies for addressing this issue will also be discussed and suitable recommendations will be made accordingly. Scope of the public policy concern In the recent times, marijuana legalization has been the pivotal issue being discussed in the â€Å"We the People† petition site launched by White House. This website was launched with a view of providing the US citizens with a means to lobby for relevant issues. The marijuana petition has recorded more than 55,000 signatures, an astounding 20,000 more than any other issue on the website, which demonstrates the importance of the issue. Despite the relative importance of the issue, the government has refrained from responding to the marijuana petition. According to the National Survey on Drug Use and Health (NSDUH) conducted in the year 2010, marijuana is the most heavily used illicit drug (17.4 million past-month users). In that particular year, 76.8 percent of current illicit drug users accounted for the usage of. Out of that, 60.1 percent users only smoked marijuana and no other drug (Ali, 2011). Adolescents and young adults are the most frequent users of marijuana. As far as 8th-graders

Theoretical Studies in Fashion Essay Example | Topics and Well Written Essays - 750 words

Theoretical Studies in Fashion - Essay Example The essay "Theoretical Studies in Fashion" concerns the Fashion Theoretical Studies. After visiting the Victoria and Albert Museum, we visited the shoe exhibition called ‘Shoes and Pleasure Pain’ where I learned about different types of shoes that reflect social construction for gender. In the shoe exhibition I chose to focus on Men’s Clubbing Boots which were produced between 1992 and 1996 in England. This type of shoe is a high heeled leather shoe designed for men. These shoes are long with tall laces from the feet up to the legs. They are sexy, and can be used by men to demonstrate sexiness in the English culture. The men’s clubbing boots fall under the category of seduction in the exhibition because they are considered as sexy shoes. They influence the movement of the body. These high heeled shows which affect body movements have been considered in most societies to be suitable for the female gender. However, in this specific exhibition men have also be en portrayed as a group that can titillate the audience and develop sensual feeling. However, the shoe also has several characteristics that reflect the male gender through social construction. For instance, the men’s clubbing boots are look big and heavy, indicating masculine aspects of the wearer. The bigness and heaviness of the men’s clubbing boots shows the distinct appearance of men and women in terms of social construction. In social perspective, men and women have different levels of social power. The power of women is manifested in their appearance.

A Research Proposal concerning Computer Operating Systems Education Essay

A Research Proposal concerning Computer Operating Systems Education - Essay Example My interest in this subject started as a realization, servicing computers at The University of La Verne. There seemed to be a great familiarity of an application when a worker was given instructions in a specific subject. When using a new application, the same faculty or staff became disorientated and frustrated. I pondered; could knowledge of Operating Systems help subjects adapt to new programs easier? My observations were that the more experience a customer had using a computer, the easier it was to adapt to new types of work. Of the subjects interviewed, few have taken an actual course on the operating system of their computer. The comfort level of the subjects who had used several operating systems, over a span of years, were very good at applying learned knowledge to new applications. Consider operating a computer is as much of our professional skill set as language or mathematics. Efficacy theory by Albert Butera states ‘Self Efficacy is people’s perception of their ability to plan and take action to reach a particular goal.† Another definition by Compeau and Higgins 1995; Marakas et al. 1998) is Computer self-efficacy (CSE) refers to individuals' judgment of their capabilities to use computers in diverse situations (http://en.wikipedia.org/wiki/Self_efficacy, 2006) I theorize that if a worker has a good basic knowledge of an operating system, he or she will build confidence through positive experiences. This encounter will drive a user to experiment and discover effective ways of using multiple applications.

Early River Civilizations Essay Example for Free

Early River Civilizations Essay Ancient river civilizations in the Mediterranean as well as Central and South America denote some of the world’s first civilizations. The Phoenician’s civilization was founded in what is now Lebanon, Syria, and parts of northern Africa, the Chavin society developed around modern day Peru where the Mosna and huachescsa rivers merge. The Phoenician civilization created their society around 1100 B. C. E and the Chavin civilization was established around from 900 B. C. E. The Phoenician and the Chavin showed many similarities and differences in the aspects of technological advancements, economics, and social behavior. The Chavin and the Phoenician displayed more differences than similarities because of their immensely different lands. The Phoenician and the Chavin both are famous for their innovations that left an impact on the world. However the way they impacted the world was different. The Chavin were very innovative people especially in architecture and metallurgy. They created systems to carry water great distances, and were able to use the water to irrigate their crops. They also used their architectural abilities to avoid certain underground temples from being flooded by creating canals to act as a drainage system. The Chavin also were some of the first to melt metals for soldering and gold work. The Phoenicians on the other hand left a much different legacy for the world. As opposed to the irrigation and metallurgy the Phoenicians were the first to use letters for writing records instead of images. The Phoenician alphabet did not have any vowels but it eventually was incorporated into the Greek alphabet, and Roman alphabet which was adapted to multiple languages, such as English. Economically, the Phoenicians were in much better shape than the Chavin. The Chavin were by no means in bad shape, but the Phoenicians excelled at economics. The port city of Tyre, prospered greatly because the Phoenicians traveled by sea exporting- wood, wine, fish, and fabrics/color dyes, which led to the Phoenician society growing quite wealthy. The Chavin on the other hand, did not export goods via the sea, they instead invested in transportation, creating paths and bridges over rivers in order for them to be able to trade their main export-llama meat. The social aspects of the two river civilizations were more dissimilar than most aspects of life. The chavin people domesticated llamas and used them in as many was as they could, mostly for travel and trade. They also created many great religious centers and were very artistic, creating thorough paintings and sculptures. At Chavin, shamans were the ones who had divine connections and authority in the civilization while the Phoenicians had kings to rule them. Another major difference is that the Phoenicians, in their small region, used alliances with larger civilizations like Persia to maintain freedom while the Chavin had surrounding societies admired the Chavin and even tried to mimic their ways. The ancient river civilizations, Chavin and Phoenician display many similarties and differences in their technological advancements, economics, and social behaviors. Because the Phoenicians traveled by the seas and had port cities they excelled more financially while the Chavin were more innovative. The Phoenicians created an alphabet while the Chavin domesticated animals, created irrigation, and worked metallurgy. Phoenicians exported many goods and became rich and the Chavin traveled on manmade paths to trade llama meat. Shamans influenced the Chavin and kings ruled the Phoenicians. . Due to their greatly different locations the two ancient river civilizations exhibited more differences than similarities.

Career and family priorities of college students

Career and family priorities of college students This study was designed to observe the career and family priorities of college students. It was studied to determine whether men and women differ in feelings towards career and family. It was hypothesized that there would be an inverse relationship between career values and the importance of family life between men and women furthermore; female students would value the family life role, whereas male would prefer the occupational life role. It was tested with the help of Life Role Salience Scale (Amatea, Cross, Clark, Bobby, 1986). Thirty female and thirty male college students rated the scale. Statistical analysis demonstrated that women valued family more than career and men valued career more than family. INTRODUCTION: Everyday decision can be related to the essence of human. In todays society, individuals are trying to do it all-to find life satisfaction through a combination of multiple roles (e.g., career, marriage, parenting, homecare). Super (1990) theorized that ones life career is made up of many different roles occupied over the life span, including the roles of career person, home and family person, community member, student, and leisurite. However, if they are not spending their time in ways that are congruent with their values, they are unlikely to find the happiness they seek. Greehaus and Beutell (1985) theorized that the more important a role is to an individual, the more time and energy that person will invest in it, which will allow less time and energy for other roles. Super discussed participation, commitment and value expectations in relation to life roles. Participation is the amount of time spent in a role, whereas commitment and values expectations reflect the importance of th e role to the individual, and the degree to which the individual can meet their needs through that role (Super Neville, 1986). Satisfaction in life is related to role congruence, which is the amount of congruence between the level of participation in each life role and the level of commitment to and valuing of that role. For example, if an individual highly values and is highly committed to the family role, but only participates in this role 5% of the time, that individual will be less satisfied with life than an individual with greater congruence between valuing/commitment and participation. Research has demonstrated that inconsistency between role participation and role commitment may cause increased psychological distress and decreased marital quality (Voydanoff Donnelly, 1999).Graduating senior women on the Berkeley campus overwhelmingly reported that they expected to be married, to have children and to have a career. Nearly nine-tenths are planning to earn graduate degrees in law, medicine, science, or business, and half expect to earn as much if not more, than their future husbands. Simultaneously, they hope to raise two or three children each and to interrupt their careers for extended amounts of time, (Six months to twelve years) in order to care for their children. Some researchers say that women place family before career and like to spend large amount of time at home, especially when their children are young. And women with children earn significantly less than either men or women without children. College women and men are quite similar in one respect they both want partners or spouses and they both want children. Ninety percent of the women and men in one of the research say that women hope to marry and have children. But one asks these students how they plan to combine their careers, marriages, and children, striking differences appear. They wanted their husbands to work continuously. It would be strange, said one, echoing the sentiments of man y, if I was at work and he was at home. But many of the men were tentative about their future wives employment. Several men stated they wanted there wives to stay home after she had children. Clearly, both women and men see the husbands job as essential to the economic well-being and survival of their future families and the wifes job as optional-a luxury they can choose to add on or take off at will. Most of the students come from fairly traditional homes-their mothers were responsible for cooking, doing the dishes, and cleaning the house while their fathers made money and fixed things around the house. Students say that mother took care of the kids and the house while father went out to work and earn money. Extensive research indicates that college men and women endorse both achievements goals such as career development and marital goals. Many researchers have found that college men and women are increasingly similar in their goals and value orientations. Scant information is avai lable about how women and men with similarly strong and equal motivations toward the achievement of goals and the maintenance of affiliative relationships will prioritize, make decisions, and interact when achievement demands and personal relationships conflict. Students reveal ignorance of the career hazards of interruptions in employment, and lack of awareness of the family sacrifices and stresses attendant to career commitment (Catalyst, 1987; Phillips Johnston, 1985; Zuckerman, 1980). As men and women in college today think about their future and plan for work and family, they are exposed to a variety of mixed messages relating to gender. Gender socialization continues to influence young peoples identities and stereotypes from the past frame choices (e.g., Angrist Almquist, 1975; Komarovsky, 1985; Machung, 1989) for students as they move into a society which, at least theoretically, permits equality of opportunities regardless of gender. Yet, participation of women in the work force has increased significantly and attitude surveys indicate that we are much more accepting of women taking active roles in our society (e.g. Mason Lu, 1988). Nevertheless, women still face considerable occupational segregation (Blau Ferber, 1985). Research suggests that women continue to oversee management of home, children and social activities of the family, while men help with household tasks (Hochschild et al., 1989) since discrimination results in women earning less money for eq ual time at work, men can justify their non-involvement in household chores because they must provide for the family. Thus, despite many changes, todays college students have grown up in traditional families where women have had to assume the majority of household tasks, whether they worked outside of the home or not. Consequently, many traditional gender expectations are maintained by the structural inequality in our society. According to Eccles, womens career choices will differ from mens because they place more value on family and relationships. Machungs (1989) interviews with 30 graduating Berkeley seniors, illustrates the contradictions which occur between the changing role of women in society and the traditional roles we still hold for women and men in the family. The women whom Machung interviewed wanted careers, but recognized that their career paths would be interrupted by family and children. The men researcher spoke to, on the other hand, planned their career with the exp ectation of having a support system (wives) to care for their homes and families. The women in other studies (e.g., Komarovsky, 1985; Maines Hardesty, 1987; Angrist Almquist, 1975) also express tentativeness of plans for their work life, in which career planning becomes contingency planning or planning around husbands and children. Women in these studies expect to be working most of their adult life, but also expect that their family will take priority over work as needed. Sociological functionalists saw employment and family in an earlier and family life in an earlier historical period as well-integrated (Parsons and Smelser 1956; Goode 1960). Only one person, the male breadwinner, participated in the labour force; the wife/mother met childcare, house-hold upkeep, and other pattern maintenance needs. Husbands and wives were thus specialists in their roles. Societal restrictions on employment for women of childbearing age reduced work/family conflict and stress. Today in our socie ty there is almost universal support in principle for equal opportunity however; traditional attitudes regarding womens family roles persist. Employed women thus experience conflict between work outside the home and family responsibilities (Mortimer and London, 1984; Mortimer and Sorensen, 1984). Pleck (1984) finds that traditional norms promote asymmetrically permeable boundaries in the roles of men and women. For men, the work role dominates; the family is expected to accommodate to its requirements. To support their work involvement, men spend relatively little time on family work. Because the male family role inextricably entails being a good breadwinner (Bernard, 1984), male workplace success simultaneously fulfills both work and family role responsibilities. On the other hand, women are expected to stress family obligations over activities related to employment. Womens work roles often give to accommodate the family (e.g., women with young children often work part-time or inte rmittently). Thus, employment doesnt radically disrupt the traditional core wife/ mother responsibilities. In essence, employed married women have two jobs, one in the workplace, the second in the family; this normative pattern has negative implications for their socio economic attainment (Marini, 1989). Therefore what normative controls used to accomplish (i.e., a women was expected to quit work when she married or had children). Adolescence is widely recognized as a critical life stage for vocational development (Erickson 1963) and crystallization of future plans. Adolescent work and family orientations are therefore expected both to reflect changing work/ family linkages and to contribute to them in the future. Public opinion trends (McLaughlin, 1988) show that widespread behavioral change (e. g., wives employment) often precedes attitudinal change (e.g., approval of wives working). Moreover, status attainment researchers have demonstrated that educational and occupational aspirations influence attainments (Sewell and Hauser, 1975). Given these reciprocal relations of work and family structures, it is important to continually monitor trends in young peoples work attitudes and behaviors. Recent research shows that future work (Farmer, 1983; Shapiro and Crowley, 1982) and family (Affleck, Morgan, and Hays, 1989; Machung 1989; Joss Elson, Greenberger and McConchie, 1977a, 1977b; Maines and Hardest, 1987) cont inue to be central life interests for adolescent boys and girls, with both planning to spend significant portions of their lives in the labor force and in families. A major gender difference persists in that girls more often plan to work part-time and intermittently rather than full-time to accommodate competing work and family role demands (Machung, 1989; OConnell, Betz, and Kurth, 1989).Young women often anticipate that career and family life will be problematic if perused simultaneously (Machung 1989; Ward and Rubin1989; Archer1985; Crowley and shapiro1982). Tangri and Jenkinss (1986)1980 survey of 1967 college female graduates showed a dramatic increase in reported conflict between career and marriage in the post graduate years. Adolescent males ,in contrast ,see their adult work and family roles as more congruent; they see few problems in wanting both careers and families(archer1985).This is to be expected since families do not impede adult mens career(Mortimer and Sorensen 198 4 ).Maines and Hardesy (1987)conclude, young men and women anticipate participating in basically the same categories of activity(education, work, family),butà ¢Ã¢â€š ¬Ã‚ ¦differ in their assumptions about the nature and extent of that participation. Men expect ability and labour market opportunities to determine their futures, while women face the problem of how to integrate these various dimensions of their lives (Maines and Hardesty, 1987). Regan and Roland (1982) investigated marginal shifts in university seniors life goals and vocational aspirations, finding that they had changed over the decade of the 1970s. Women graduating in1979 expected careers to be the primary source of future satisfaction but also indicated that family relationships were still very important. Van Maanem and associates (1977) argue that an understanding of careers should focus on the interaction among individual aspirations, family concerns, and work demands. We therefore, build a measure of lifestyle co mmitment, constructed from individuals ordering of life goals, to investigate relationships. Gender differences in work and family experiences have been a consistently important theme in work-family research (Lewis Cooper, 1999). On the basis of Greenhaus and Beutells argument about the importance of role salience to the work-family conflict (Greenhaus Beutell, 1985), many scholars have hypothesized that women experience more work-family conflict than men because of their typically greater home responsibilities and their allocation of more importance to family roles. However, more recent researchers have discovered that men and women do not differ on their level of work- family conflict (Blanchard-Fields, 1997). In those studies where gender differences were found. The unanticipated results regarding gender and the work-family conflict raise the possibility that researchers emphasis on between-gender differences may mask important within-gender variation in work- family conflict. Within-gender variation may be as critical as between-gender differences in explaining work-fa mily conflict. Gender identity does not stand separate from other identity issues. Rather, it is part of a complex psychological and social process whereby men and women adopt varying degrees of traditionally masculine and feminine roles and responsibilities (Anderson Leslie, 1991). Social and cultural factors, as well as the individuals abilities and personality characteristics, mediate the relationship between gender and work-family conflict (Farmer, 1985). Thus, individual variation within gender can provide valuable information beyond the mere knowledge of gender in order to explain differences among persons regarding work-family conflict. The range of findings in the literature highlights the need to attend to the variation in mens and womens beliefs about the importance of work and family roles, rather than to generalize to all men and to all women (Kerpelman Schvaneveldt, 1999). Understanding this variation may contribute to a more coherent and comprehensive explanation of work-family conflict. The aim of this study is to explore gender differences in work-family conflict while attending to both between- and within-gender variation in perceptions of importance of work and family life roles. In the study we considered the importance attributed simultaneously to both work and family roles by both men and women. This approach should facilitate more precise understandings and may clarify some of the mixed findings of previous research concerning gender differences in work-family conflict. Role salience was typically determined by examining commitment and values regarding work or family roles (Neville Super, 1986). It is important to note that these researchers investigated work salience or home salience without simultaneously considering the relative importance of both roles in an individuals life. Much of the research on career and family orientation has disregarded the perceived relative importance of both work and family roles. As a result, these studies do not reflect the growing recognition that work and family are interdependent spheres of life (Rapport Rapport, 1971; Westman Piotrkowski, 1999). Despite the increase in womens involvement in demanding occupations and the substantial rise of womens vocational aspirations over recent decades (Gerstein, Lichtman, Barokas,1988), mens occupational goals and aspirations frequently exceed those of women. For example, Leung, Conoley, and Schell (1994) found that women generally have lower career aspirations than do comparably talented men. During socialization to work and family roles, men are traditionally raised to pursue the provider role and women the marital/ family role (Major, 1989). Many women in the West continue to be socialized to believe that being a wife and raising a family is the first priority in life and that financial independence and career advancement is secondary (Gilbert, 1993) by this findings we can anticipate that more women than men will fit the Family profile that comprises ind ividuals who assign high importance to the family and relatively low importance to work. Similarly, if young men are raised to adopt the provider role more than young women, it is likely that more men than women fit the Work profile, and assign high levels of importance to the work role and relatively low importance to family roles. By this we can say that women will be represented most often in the Family profile and least in the Work profile. Men were expected to most frequently fit the Work profile and least frequently the Family profile. In research we assumed that womens values and commitment regarding parent and spouse roles would be higher than mens. In addition, following most research findings (Major, 1993; Schwartzberg Dytell, 1996), we anticipated that mens values and commitment to the work role would be higher than that of women. Many women are expected to feel primary obligation to the family role (Schwartzberg Dytell, 1996; Tompson Walker, 1989). Many researchers ha ve found that college men and women are increasingly similar in their goals and value orientations. Scant information is available about how women and men with similarly strong and equal motivations toward the achievement of goals and the maintenance of affiliative relationships will prioritize, make decisions, and interact when achievement demands and personal relationships conflict. Students reveal ignorance of the career hazards of interruptions in employment, and lack of awareness of the family sacrifices and stresses attendant to career commitment (Catalyst, 1987; Phillips Johnston, 1985; Zuckerman, 1980). As men and women in college today think about their future and plan for work and family, they are exposed to a variety of mixed messages relating to gender. Gender socialization continues to influence young peoples identities and stereotypes from the past frame choices (e.g., Angrist Almquist, 1975; Komarovsky, 1985; Machung, 1989) for students as they move into a society which, at least theoretically, permits equality of opportunities regardless of gender. Yet, participation of women in the work force has increased significantly and attitude surveys indicate that we are much more accepting of women taking active roles in our society (e.g.. Mason Lu, 1988). Nevertheless, women still face considerable occupational segregation (Blau Ferber, 1985). Research suggests that women continue to oversee management of home, children and social activities of the family, while men help with household tasks (Hochschild, 1989; Bernardo, Shehan, Leslie, 1987; Coverman Sheley, 1986, Berk, 1985). Since discrimination results in women earning less money for equal time at work, men can justify their non-involvement in household chores because they must provide for the family. Thus, despite many changes, todays college students have grown up in traditional families where women have had to assume the majority of household tasks, whether they worked outside of the home or not. Consequently, many traditional gender expectations are maintained by the structural inequality in our society. The purpose this study was to identity the relationship between male and female college students priorities in terms of there future goals regarding career and family. It was hypothesis that there would be an inverse relationship between career values and the importance of family life between men and women furthermore; female students would value the family life role, whereas male would prefer the occupational life role. Methods Participants In the present study there were two groups consisting of total 60 subjects of which there were thirty female students and thirty male students in the age group 17-22 years. The samples were selected randomly from different colleges. Material The instrument used for the study was life role salience scale. The scale had four different sub-scales dealing with occupational, parental, martial and homecare. Life role salience scale was assed on five point Likert scale ranging from a score of (disagree-1, somewhatdisagree-2, neitheragreenordisagree-3, somewhatagree-4, and agree-5). The purpose of this research was to find reliable information. The first section of the survey consisted of a small section of demographics, including age, gender, major, ethnicity, and academic classification. The second part of the survey contained the Life Role Salience Scales (LRSS), which measured variables of gender, career goals, and family priorities (Amatea, Cross, Clark, Bobby, 1986). The LRSS contained forty value statements regarding feelings about work and family roles. In addition, the LRSS was assessed on a five point Likert scale, ranging from a score of one (disagree) to five (agree). The scale is geared toward role reward value and role commitment level (Amatea et. al., 1986). It also identifies four major life roles as occupational, marital, parental, and homecare. The purpose of this scale is to obtain reliable information pertaining to future career and family expectations of male and female college students (Amatea et. al., 1986). Design: The present study was quasi-experimental design. The subject variable was the gender of the participant, and the dependent variable was whether or not the participant rated his or her career role or family role as more important. This is determined by the participants score on the two Occupational subsets of the LRSS and the participants score on the Parental, Marital, and Homecare subsets. The age group of 20-25 was taken for the study. This particular age group was taken so as to see where this age is where people take decisions regarding career and family. Procedure: The students who volunteered where given consent form and the instructions were read aloud and were also mentioned in the questionnaire. The participants were debriefed on the true nature of the study. Specifically, they were told that the experiment was not about the social opinions about men and women, but on the priorities of male and female career and family values. Once again, all the questions were addressed and students received contact information for any further questions that they may have. Results The data analyzed for this experiment was based on the LRSS which measured family as a combination of homecare, parental and marital roles and assessed career values through occupational role expectations (Amatea al., 1986). Means and standard deviation for all the scales, by gender are shown in Table1. The data displayed variability between males and females in regard to parental role expectations. Overall, the means between genders exhibited significance, and were detected in levels of an independent samples t-test shown in Table 1.According to the data, their was large difference between both men and women in terms of parental role scale. (t=2.45*). As a result the difference between the results of both genders on LRSS reveals that females assessed a higher value towards the parental role than males. Furthermore, the differences between gender in relation to homecare expectation was significant (t=3.17*) which suggests that female preferred homecare role more than males. These res ults support our hypothesis, which stated that there is an inverse relationship between gender, career and family values. Table 2 presents the paired samples t-test; comparisons of the means between the occupational and parental roles were significant. (t=2.63*).table3 shows the paired samples statistics of life role expectation between males. By comparing the means, their was a significant difference (t=2.15*) between male occupational and marital views. Table 1- Gender Life Role Descriptive and Independent Samples Statistics Male Female mean sd mean Sd T Occupational 39.93 3.28 37.93 3.43 2.30 Parental 37.97 4.01 40.77 4.80 2.45 Martial 34.63 4.00 40.75 4.76 5.39 Homecare 37.63 2.16 40.47 4.39 3.17 P Table 2- Female Life Role Paired Samples Statistics mean sd T Occupational Parental 37.93 3.43 2.67 40.77 4.80 Occupational Martial 37.93 3.43 2.63 40.75 4.29 Occupational Homecare 37.93 3.43 2.49 40.47 4.39 P Table 3- Male Life Role Paired Samples Statistics mean sd T Occupational Parental 39.93 3.28 2.0722 37.97 4.01 Occupational Martial 39.93 3.28 5.6119 34.63 4.00 Occupational Homecare 39.93 3.28 3.2077 37.63 2.16 P Discussion This study investigated career and family values of college students. The first purpose of this study was to identify whether or not males and females had different priorities concerning family life and occupational roles. In the present sample of thirty males and thirty females, significant differences were observed between family and career expectations. According to our analysis, females appeared to value the parental role greater than males. This finding suggests that women assess a larger significance towards family priorities than men who value career. These findings supported our hypothesis, which said that there would be a difference in career and family priorities between genders. As hypothesized, females appeared to value the parental role greater than the occupational role. Thus, females held higher expectations for having a family, rather than a career. Likewise, males showed a preference for occupation, as opposed to marriage. Consequently, males viewed having a career a s a greater importance than having a family. Overall, the results of this study highlight the tendency for females to value family priorities, as opposed to males who value career. This finding is also different from gender-role traditionalism research, which suggests that both male and female attitudes change correspondingly during college (Bryant, 2003). Furthermore, results of the present study also indicated that among females, women were more likely to value family, as opposed to career. Past research, such as the Valedictorian Project, obtained results congruent with our findings. Arnold (1993) attributed these outcomes to lowered career aspirations possibly due to female beliefs regarding family-work conflict. In other words, women lowered their career goals to avoid future work conflict and experience fewer family life demands (Arnold, 1993). This finding suggested that external factors (such as occupational stress) tend to lower womens desire to achieve career goals. On the other hand, additional research indicated that universal work expectations were common between genders, in that both males and females contained aspirations in regard to high education, work, and family values (Maines Hardesty, 1987). Similar studies also suggested that women, who pursued high-level careers and contained greater occupational aspirations, appeared to value high quality career roles over family roles (Faver, 1982). These findings, although they were incongruent with our results, suggested that women and men valued career equally. Many studies have emphasized that womens career and domestic choices are situational and change over time, that women negotiate their positions and form ideologies in accordance with various circumstances encountered over their life courses (Gerson 1985; Hochschild with Machung 1989; Jacobs 1989). While not denying the validity of this position, the study suggests that many women students, even before they have had any experience with marri age, motherhood and extra domestic work are incompatible and that husbands are reliable lifelong providers -that help to shape their core identities we suggest that these ideologies influence the choices and decisions, students make as they go through college and enter the world of work, which in turn condition and limit other choices they may wish to make as the circumstances of their lives change. Ultimately, an individuals priorities navigate that person throughout life. A persons values guide him or her in attaining future goals. The very nature of human beings is dependent on critical decisions based on their priorities, which result in life roles. Thus, value lies in identifying gender priorities, in which future human behavior may be predicted. Consequently, future research on the career and family values of college undergraduates is needed to investigate how males and females of different ethnic backgrounds value career and family role expectations, whether or not an increas ed sample size would affect the results of the present study, and the influence of college environmental factors (size, religious affiliation, and location) on gender values. Finally, eliminating media tactics geared toward unrealistic gender stereotypes would decrease the gender-role social pressures exerted on males and females. By projecting realistic and non-traditional attitudes, both men and women would expand their life role opportunities. Womens achievement orientations are clearly not less than males. But women do not feel they must sacrifice their family roles to achieve the arenas of education and work. They anticipate that future family roles will be more important to them than males. Males see their future educational and work as more important than family. Although women expect to earn less than men, they have similarly high expectations for income as their male peers. However, we also find many differences between males and females which imply that traditional gender roles may be influencing plans for their futures. Of particular interest is the gender difference in self-perception. Although females perform well in academics than male they are likely to see themselves as less able than their male. The difference in self-perception is particularly perplexing. These findings support a traditional gender socialization model in which males and all things masculine are valued and females and all things feminine are devalued. Women may be socialized to devalue their own achievements whereas males, despite lower abilities would be pressured to overestimate their abilities. Therefore, responses such as these may be appropriate for both young men and women of marriageable age if they live in a world where men are expected to be superior (Eccles, 1987). We also find that men and women have very different expectations form roles in the home and work place. Although both sexes feel that a good marriage and family are important, men do not feel it is important for them to maintain household activities. Furthermore, males hold more traditional values about women combining work and family, and are more likely to wan their wives to remain at home. Likewise, women place more importance on hous ehold roles, expect to be employed for fewer hours, and are more likely than male