Sunday, November 24, 2019

Comparing A Christmas Carol with The Christmas Party †English Essay

Comparing A Christmas Carol with The Christmas Party – English Essay Free Online Research Papers Comparing ‘A Christmas Carol’ with ‘The Christmas Party’ English Essay In this essay I will be going to examine the similarities between the novels ‘a Christmas carol’ written by Charles Dickens and also the short story. ‘The Christmas party’ written by George Layton ‘A Christmas carol’ was written in 1849 for the rich and the upper class Victorian people. Dickens had visited a ragged school in field lane. He was horrified by what he had sewed. He had wanted to persuade people to do something about this awful poverty that some people had suffered. He was going to Wright a pamphlet called’ appeal to the people of England on behalf of the poor man’s chilled’ but Dickens felt that people were more likely to take notice of a good story. ‘A Christmas carol’ so he had wrote a novel instead. Although this book is fiction, the background is typical of what had happened at the time that it was written. The book was intended for an audience it nowadays is read for entertainment as many of the issues that Dickens had be fighting for have been resolved. George Layton wrote the Christmas party in 1950 and it was published in 1975. The book was written purely to entertain. The Christmas party was written for a wide variety of readers. Layton wrote the book purely to entertain people. He had intended for children and adults to read it. Younger children so they would understand it and older people that so when they read it also would bring back their child hood. There are many language features in ‘A Christmas Carol’. For example Dickens used many similes,’ I am as light as a feather’. The effect of comparing these two things is to bring life how scrooge feels, in comparison to how he used to feel about Christmas since his generosity. A way in which Layton makes it clear that the party is from a child’s point of view is that Christmas child like that is used language: for example ‘smashing’ ‘blooming fibber’ this are words and phrases that are slang. In contrast, Dickens’s novel is written in Standard English. ‘The Christmas Party’ is written in Yorkshire regional dialect such as â€Å"Did she hackers like she wouldn’t give owt away† This language is reflecting the language of northern England where the story is set. In contrasted ‘A Christmas Carol’ is set in London used a more formal language. There are many social differences between the two stories due to the time difference between their times of being written. However, many of the elements of Christmas are the same. One big similarity is that both stories are about Christmas and that it is being celebrated. In the Christmas Party† the boys go out carol singing. â€Å"Where the posh live† The boys go to the posh peoples homes because they think they are rich and will be more likely to give them more money. In a Christmas carol there are carol singers that had went to his house but scrooge sends them a way. Another language feature dickens uses is repetition. An example of this is â€Å"Wonderful games, wonderful unanimity, wonderful happiness† Dickens use the word wonderful to emphasise the contrast In scrooges character. The change in language reflects the change scrooge’s character. It shows how grate and wonderful everything is simply by repeating the words wonderful. Another example of repetition used for emphasis is â€Å"A squeezing†¦old sinner† This emphases the meatiness of scrooge’s character. The Christmas party has no such language features because it is a children’s story written from a chilled point o view as if written by a child. The Christmas carol is written in third person narrative. Whereas the Christmas party is written in first person narrative. A young boy tells the story so the language is very child like. In comparing the cultural similarities of the story of the Christmas party and the Christmas carols. I can see that the Christmas party is trying to say they go to the rich people’s houses sing to them and try to get money off them. Then the Christmas carol is for the rich people to read and to make them feel sorry for the poor people of that time so they would give them money. Due to their a time lapse between the two stories there is quite a big difference between them however, in both texts are traditional symbols of Christmas carols. There are talking about holly and miss toe for example ‘’The crisp leaves of holly scattered there’’ This is used many traditional symbols of Christmas are used to create a jolly scene. It also there is menshiond a turkey for example ‘’Not the prize little turkey the big one?’’ Research Papers on Comparing ‘A Christmas Carol’ with ‘The Christmas Party’ - English EssayLifes What IfsThe Masque of the Red Death Room meaningsQuebec and CanadaEffects of Television Violence on ChildrenHarry Potter and the Deathly Hallows EssayMind Travel19 Century Society: A Deeply Divided EraStandardized TestingComparison: Letter from Birmingham and CritoHip-Hop is Art

Thursday, November 21, 2019

The segmented labour market theory Essay Example | Topics and Well Written Essays - 750 words

The segmented labour market theory - Essay Example It is evident from the study that there is a primary sector which produces jobs that have a secure tenure, good benefits, with better working conditions, while a secondary sector is full of instability, limited benefits, and hazardous working conditions with low pay. Thus, workers in industrialised nations do not want the secondary sector jobs, resulting in employers looking for recruits among immigrants to fill the rejected positions. This secondary sector has little mobility options that impact negatively on educational returns, skills, base and working experience as compared with nations. This has been evidenced by educated Mexicans with skills who have migrated internally rather than into the United States as immigrant labour thus this only changes during periods of financial crisis. The above theory can be related that throughout American history, the ambitious and unsatisfied always had an economic theme giving them reason to immigrate to another place. The first three countrie s of European settlement was evidenced by an outward mobility, i.e. getting immigrants to the continent, thereafter the frontier to develop it. After the disappearance of the frontier in the 19thC, foreign conquest continued for example acquisitions of places like Cuba, and the Philippines etc. Late 19thC i.e. from the late 1590s into 1960s due to industrialisation, internal mobility was witnessed i.e. from the rural areas to the cities beginning in the industrial worth then the South with health accumulation and plenty of white collar jobs, movements were from the cities into the suburbs. An aging population moved from the colder regions into the warmer climes. Creating attendant jobs in the construction, restaurants, retail and healthcare industries After the cold war, mobility has tended to stagnant as there has been a wide stagnation in the economic growth of the country. The previous decade witnessed the devaluation of most mortgages resulting in majority owning houses that are not worth the mortgage paid for initially. This segmented the country into the so-called I presenters against the 99ers. But in reality the segmentation has been into two classes: the immobile and mobile. This classification is due to the industrial vibrantly; in the 1870s young people want to Chicage, 1910s people want to Detroit while 1970s movement was to Housen. This were characterised by; cowboys, the auto industry and the oil industry. The cities had industries that could after both skilled and unskilled people ample work. Nowadays due to the decline in industrial activities, mobility tends to be zero. The tech industry still offers jobs to the highly skilled although recruitment in those high tech industries like Silicon Valley computers, Raleigh-Dusham-bio- tech research is global recruitment for people with specific skills (www.nytimes.com/2012/01/22/.../adam-davidson-mobile-class.html) These high tech industries afford the mobile class good salaries and high bargaining po wer. The immobile class is constituted by citizens with less specialization; therefore the only jobs are the low paying ones in the declining auto-industry and green energy clusters. The difference in the immobile class now that most are educated to a degree level i.e. B.A. degree meaning a degree especially one not from the top universities does not guarantee a job, but rather with specific skills one has. This has coalesced graduates of mid level colleges into a pool defined into a secondary segment. It leaves problems

Wednesday, November 20, 2019

The Book of Nehemiah Research Paper Example | Topics and Well Written Essays - 1000 words

The Book of Nehemiah - Research Paper Example The setting for the book of Nehemiah is originally the court of the king in Persia. The people of Israel are still captive in Babylon. Some individuals have returned to Jerusalem with the King’s blessing to rebuild the temple. But nothing has been done to the city walls, gates and other defensive structures. Nehemiah is granted permission to travel to Jerusalem to rebuild the defenses of Jerusalem while the work on the temple continues. In Jerusalem, there is an assortment of Jews that remained behind from the initial captivity, enemies such as Amorites and Arabs, and other Jews working on the temple. Many of the Jews in Persia still had dreams of returning home while others were becoming acculturated. All of this was happening at some time between 450 BC and 400 BC. The Book of Nehemiah follows a narrative for much of the length. It was written as a history of the rebuilding of the walls of Jerusalem and as a witness of God’s reward for diligent effort. The book begins with Nehemiah receiving word that the construction of the temple was going as planned but was dangerous because there were no walls to protect the workers and the inhabitants of the city. This troubles Nehemiah to such a degree that King Artexerxes can tell that something is troubling Nehemiah, his steward. Nehemiah courageously tell the king what is on his mind. The king grants Nehemiah permission to rebuild the walls and provides tools, equipment and food. Nehemiah arrives and finds much of the city in ruins. Great breaches have been knocked in the walls, many gates and towers are burned and streets are impassable. Nehemiah announces his plans and immediately become an object of scorn and contempt. Sanballat the Horonite, Tobiah the Ammonite and Gehsem the Arab were his main detractors. They said the work could never be completed. Work does begin on the walls and progresses at a very rapid pace. The enemies of Israel are amazed. They begin to issue threats against the effort to r ebuild the walls. Nehemiah records that the work continued, that half of the people stood guard while the other half worked on the construction. These threats were just one of the challenges Nehemiah needed to overcome during the reconstruction of the walls of Jerusalem. Soon, a division among the local Jews arises. Many families are concerned that they need to support the workers on the walls and that the construction is taking away sons and daughters that are needed in the fields to grow crops. They threaten to stop giving to support the work of the walls and to withhold their labor. Nehemiah convinces them that this is not the right course of action. He encourages them to first of all, forgive the debts that exist within the community. That way no one needs to fear for losing his or her land. Once the locals agree to do this, they also see the wisdom in completing the walls. They continue to sacrifice to keep constructing the walls. With the construction of the walls complete, Ne hemiah makes lists of the families living in the town surrounding Jerusalem. He takes a census according to town and family, making special note of any Levites that can officiate in the temple. In the middle of the book, Ezra takes over, the narrative stops and there is a long account of how the people of Israel are taught from the books of Moses and reestablish temple worship once again in Jerusalem.

Sunday, November 17, 2019

Home Health Assignment Example | Topics and Well Written Essays - 500 words

Home Health - Assignment Example The services most popular amid the home care agencies broadly include physical therapy, speech therapy and other consumer oriented medical facilities. The trained nurses can even provide advanced healthcare at home if supported with the diversified apparatus needed for such treatments (CARIE, 2008). Voluntary organizations that help in developing the healthcare needs can be identified as the American Association of Ambulatory Health Care (AAHC), Centers for Medicare and Medicaid Services (CMS), Joint Commission on Accreditation of Healthcare Organization (JCAHO), National Committee for Quality Assurance (NCQA) among others, who have been providing the home healthcare services within the society (Lundy & Janes, 2009). The initial health care plan for home care is identified as a defined period of certification. This certification needs to be renewed after the completion of its period for developing the effectiveness of the entire medical system. Hence, it gets an opportunity to be redeveloped based on the changing needs of the medical services. This could be duly identified as possessing a huge amount of development within the field of medical information (Pamela, Fenstemacher & Winn, 2010). The importance for documentation is thus noted to be one of the most important parts of the medical needs, as it would help in developing the instances of reimbursement and enhance the effectiveness of the system. Thus, the needs for documentation are important, as it helps in developing the overall attributes associated with such reimbursement and enhances transparency of the process. This further helps in developing proper documentation to be used for assistance in future (Pamela et al., 2010). Oasis C is a modified version of the Outcome and Assessment Information Set (OASIS), which is one of the compulsory documentations required for the home healthcare agencies. The purpose of OASIS-C is to provide a proper manual for the

Friday, November 15, 2019

The Psychology Of Team Sports

The Psychology Of Team Sports Hardy and Grace, (1997) outlined the importance of team building research in sport when they suggested whether a team is successful or not is frequently attributed to the effectiveness of their teamwork. To develop the effective team many team building programs attempt to increase cohesion amongst a group as team cohesion can affect performance (Eys et al, 2005). Different areas of group dynamics can be used to increase team cohesion, this section of the report will focus on the research conducted on leadership, role ambiguity and goal setting. Leadership is an important component for developing cohesion in sports teams (Carron et al, 2005). It has been suggested that effective leadership is a vital contributor to member satisfaction (Reimer Chellandurai, 1995). Leadership behaviours and styles adopted can have a big impact on team cohesion and subsequent performance. (Carron et al. 2005) An early study, investigating the relationship between (the coaches) leadership behaviours and team cohesion within sports teams, found adopting a democratic style produced higher levels of task cohesion (Lee et al. 1993). In addition, a variety of studies reported that an increase in social support behaviour increased task cohesion (Lee et al. 1993, Westre Weiss, 1991; Riemar Chellandurai, 1995). One study, Riemar Chellandurai, (1995) went further and examined the leadership behaviours preferred and perceived by players depending on their position. They found defensive athletes perceived and preferred higher levels of social support and democratic and autocratic styles then the offensive athletes. They also found member satisfaction was greatly influenced by social support. More recent research has tended to focus on the role of the athlete as a leader within the team, for example, the captain. Research has suggested athlete leaders are in fact better than coaches at administering leadership behaviours, such as; a democratic decision making style and social support (Loughead and Hardy, 2005). Whats more, further research has been conducted to assess different types of athlete leadership. For example, Loughead et al, (2006) discovered two types of leader within a sports team; a team captain and a peer leader (supplies leadership to at least 2 team members). In addition, Eys et al, (2007) investigated how 218 athletes perceived the athlete leader distributions within their sports teams. Their results suggest that members of a team are more satisfied when 3 leadership roles (social, task, external) are performed to the same extent regardless of how many are leaders present within the team. Carron et al, (2005) identified individual clarification of role responsibilities to be one of the most important factors in sport. The vast majority of research on role states in team sports has been on role ambiguity (role clarity) and its relation to performance using the conceptual model proposed by Beauchamp et al, (2002). The effect role ambiguity had on both task cohesion and task self efficacy was investigated by Eys Carron (2001). They concluded that members within basketball teams who were unsure of their role responsibilities, reported lower levels of attraction towards the team and felt their team was less unified in their task approach. Another study, Eys et al, (2003) demonstrated that team members perceptions of role ambiguity decreased throughout a competitive season. Additionally, although perceptions of role ambiguity are individual, members of a team could share the same beliefs. Finally, new editions to the team are more likely to perceive role ambiguity compared to experienced members of the team at the start of the season. Nevertheless, as the authors suggested, the results of this study will be difficult to apply to other team sport settings (e.g age group, competitive standards) as it was undertaken on a homogeneous population (Eys et al, 2003). It has also been reported that greater role ambiguity and role clarity could affect an athletes self efficacy, satisfaction and performance. These factors could not only affect the individual but the team as a whole (Forsyth, 1999). Beauchamp Bray (2001) investigated university athletes perceptions of role ambiguity and role conflict among their respective sports teams. Results demonstrated that members who perceived greater levels of role ambiguity and conflict had lower levels of efficacy and were less inclined to perform their role responsibilities. This is concurrent with Bandura, (1997) who suggested a decrease in persistence and effort will occur if the athlete is unclear of their role. The associated performance is also likely to suffer (Bandura, 1997) as indicated by Beauchamp et al, (2002) who found a negative relationship between role efficacy and role performance. Additionally, the relationship between leadership and role ambiguity could prove further understanding of thi s subject (Eys et al, 2003). The more detailed, specific and challenging yet realistic a goal is the more effective it will be (Gould, 1993). However, research found team members often set themselves unclear and generally descriptive goals (Brawley et al, 1992). In addition, when Dawson et al, (2002) interviewed varsity athletes to determine their goal setting habits, they found team members set personal goals and their respective teams had group goals. Research has indicated that team as opposed to individual goals are better for improving team sport performance (Johnson et al, 1997). The authors demonstrated how subjects who set team goals improved their bowling performance in cricket, yet subjects who set personal goals did not. The addition of team goals to a group has proven successful in the past. Lee (1988) found that adding team goals to female hockey teams had a positive effect on team performance. This was concurrent with Senecal et als, (2008) study of female basketball players. Over a season long intervention, they found team cohesion significantly increased in the intervention group compared to the control groups when they utilised team goal setting. Furthermore, Mellalieu et al. (2006) found a goal setting program with professional rugby players to have a positive impact on performance. It has been suggested that goal setting can enhance team cohesion by providing a team focus (Widemeyer Ducharme, 1997). Focusing on one goal can improve group communication, commitment and satisfaction, improving group cohesion and subsequent performance (Carron Spink, 1993) Nevertheless, there have not been many studies carried out in sport that have investigated the effect of team goals on team performance (Widemeyer Ducharme, 1997), with the majority of studies conducted outside of the sport setting (Weingart, 1992). Team building intervention A team goal setting program was chosen as the intervention topic to improve team cohesion (see appendix a). Early research from Widemeyer et al, (1992), as cited in Widemeyer Ducharme (1997) found athletes felt having a team goal was the most significant contributor to task cohesion from a choice of 35 variables. More recently, Stevens Bloom (2003) found team goals to be the most effective topic to utilise in a team building intervention. The following team building intervention applied principles from Eys et al, (2006) in Senecal et al. (2008), Widemeyer Ducharme, (1997) and Widemyer McGuire, (1996) in Carron et al, (2005). Step 1: Developing Long term goals Firstly, the athletes and coaches will work together to decide the long term goal of the team (Kyllo Landers, 1995) for example, achieve a top 3 position in the league. This will take place during an all day workshop during the first week of pre season. The athletes will work in small sub groups of 3-4 and discuss long team goals for the team (Eys et al, 2005). Once the sub groups have decided a long term goal, the coach will write the goals on the white board and the team will discuss together (Dale Wrisberg, 1996), narrowing down to one specific and measurable goal (Gould, 1993). The Long term goal will then be posted in the changing rooms for the remainder of the season, to help motivate the athletes (Weldon Weingart, 1988). Step 2: developing short term outcome goals To achieve the long term goal, specific and measurable (Carron et al, 2005) short term goals will be set as stepping stones (Kingston Hardy, 1997), for example, win the next 3 out of 5 games. To decide the goals, the coach will remind the players of last seasons statistics (eg. Wins, losses, league position) (Widemeyer Ducharme, 1997). After the long term goals are decided, the players will use these statistics and repeat the same procedure as in step 1 by getting into subgroups (Eys et al, 2005). Once discussed, 5-6 specific and achievable short term outcome goals will be decided (Widemeyer Mcguire, 1996) Step 3: Developing short term performance goals In addition, the players will set performance goals during a second all day workshop, 2 weeks into the pre season. The use of multiple goal setting strategies has been shown to be more beneficial to performance (Filby et al, 1999). For this intervention, the players will only be working towards team goals as previous research has suggested team goals are better for improving team performance (Johnson et al, 1997) and that individually hidden goals have no significant impact on performance (Kyllo Landers, 1995). The performance goals will be decided through the use of performance profiling (Dale Wrisberg, 1996). This will be a group profile for the team as a whole. Firstly, the players will discuss what characteristics they believe a successful football team has. The players will express their opinions to the coach while they write them down onto a white board. The characteristics will need to be specific, so if there too general they will be re-evaluated until clearer. When the athletes and coach are happy that at least ten appropriate characteristics are on the white board, the players will individually and anonymously write all the characteristics off the white board on to paper. Examples of characteristics could be; putting 100% effort into every training session and game, winning over 80% of their aerial battles. The players will then proceed to evaluate their teams characteristics between a scale of 1-10, with 1 being weak and 10 being strong. Once completed, each characteristic will be calculated as a mean. The lowest mean scores will be the areas developed into performance goals that the team will aim to achieve. Additionally, the coach will use the same procedure to demonstrate their perceptions of the team. At the next group meeting the team will discuss the results (lowest scores) and agree on 5-6 performance goals to improve their perceived weaknesses (Dale Wrisberg, 1996). When the specific performances goals are established, the team needs to decide realistic yet challenging target levels for these goals (eg. more than 5 shots on target per game) (Carron et al, 2005). To make sure their realistic and challenging the coach will again provide the athletes with statistics from last season (eg. shots on goal, tackles won). The sub group procedure used in step 1 and 2 will be utilized to achieve this (Eys et al, 2005). After negotiations the team will conclude the appropriate targets for their team. This process will be repeated during the middle and the end point of the competitive calendar (Dale Wrisberg, 1996) so that the performance goals can be updated throughout the season Step 4: Monitoring and evaluation of short and long term goals The Long and short term goals will be continually monitored throughout the intervention. Prior to every match and practice session (1 of each per week) throughout the pre and competitive season the team will be reminded of the goals they set for themselves in attempt to provide a focus for the team and help motivate the players (Weldon Weingart, 1988). To do this team goals will be written on the white board in the changing rooms, the coach will then highlight the importance of these goals during their team talk. In addition, after each match team statistics (eg. goals scored and corners won in that game) and the statistics for the agreed performance indices will be posted in the changing rooms. The team members can then look at the statistics and measure their progress towards their target levels. Step 5: Updating team goals After every 3-5 games, the coach and players will work with the intervention specialist on evaluating and possibly updating the team goals if needed, eg. Removing or adding performance goals and changing the target level (Senecal et al, 2008). This will be achieved using their performance statistics from the previous 3-5 games and the characteristics of their next 3-5 opponents (Widemeyer McGuire, 1996). Again, the procedure demonstrated in step 1 will be used to administer the changes. Stage 6: Praise continued progress toward team goals During the intervention the coach will continually openly praise his team when they do well and progress toward their team goals, feedback on goal progress may enhance the use of team goals (Widemeyer Ducharme, 1997). Step 7: post intervention check. 1 week after the intervention was completed; A 5 question, post intervention questionnaire (Stevens Bloom, 2002) was completed by every player to assess the effectiveness of the intervention (Senecal et al, 2008). In addition, 1 and 3 months after the intervention is completed interviews will be conducted with each player (Stevens Bloom, 2003). Players will be instructed to relax and openly discuss their opinions of the TBIs effectiveness. Critical analysis of team building interventions in sport Team building interventions are designed to improve group performance by increasing group cohesiveness (Carron et al, 1997). However previous studies have produced mixed results on the effectiveness of team building interventions (TBI) on improving cohesion. Some were effective (Voight Callaghan, 2001; Senecal et al, 2008; McClure Foster 1991; Mellalieu et al, 2006) and some were unsuccessful (Prapavessis et al, 1996; Cogan Petrie, 1996; Stevens Bloom, 2002). One study, Steven Bloom (2003) found their TBI to be effective during the pre season but not throughout the competitive season. Nevertheless, Brawley Paskevich (1997) have highlighted many methodological concerns with the research conducted using team building interventions. For example, the pre-test, post-test experimental design employed by various TBI (Voight Callaghan 2001: Senecal et al, 2008; Prapevessis et al, 1996; Stevens Bloom, 2002; Mellalieu et al, 2006) makes it difficult to determine the effectiveness of the intervention. Although three of these studies were effective (Voight Callaghan 2001: Senecal et al, 2008; Mellalieu et al, 2006), due to the absence of measures throughout the competitive season, although likely it makes it difficult to determine whether or not it was the TBI that improved performance or outside interference, questioning the validity of their results. For example, Brawley Paskevich, (1997) suggested leadership change; a less competitive calendar or the loss of an unsettling member could have all influenced team cohesion independent of the TBI. Some studies that employed a quasi experimental design (Cogan Petrie, 1996; Stevens Bloom, 2003) reported their TBI to be ineffective at improving team cohesion. The design could be the reason for their lack of significant results. A quasi experimental design rarely includes random assignment making it difficult to determine whether factors such as differences in coaching style and team atmosphere affected the results (Stevens Bloom, 2003). Randomly assigning members to different teams, allows experimenters to observe which treatment of the TBI infers change (Brawley Paskevich, 1997). One study employed an experimental design (Mclure Foster, 1991). The results of their study suggested their intervention was effective at increasing cohesion among gymnasts. The positive results of their study could be attributed to the experimental design as this method includes random assignment. Therefore they were able to notice a difference in cohesion amongst randomly assigned athletes with out interference from some of the problems mentioned above. Furthermore, some studies did not utilise a control group, one was effective at improving cohesion (Voight Callaghan 2001) another was ineffective (Bloom Stevens 2002). The absence of a control group however, questions the validity of Voight Callaghans (2001) results. As suggested by Brawley Paskevich, (1997) it is difficult to establish whether their TBI was actually the cause for the improvement in performance as there were no control or placebo groups to compare the results to. In addition, as Stevens Bloom (2002) did not include a control group, whether or not cohesion levels would have decreased over the season and therefore whether or not the intervention was helpful to the team is unclear. Additionally, the duration of the TBI is another methodological concern identified by Brawley Paskevich (1997). It has been suggested interventions are fairly slow processes (French Bell, 1984) and at least 1 season of a TBI is needed to produce results of any significance (Brawley Paskevich, 1997). Therefore the results of studies that lasted less than a season (Prapavessis et al, 1996; Mellalieu et al, 2006) may not portray the long-term effects of the intervention. Studies that have lasted at least a season (Senecal et al, 2008; Mclure Foster 1991; Stevens Bloom, 2002; Voight Callaghan, 2001; Stevens Bloom, 2003; Cogan Petrie, 1996) are more likely to provide clearer results. In addition, although the vast majority some of these studies administered post intervention checks (Cogan Petrie, 1996; Senecal et al, 2008; Mellalieu et al, 2006; Stevens Bloom; Voight Callaghan, 2001; Prapevessis et al, 1996; Stevens Bloom, 2002) none of these studies administered any questionn aires 3 or 6 months after the intervention to examine the long term effects of their intervention. Sampling size can be another methodological concern for researches conducting TBIs. Two studies had a very small sample size (Mellalieu et al, 2006: 5 participants; McClure Foster, 1991:15 participants. Some studies have only used a slightly larger sized sample consisting of no more than 45 participants (Cogan Petrie, 1996; Voight Callaghan, 2001; Stevens Bloom, 2003; Stevens Bloom, 2002). Only 2 studies have used relatively large sample sizes: Senecal et al, (2008); (n=86) Prappevessis et al, (1996); (n=137). Nevertheless, all studies have reported sufficient details such as gender, age, sport and team ability (Cogan Petrie, 1996; Voight Callaghan, 2001; Stevens Bloom, 2003; Stevens Bloom, 2002; McClure Foster, 1991; Mellalieu et al, 2006; Senecal et al, 2008; Prapavessis et al, 1996) However, some of the characteristics reported in the studies can be vague. Many studies have failed to state appropriate details, such as race (Voight Callaghan, 2001; Prapevessis et al, 199 6; Senecal et al, 2008; McClure Foster, 1991; Stevens Bloom, 2002; Mellalieu et al, 2006). Furthermore, the majority of studies also seem to be generalized to similar populations. For example, the majority of studies were conducted on females (Voight Callaghan, 2001; Senecal et al, 2008; McClure Foster, 1991; Cogan Petrie, 1996; Steven Bloom, 2003; Stevens Bloom, 2002), on ages ranging between 18-24 (Voight Callaghan, 2001; McClure Foster, 1991; Cogan Petrie, 1996; Steven Bloom, 2003; Mellalieu et al, 2006) and on high school or university teams (Cogan Petrie, 1996; Steven Bloom, 2003; McClure Foster, 1991; Senecal et al, 2008). In addition, the studies that indicated the race of the subjects were predominately on Caucasians (Cogan Petrie, 1996; Steven Bloom, 2003). As these studies are on similar populations the generalizability of these interventions is limited. Therefore, the results are difficult to apply to a wide range of sports teams, as member characteristics s uch as age, gender, race and ability can vary greatly per team. Previous studies on sport teams have had the coach/manager as the main facilitator of the intervention, working with the intervention specialist. As a result, Some TBIs have taken a more indirect approach (Prappevessis et al, 1996) or used a combination of indirect and direct models (Steven Bloom, 2003; Cogan Petrie, 1996; Mellalieu et al, 2006). However, Brawley Paskevich (1997) identified indirect models to have weaknesses. The authors explain that coaches/managers may not be capable of undertaking a TBI as they do not have the knowledge, time and commitment to make it successful. On the other hand, direct models have the advantage of often allowing the intervention specialist to work directly with the participants. In addition, the team members become more involved in the decision making process during the intervention. Bloom, (1996), suggested the involvement of the athletes is a key factor in improving team performance. From the four studies reviewed that utilised a direct te am building model, 3 were effective at improving cohesion (Senecal et al, 2008; Voight Callaghan 2001; McClure Foster, 1991) with only one unsuccessful (Stevens Bloom, 2003). References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Beauchamp, M. R., Bray, S. R. (2001). â€Å"Role ambiguity and role conflict within interdependent teams†. Small Group Research, 32, 133-157. Beauchamp, M. R., Bray, S. R., Eys, M. A.,Carron, A. V. (2002). â€Å"Role ambiguity, role efficacy, and role performance: Multidimensional and mediational relationships within interdependent sport teams†. Group Dynamics: Theory, Research, and Practice, 6, 229-242. Bloom, G. A. (1996). Life at the top: Philosophies of success. In J. H. Salmela (Ed.), Great job coach! Getting the edge from proven winners (pp. 37-65). Ottawa, ON: Potentium. Bloom, G.A. and Stevens, D.E. (2002). â€Å"Case study: A team-building mental skills training program with an intercollegiate Equestrian Team†. Athletic Insight 4, The Online Journal of Sport Psychology Brawley, L.R., Carron, A.V. Widmeyer, W.N. (1992). â€Å"The nature of group goals in sport teams: A phenomenological approach†. The Sport Psychologist, 6, pp323-333. Carron, A.V., Spink, K.S. (1993). Team building in an exercise setting. The Sport Psychologist, 7, 8-18. Carron, A.V., Spink, K.S., Prapavessis, H. (1997). â€Å"Team building and cohesiveness in the sport and exercise setting: Use of indirect interventions†. Journal of Applied Sport Psychology, 9, pp61-72. Carron, A.V. and Hausenblas, H. A., Eys, M.(2005). Group dynamics in sport. Morgantown, WV: Fitness Information Technology. Cogan, K.D. and Petrie, T.A. (1996). â€Å"Sport consultation: An evaluation of a season-long intervention with female collegiate gymnasts†. The Sport Psychologist, 9, pp282-296. Dale, G.A. Wrisberg,, C.A. (1996). â€Å"The use of a performance profiling technique in a team setting; Getting the athletes and coach on the same page†. The Sport Psychologist, 10, pp261-277. Dawson, K. A., Bray, S. R., Widemeyer, W. N. (2002) â€Å"Goal setting by female intercollegiate sport teams and athletes, Avante, 8, pp14-23 Eys, M. A., Carron, A. V. (2001). â€Å"Role ambiguity, task cohesion, and task self-efficacy. Small Group Research, 32, 356-373. Eys, M. A., Carron, A. V., Beauchamp, M. R., Bray, S. R. (2003). â€Å"Role ambiguity in sport teams†. Journal of Sport and Exercise Psychology, 25(4), 534-550. Forsyth, D. R. (1999). Group dynamics (3rd ed.). Belmont, CA: Wadsworth Eys, M, A., Patterson, M. M., Loughead, T. M., Carron , A. V. (2005) â€Å"Team building in sport†. In Hackfort, D., Duda, J. L., Lidor, R., Handbook of Research in Applied Sport Psychology: International Perspectives (pp219-233). Morgantown, WV: Fitness Information Technology Eys, M. A., Loughead, T. M., Hardy, J. (2007) â€Å"Athlete leadership dispersion and satisfaction in interactive sport teams†, Psychology of Sport and Exercise, 8, pp281-296 Filby, W. C., Maynard, I. W., Graydon, J. K. (1999) â€Å"The effect of multiple goal strategies on performance outcomes in training and competition. Journal of Applied Sport Psychology, 11, pp230-246 French, W.D. Bell. C.H. (1984). Organization development: Behavioural science interventions for organization improvement (3rd Ed). Englewood Cliffs, NJ: Rentice-Hall. Gould, D. (1993). Goal setting for peak performance (2nd ed.).Mountain View, CA: Mayfield Publishing Company Johnson, S. R. Ostrow, A. C., Perna, F. M., Etzel, E, F. (1997) â€Å"The effects of group versus individual goal setting on bowling performance. The Sport Psychologist, 11, pp190-200. Kingston Hardy (1997). â€Å"Effect of different types of goals on processes that support performance†. The Sport Psychologist, 11, pp277 293. Kyllo, L. B., Landers, D. M. (1995) â€Å"Goal setting in sport and exercise: A research synthesis to resolve the controversy†. Journal of Sport and Exercise Psychology, 17, pp117-137 Lee, C. (1988). â€Å"The relationship between goal setting, self-efficacy, and female field hockey team performance†. International Journal of Sport Psychology, 20, pp147- I61 Lee, H. K., Kim, B.H., Lim, B. H.(1993) â€Å"The influence of structural characteristics of team success in sports†, Korean Journal of Sport Science, 5, pp138-154 Loughead, T. M., Hardy, J. (2005). A comparison of coach and peer leader behaviours in sport. Psychology of Sport and Exercise, 6, 303-312. Loughead, T. M., Hardy, J., Eys, M. A. (2006). The nature of athlete leadership. Journal of Sport Behaviour, 29, 142-158. McClure, B. Foster, C.D. (1991). â€Å"Groupwork as a method of promoting cohesiveness within a womens gymnastics team†. Perceptual and Motor Skills, 73, pp307-313. Mellalieu, S.D., Hanton, S., OBrien, M. (2006). The effects of goal setting on rugby performance. Journal of Applied Behavior Analysis, 39, pp259 261. Prapavessis, H., Carron, A.V. Spink, K.S. (1996). â€Å"Team building in sport†. International Journal of Sport Psychology, 27, pp269-285. Riemar, H.A. Chelladurai, P. (1995). Leadership and satisfaction in athletes†. Journal of Sport and Exercise Psychology, 17, pp276-293. Senecal, J., Loughead, T.M. Bloom, G.A. (2008). â€Å"A season-long team-building intervention: Examining the effect of team goal setting on cohesion†. Journal of Sport and Exercise Psychology, 30, pp186 199. Stevens, D.E., Bloom, G.A. (2003). â€Å"The effect of team building on cohesion†. Avante, 9, pp43-54. Voight, M. and Callaghan, J. (2001). â€Å"A team building intervention programme: Application and evaluation with two university soccer teams†. Journal of Sport Behaviour, 24 ,pp420 431. Weldon, E.. Weingart. L.R. (1988). â€Å"A theory of group goals and group performance†. Paper presented at the annual meeting of the Academy of Management. Anaheim, CA. Weingart. L.R. (1992). Impact of group goals, task component complexity, effort, and planning on group performance. Journal of Applied Psychology, 77. 682-693. Westre, K. R. And Weiss, M. R., (1991) â€Å"The relationship between perceived coaching behaviours and group cohesion in high school football teams†, Sport psychologist, 5, pp41-54 Widmeyer. W.N., Silva. J.M. Hardy, C.J. (1992). â€Å"The nature of group cohesion in sport reams: A Phenomenological approach†. Paper presented at the annual meeting Of the Association for the Advancement of Applied Sport Psychology. Colorado Springs, CO. Widemeyer, W. N., McGuire, E, G. (1996) Sport psychology for ice hockey. Presentation to Ontario Intermediate Coaching Clinic, Waterloo; Ontario Widmeyer, W.N. DuCharme, K. (1997). â€Å"Team building through team goal setting†. Journal of Applied Sport Psychology, 9, pp97-113.

Wednesday, November 13, 2019

Biological And Physical Process Of Aging Essay -- essays research pape

The aging process is difficult to analyze because of the way that the body’s organ systems work together. The breakdown of one structure will ultimately affect the function of others. The medical field of gerontology deals with examining the biological changes of aging, both passive and active, that occur at the molecular and cellular levels. This paper will seek to explore those changes, and the affect that they have on the process of aging. Aging as a passive process involves the breakdown of structures and the resulting slowing of functions. At the molecular level, passive aging is seen as the degeneration of the elastin and collagen proteins of connective tissues. These proteins are primarily responsible for the smoothness and firmness of young skin. Consequently, when these proteins breakdown, the skin will sag, and the muscle will lose its firmness. Another sign of passive aging is the breakdown of lipids at the biochemical level. As aging membranes leak during this lipid degeneration, a fatty, brown pigment known as lipofuscin accumulates. As this happens, the mitochondria, or the â€Å"powerhouse of the cell† begins to break down, thereby decreasing the amount of energy that is being supplied to the cell. This cellular degeneration may be set into action by highly reactive chemicals known as free radicals. These molecules have an unpaired electron in the outermost valence shell. This causes the molecule to grab electrons from other molecules, setting into motion a chai...

Sunday, November 10, 2019

Education: College and Recharge Academic Battery Essay

Taking a year off after finishing form six before approaching further tertiary education has been a much debated issue over the past few years. While some see it as an opportunity for the school leavers to know more about the world, there is another party that says it will be time wasted if the school leavers end up without planning anything during the time. After all, the school leavers still have to put their consideration on this issue. Point 1 Recharge academic battery – After spending a quarter of life as a student, it is a chance for the school leavers to take a break off. -Taking a year off before returning to school will provide you the chance to approach the next phase of your education with a fresh start and renewed vigor while staving off academic burnout. -During that time, they can also have some preparation on the further tertiary education by conducting an exhaustive college or university search. Point 2 Decision time – Take a year off will allow school leavers to decide on their major. -They can obtain an internship in the area that they are interested in studying, or in the career field they would like to pursue. -This will help them brings practical, real-world experience into their tertiary education, and it can get them some career contacts to contact after you graduate. Point 3 A chance to mature before entering tertiary education -Perfection is acquired through error and trial. -After the school leavers walked out from the school, they will undergo much hardship in the reality just to know themselves in the shape of perfection. -At the same time, they can learn to be mature by sorting things out around them. -By taking this opportunity, the environment in the society can help in building up their self confidence. Point 4 Earn some money -School leavers can earn extra money to help defray their upcoming college or university costs and expenditure in college or university. -Work experience can provide them with ‘soft skills,’ such as interpersonal, communication and leadership skills which is typically lacking in our previous education. – This is able to add a valuable notch to the resume which will help them when they enter the work force after earning their degree. Taking a year off from school can be a disaster without a proper plan. Therefore, the school leavers have to think long and hard about how they are going to spend their time. They have to ensure that their decision will bring a unique contribution to their future lives.

Friday, November 8, 2019

If the French Supposer Hypothesizes, Add Subjunctive

If the French Supposer Hypothesizes, Add Subjunctive When  supposer  (to  suppose or to assume) is used with a dependent clause beginning with  que, the dependent clause may use a subjunctive verb, depending on how supposer is used. When it expresses an assumption, no:  Ã‚  Ã‚  Je suppose quil le fait.  Ã‚  Ã‚  I assume that he is doing it. When the subject is presenting a hypothesis, yes:      Supposons quil le fasse.  Ã‚  Ã‚  Lets suppose that he does it. Supposer que joins a long list of similar verbs and expressions of doubt, possibility, supposition, and opinion; they all also need the subjunctive in the  Ã¢â‚¬â€¹que  subordinate clause. Supposer and Supposer Que Supposer que,  when used to express an hypothesis,  fulfills the subjunctives underlying requirement  of  expressing actions or ideas that are subjective or otherwise uncertain. As with  this use of supposer  que,  the French subjunctive  is nearly always found in dependent clauses introduced by  que  or  qui, and the subjects of the dependent and main clauses are usually different, as in:      Je veux que tu le fasses.  Ã‚  Ã‚  I want you to do it.   Ã‚  Ã‚  Il faut que nous partions.  Ã‚  Ã‚  It is necessary that we leave. French Verbs and Expressions Similar to Supposer Que Here are other verbs and expressions that, like  supposer que,  can communicate  doubt, possibility, supposition, and opinion. They all require the subjunctive in the dependent clause that  begins with  que.  There are many other types of constructions that need the French subjunctive as well, which are explained and listed in the full-on  subjunctivator  (our term). accepter que   to acceptsattendre ce que  Ã‚  to expect thatchercher ... qui*  Ã‚  to look fordà ©tester que  Ã‚  to hate thatdouter que**  Ã‚  to doubt thatil est convenable que  Ã‚  it is proper/fitting/appropriate thatil est douteux que**  Ã‚  it is doubtful thatil est faux que  Ã‚  it is false thatil est impossible que  Ã‚  it is impossible thatil est improbable que  Ã‚  it is improbable thatil est juste que  Ã‚  it is right/fair thatil est possible que  Ã‚  it is possible thatil est peu probable que  Ã‚  it is not very likely  thatil nest pas certain que  Ã‚  it is not certain thatil nest pas clair que  Ã‚  it is not clear thatil nest pas à ©vident que  Ã‚  it is not obvious thatil nest pas exact que  Ã‚  it is not correct thatil nest pas probable que  Ã‚  it is unlikely thatil nest pas sà »r que  Ã‚  it is not certain thatil nest pas vrai que  Ã‚  it is not true thatil semble que  Ã‚  it seems thatil se peut que  Ã‚  it may be t hatle fait que  Ã‚  the fact thatnier que***  Ã‚  to deny thatrefuser que  Ã‚  to refusesupposer que  Ã‚  to suppose / assume; to hypothesize *When you are looking for someone who may not exist, this indicates doubt and therefore requires the subjunctive in the dependent clause:   Ã‚  Ã‚  Je cherche un homme qui sache la và ©rità ©.  Ã‚  Ã‚  Im looking for a man who knows the truth. **These do not take the subjunctive when they are used negatively:   Ã‚  Ã‚  Je doute quil vienne. I  doubt hes coming.  Ã‚  Ã‚  Je ne doute pas quil vient.   I dont doubt hes coming. ***When  nier  is in the negative, its followed by the the more formal ne explà ©tif, which uses only ne  (without pas).      Il na pas nià © quelle ne soit partie.  Ã‚  Ã‚  He didnt deny that she left. Additional Resources The SubjunctivatorQuiz: Subjunctive or indicative?

Wednesday, November 6, 2019

Definition and Examples of Business Jargon in English

Definition and Examples of Business Jargon in English Business jargon is the specialized language used by members of corporations and bureaucracies. Also known as corporate jargon, business-speak, and bureaucratese. Business jargon typically includes buzzwords, vogue words, and euphemisms. Contrast with plain English. Examples and Observations Hes successful in interfacing with clients we already have, but as for new clients, its low-hanging fruit. He takes a high-altitude view, but he doesnt drill down to that level of granularity where we might actionize new opportunities.Clark winced. I remember that one. I think I may have had a minor stroke in the office when he said that.(Emily St. John Mandel, Station Eleven. Alfred A. Knopf, 2014) The Poisonous Spell of Business Jargon The next time you feel the need to reach out, touch base, shift a paradigm, leverage a best practice or join a tiger team, by all means do it. Just don’t say you’re doing it.If you have to ask why, chances are you’ve fallen under the poisonous spell of business jargon. No longer solely the province of consultants, investors and business-school types, this annoying gobbledygook has mesmerized the rank and file around the globe.Jargon masks real meaning, says Jennifer Chatman, management professor at the University of California-Berkeley’s Haas School of Business. People use it as a substitute for thinking hard and clearly about their goals and the direction that they want to give others.(Max Mallet, Brett Nelson and Chris Steiner, The Most Annoying, Pretentious And Useless Business Jargon. Forbes, January 26, 2012) Laser-Focused At companies ranging from children’s book publishers to organic-food purveyors, CEOs are increasingly training powerful beams of light on their targets. The phrase laser-focused appeared in more than 250 transcripts of earnings calls and investor events this year, according to data compiled by Bloomberg, on pace to eclipse the 287 in all of 2012. It’s business jargon, says L.J. Rittenhouse, CEO of Rittenhouse Rankings, who consults with executives on communication and strategy. What would a more candid disclosure be? We are focused. What does a laser have to do with it? . . .David Larcker, a professor at the Stanford Graduate School of Business who has studied deception on investor conference calls, says that when executives start using a lot of jargon, it makes you wonder about the believability. Rittenhouse, who analyzes shareholder letters for an annual report on CEO candor and reviews about 100 conference-call transcripts each year, has found that companies that use fact-deficient, obfuscating generalities have worse share performance than more candid companies.(Noah Buhayar, The CEOs Favorite Clichà ©. Bloomberg Businessweek, September 23-29, 2013) Business-Speak In an infamous December 2012 press release, Citigroup announced that it would begin a series of repositioning actions that will further reduce expenses and improve efficiency, resulting in streamlined operations and an optimized consumer footprint across geographies. Translation: 11,000 people would be repositioned out the door.Business-speak, with its heartless euphemisms and empty stock phrases, is the jargon that everyone loves to hate. . . .For several years, Mark Liberman, a linguist at the University of Pennsylvania, has been keeping an eye on the words and phrases that are condemned as business-speak, and he has noticed that as much as mission statements and deliverables, what gets under people’s skin are expressions like impactful, at the end of the day, and low-hanging fruit. As he has investigated these expressions, he noted in a post last month on the blog Language Log, he has found that they are as common in sports, politics, social science, and other spheres as th ey are in business.(Joshua J. Friedman, Jargon: It’s Not the Business World’s Fault! The Boston Globe, September 15, 2013)Dharmeshs culture code incorporates elements of HubSpeak. For example, it instructs that when someone quits or gets fired, the event will be referred to as graduation. This really happens, over and over again. In my first month at HubSpot Ive witnessed several graduations, just in the marketing department. Well get an email from Cranium saying, Team, Just letting you know that Derek has graduated from HubSpot, and were excited to see how he uses his superpowers in his next big adventure!(Dan Lyons, Disrupted: My Misadventure in the Start-Up Bubble. Hachette, 2016) Business-Speak in Higher Education As universities are beaten into the shapes dictated by business, so language is suborned to its ends. We have all heard the robotic idiom of management, as if a button had activated a digitally generated voice. Like Newspeak in Nineteen Eighty-Four, business-speak is an instance of magical naming, superimposing the imagery of the market on the idea of a university–through ‘targets, ‘benchmarks, time-charts, league tables, ‘vision statements, ‘content providers. We may laugh or groan, depending on the state of our mental health at the thickets of TLAs–three-letter acronyms, in the coinage of the writer Richard Hamblyn–that accumulate like dental plaque. . . .The code conceals aggression: actions are undertaken in its name and justified by its rules; it pushes responsibility from persons to systems. It pushes individuals to one side and replaces them with columns, boxes, numbers, rubrics, often meaningless tautologies (a form will ask first for ‘aims, and then for ‘objectives’).(Marina Warner, Learning My Lesson. London Review of Books, March 19, 2015) The Epic Poetry of Modern Business Jargon is an invaluable tool in massaging meaning for marketing purposes. Investment is a particularly fertile field. Promoters may describe a start-up with no customers as pre-revenue, optimistically implying that sales are inevitable. Hoped-for turnover will be projected in a business plan, a document used for raising finance and scrupulously ignored thenceforth.Terminology that deflects criticism while bestowing spurious professionalism is essential to the manager. Hence the phrase Im outside the loop on that excuses knuckle-dragging cluelessness. Im afraid I dont have the bandwidth is a polite way of saying: You arent important enough for me to help you. And It is my understanding that . . . allows the speaker to assert vague suspicions as solid facts...Jargon is the epic poetry of modern business. It can turn a bunch of windbags in a meeting room into a quick wins taskforce. I once asked a handyman toiling in an office doorway whether he was installing a wheelchair ramp. No, he said solemnly, its a diversity access feature.(Jonathan Guthrie, Three Cheers for the Epic Poetry of Jargon. Financial Times, Dec. 13, 2007) Financial Jargon: Reversification The images and metaphors keep doing headstands. To bail out is to slop water over the side of a boat. That verb has been reversified so that it means an injection of public money into a failing institution; taking something dangerous out has turned into putting something vital in. Credit has been reversified: it means debt. Inflation means money being worth less. Synergy means sacking people. Risk means precise mathematical assessment of probability. Noncore assets means garbage. These are all examples of how the process of innovation, experimentation, and progress in the techniques of finance has been brought to bear on language, so that words no longer mean what they once did. It is not a process intended to deceive, but . . . it confines knowledge to a priesthood- the priesthood of people who can speak money. (John Lanchester, Money Talks. The New Yorker, August 4, 2014) Greenspans Fed-Jargon A special area of financial jargon is Greenspeak, the terms and phrases of Federal Reserve Board Chairman [1987-2006], Alan Greenspan. For decades a small group of economists known as Fed-watchers, pored over the statements made by the Federal Reserve, looking for indications of changes in Federal Reserve policy. Today, almost every investor and business person in the U.S. listens to the latest Fed pronouncements. From his 1999 description of the technology stock market as irrational exuberance, to his considerable period, soft patch, and short-lived descriptions of the economy and monetary policy in 2003-2004, the words of Alan Greenspan [became] common in American business jargon. (W. Davis Folsom, Understanding American Business Jargon: A Dictionary, 2nd ed. Greenwood, 2005)

Sunday, November 3, 2019

Applying People CMM to Your Organization-Part 2 Essay

Applying People CMM to Your Organization-Part 2 - Essay Example Each defined goal has peculiar practices that explain the activities anticipated to result in attainment of the goal. Toyota, for example, its specific aims of the project planning course involve setting up estimates, obtaining commitment to the plan, and developing a project plan. The exact practices associated with â€Å"establishing approximate† goals involves estimating the extent of the project, coming up with estimates of project characteristics, outlining the project life cycle, and establishing estimates of cost and effort. The process areas portray behavior that are exhibited at Toyota, practices are interpreted using in-depth understanding of the model, the Toyota’s organization, its business environment, and any other specific conditions considered. Generic goals refer to all Toyota’s process areas. Accomplishment from each goal in a process area shows whether the institutionalization and implementation of each process area is impressive, lasting, and repeatable. Each generic goal is linked to generic practices. Toyota’s generic goal is to â€Å"run a quantitatively managed process†; this is achieved through two generic practices, â€Å"stabilizing sub-process performance† and â€Å"establishing quality objectives.† Toyota’s capable process is outlined, practiced, documented, supported, controlled, maintained, validated, measured, and can be improved. Furthermore, the model allows both explanation (interpretation) and partial changes (modifications) needed to satisfy Toyota’s size and business objectives. People CMM at Toyota have been made in two representations, staged and continuous. These representations avail alternative way of process improvement. These representations have essential content that are identical, but are organized differently. The Toyota’s continuous representation foundation is based on ability within specific process area—the limits of anticipated results that can be obtained by applying a process.

Friday, November 1, 2019

Gender differences in Business Leadership Style Thesis

Gender differences in Business Leadership Style - Thesis Example This makes them better communicators, more sensitive to other peoples feelings, while their verbal fluency makes them better able to communicate speak well and influence others. Differences in leadership styles: Leadership has traditionally been associated with management, but this may not necessarily represent an accurate view because managers think incrementally while leaders think radically. Moreover, leadership involves a transformation in individuals, according to Spencer, â€Å"â€Å"transformational leadership is a process that changes and transforms individuals†. (Spencer 1). According to Warren Benis, leaders are â€Å"able to express themselves fully. They also know what they want', why they want it, and how to communicate what they want to others, in order to gain their co-operation and support. Lastly, ‘they know how to achieve their goals†. (Bennis 1998: 3). As detailed further below, the brain structure in women which provides them more communicativ e ability may be more conducive to transformational leadership. Three different leadership and decision making styles have been identified, namely (a) authoritarian (b) democratic and (c) bureaucratic, based upon decision making patterns of the leader(Burns, 1977). When the leadership style is authoritarian or autocratic, then the leader seeks to retain as much of the decision making power as possible, exercises authority and control and retains the responsibility for decisions (Burns, 1997). The advantages of this leadership style are faster decision making and a work group that functions in a structured manner. The disadvantages however, are that team members may not respond well to being ordered around or may become too dependent on the... Leadership has traditionally been associated with management, but this may not necessarily represent an accurate view because managers think incrementally while leaders think radically. Moreover, leadership involves a transformation in individuals, according to Spencer, â€Å"â€Å"transformational leadership is a process that changes and transforms individuals†. (Spencer 1). According to Warren Benis, leaders are â€Å"able to express themselves fully. They also know what they want', why they want it, and how to communicate what they want to others, in order to gain their co-operation and support. Lastly, ‘they know how to achieve their goals†. (Bennis 1998: 3). As detailed further below, the brain structure in women which provides them more communicative ability may be more conducive to transformational leadership. Three different leadership and decision making styles have been identified, namely (a) authoritarian (b) democratic and (c) bureaucratic, based upon decision making patterns of the leader(Burns, 1977). When the leadership style is authoritarian or autocratic, then the leader seeks to retain as much of the decision making power as possible, exercises authority and control and retains the responsibility for decisions (Burns, 1997). The advantages of this leadership style are faster decision making and a work group that functions in a structured manner. The disadvantages however, are that team members may not respond well to being ordered around or may become too dependent on the leader and helpless to function in an emergency.