Sexiest Girls of Olive Garden free essay sample

I believe that the target market for Olive Garden is mostly targeted towards family. They use a slogan in their advertising, When youre here, youre family. They feature young professionals in their ads to target upper income families. Women and teenagers were most likely to be repeated customers. The popular TV show, The Girls Next Door, was meant to target men but ended up targeting more women. It targeted young, college-educated, upscale adults.The reason for targeting young female adults is the hopes of convincing them that the lives the girls have on the show is a dream to follow. 2. Olive Garden has spent years working hard towards their image as a wholesome family dining establishment. Its venues are decorated with many Italian elements to make if feel as comfortable and home-like as possible. The brand has had much success, especially with them supporting philanthropic activities. I dont think their image is consistent with the image of The Girls Next Door. We will write a custom essay sample on Sexiest Girls of Olive Garden or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Olive Garden appeals to parents, grandparents, and families and this is not what the TV show is about. I dont see families sitting down to watch a show about the Playboy girls. 3. Olive Garden will face many risks associating Playboy and Kendra with its restaurants. I think going to the restaurants to find the sexiest employees can be demeaning to the company and may give families the wrong impressions. Giving the winner a nude Playboy pictorial will go against the family image that Olive Garden has worked so hard to gain.I wouldnt want my grandparents or children associating Olive Garden with nude girls. In other hands, it could bring in a whole new crowd and give them more business although it might not be the type of crowd that they want. 4. Brand equity is when a company makes their product a well known brand name. The brand can add significant value when it is well recognized and gives the consumer positive associations. I believe Olive Garden has done a great job with their brand equity because many of their customers are repeating customers.Brand equity is all about building loyal customers and they have built their company on this. 5. I think that Olive Garden needs to stay away from associating themselves with the contest and needs to stop the Playboys from doing it. They appeal to younger people and families, with many of them well-educated. A lot of people look at the Playboys as non educated people who dont care much for themselves and this is the complete opposite of Olive Gardens brand. Ultimately it would not be a good appeal for them and may make the families who are loyal customers to stop going there.

Molecular Geometry Definition in Chemistry

Molecular Geometry Definition in Chemistry In chemistry, molecular geometry describes the three-dimensional shape of a molecule and the relative position of the atomic nuclei of a molecule. Understanding the molecular geometry of a molecule is important because the spatial relationship between atom determines its reactivity, color, biological activity, state of matter, polarity, and other properties. Key Takeaways: Molecular Geometry Molecular geometry is the three-dimensional arrangement of the atoms and chemical bonds in a molecule.The shape of a molecule affects its chemical and physical properties, including its color, reactivity, and biological activity.The bond angles between adjacent bonds may be used to describe a molecules overall shape. Molecule Shapes Molecular geometry may be described according to the bond angles formed between two adjacent bonds. Common shapes of simple molecules include: Linear: Linear molecules have the shape of a straight line. The bond angles in the molecule are 180Â °. Carbon dioxide (CO2) and nitric oxide (NO) are linear. Angular: Angular, bent, or v-shaped molecules contain bond angles less than 180Â °. A good example is water (H2O). Trigonal Planar: Trigonal planar molecules form a roughly triangular shape in one plane. The bond angles are 120Â °. An example is boron trifluoride (BF3). Tetrahedral: A tetrahedral shape is a four-faced solid shape. This shape occurs when one central atoms has four bonds. The bond angles are 109.47Â °. An example of a molecule with a tetrahedral shape is methane (CH4). Octahedral: An octahedral shape has eight faces and bond angles of 90Â °. An example of an octahedral molecule is sulfur hexafluoride (SF6). Trigonal Pyramidal: This molecule shape resembles a pyramid with a triangular base. While linear and trigonal shapes are planar, the trigonal pyramidal shape is three-dimensional. An example molecule is ammonia (NH3). Methods of Representing Molecular Geometry Its usually not practical to form three-dimensional models of molecules, particularly if they are large and complex. Most of the time, the geometry of molecules is represented in two dimensions, as on a drawing on a sheet of paper or a rotating model on a computer screen. Some common representations include: Line or stick model: In this type of model, only sticks or lines to represent chemical bonds are depicted. The colors of the ends of the sticks indicate the identity of the atoms, but individual atomic nuclei are not shown. Ball and stick model: This is common type of model in which atoms are shown as balls or spheres and chemical bonds are sticks or lines that connect the atoms. Often, the atoms are colored to indicate their identity. Electron density plot: Here, neither the atoms nor the bonds are indicated directly. The plot is a map of the probability of finding an electron. This type of representation outlines the shape of a molecule. Cartoon: Cartoons are used for large, complex molecules that may have multiple subunits, like proteins. These drawings show the location of alpha helices, beta sheets, and loops. Individual atoms and chemical bonds are not indicated. The backbone of the molecule is depicted as a ribbon. Isomers Two molecules may have the same chemical formula, but display different geometries. These molecules are isomers. Isomers may share common properties, but its common for them to have different melting and boiling points, different biological activities, and even different colors or odors. How Is Molecular Geometry Determined? The three-dimensional shape of a molecule may be predicted based on the types of chemical bonds it forms with neighboring atoms. Predictions are largely based on electronegativity differences between atoms and their oxidation states. Empirical verification of predictions comes from diffraction and spectroscopy. X-ray crystallography, electron diffraction, and neutron diffraction may be used to assess the electron density within a molecule and the distances between atomic nuclei. Raman, IR, and microwave spectroscopy offer data about the vibrational and rotational absorbance of chemical bonds. The molecular geometry of a molecule may change depending on its phase of matter because this affects the relationship between atoms in molecules and their relationship to other molecules. Similarly, the molecular geometry of a molecule in solution may be different from its shape as a gas or solid. Ideally, molecular geometry is assessed when a molecule is at a low temperature. Sources Chremos, Alexandros; Douglas, Jack F. (2015). When does a branched polymer become a particle?. J. Chem. Phys. 143: 111104. doi:10.1063/1.4931483Cotton, F. Albert; Wilkinson, Geoffrey; Murillo, Carlos A.; Bochmann, Manfred (1999). Advanced Inorganic Chemistry (6th ed.). New York: Wiley-Interscience. ISBN 0-471-19957-5.McMurry, John E. (1992). Organic Chemistry (3rd ed.). Belmont: Wadsworth. ISBN 0-534-16218-5.

Student communication in online classes Essay Example | Topics and Well Written Essays - 250 words

Student communication in online classes - Essay Example The impact of students’ teamwork and mixing upon their propensity to thrive as well as the displeasure of habitual learners towards the missing students was also studied. Factors like reduced connectivity and costliness of the internet service were found to cause students to make optimum use of the online service which is not possible for the missing or irregular users to achieve. Faith among the donors results from the quality and not the number of their donations. Finally, the authors recommend ways to escape the read-only partaking. Usual communiquà © and online statuses, stress upon excellence, well-constructed statuses, deliberations about scores, advice, individual grading of group tasks, shifting of members among groups have been identified as the facts that promote online interaction. Just reading decreases an individual’s ability to gain knowledge and he/she can not play a role in the modification of the learners’ online

Business , fortune companies Research Paper Example | Topics and Well Written Essays - 1250 words

Business , fortune companies - Research Paper Example The road was long for Adolf, from a 15 year old orphan to working in a local brew station; this gave him his maiden thoughts. Water from the Rocky Mountains, as they say about it, has given Coors and collaborates a decent rise in the corporate world (Enz, 2010). Thus the only way they market their beer, a strategy that has won them a fortune. With no money and no job, Coors has continued to dominate the business corridors until 2005 when he joined ideas with Molson to stick their company as the fifth largest brewing plant in the world. As it dates today, Coors has an outstanding figure of $13.5 billion in assets and $6.2 billion in revenue. Hence Coors Brewing Company is an example of an immigrant’s success story. The virtues of timing, persistence, and smart investment have all worked for the poor Coors and his company. This is the reason why he is in the Fortune 500 U.S.A Companies. Molson Coors spreads its administration characteristics from the management makeup, operations, marketing, and financial structure (Plunkett & Plunkett, 2009). The company’s management structure starts from the President, who is the CEO of: Europe and Asia (Peter Swinburn) -Next in line is the President and the CEO of Molson Canada (Kevin Boyce) -followed by the Global Chief Financial Officer (Stewart Glendinning) -Global Chief People’s officer (Ralph Hargrow) -Chief Commercial Officer (Mark Hunter) -Global Chief Legal Officer/ corporate secretary (Samuel Walker) -Global Chief Synergies Officer (Cathy Noonan) -Global Chief Strategy and Commercial Officer (David Perkins) -and finally the Global Chief Technical Officer (Gregory Wade). As it is typical with many companies, Coors business process has seen it adopt a model of organization, which they call Coors Enterprise Process Structure (Enz, 2010). This has become the formal method and system of duty and reporting the relationship that ought to control, coordinate and

Engine performance and Efficiensy Coursework Example | Topics and Well Written Essays - 1250 words

Engine performance and Efficiensy - Coursework Example Momentum drag is the negative thrust (force) opposing the jet thrust or motion through air, it is also referred to as the ram drag. It is a product of the incoming air (flow rate) and the velocity via which it is fed to the jet engine. It is normally denoted as Ti or To. Mathematically, it is the difference between the gross and net thrust (Momentum drag = Gross thrust – Net thrust) (Farokhi 290). It is computed as (Gunston 187): Momentum drag is the opposition the aircraft experiences as it surges through the air. to the engine, it may be referred to as the ‘friction’ experienced by the engine as it propels the aircraft forwards. Net thrust is the resultant aerodynamic force that causes propulsion of an aircraft in air, which is represented by the summation nozzle thrust and momentum of motion. It is a result of the propulsion system, engine, overcoming momentum drag. It is thus the difference between the gross thrust and the momentum drag on the engine of an aircraft (Net thrust = Gross thrust – Maximum drag) (El-Sayed 125). It is usually denoted by T and is calculated as follows: The aircraft thrust is influenced by the airflow into the engine. A change in the rate of airflow triggers a resultant thrust alteration. In the case of net thrust, the increase in the aircrafts speed results to an increase for air fed into the engine, resulting to a higher output (Cumpsty 193). With static thrust, the environmental factors tend to determine the ability of the craft to engage in motion. With static thrust, the air speed is kept constant and is not affected by the crafts motion thus differing from the net thrust. b) Calculate the net thrust of a turbo jet flying at 150 M/S with an air mass flow of 50 Kg/S and a jet stream velocity of 300 M/S with a chocked nozzle. The residual gas pressure in the jet stream is 45 KPa gauge, the nozzle area is 0.2M2. It is evident from the derived

The Effects Of Transformational Leadership Education Essay

The Effects Of Transformational Leadership Education Essay In recent years, educational leaders have been voicing concerns about higher burnout rates among special education teachers as compared with teachers in general education (Fore, Martin, Bender, 2002). Many factors contribute to burnout in special education. Increased teaching workloads, shrinking school budgets, increasing demands for accountability, and disruptive students are often blamed (Byrne, 1994; Fore et al., 2002). The recession that took place in the United States in 2007 has significantly exacerbated these issues. Teachers, including special educators, must cope with the issues that come from difficult economic times. As budget tightens, teachers have to face layoffs or are being forced to take pay cuts and unpaid furlough days (Oliff Johnson, 2010). They have to worry about providing for themselves and also putting in the time and effort to promote a conductive learning environment for their students. This makes them stressful and reduces their morale to teach to the be st of their capabilities (Reeves, 2010). Furthermore, special education teachers are asked to do more with less than before this includes rising teacher pupil ratios (Center for Public Education, 2010). In special education, this means teachers have to teach students with a broader range of disabilities and grade levels. Moreover, teachers are unable to use as many of the same resources that they used before, and the school supplies, materials, and other resources that have previously been given are slowly being taken back (Center for Public Education, 2010). With the end of the federal stimulus funds that helped prevent severe education cuts, many school districts will face a more stressful budget shortfall in the next few years (Husch, Banton, Cummings, Mazer, Sigritz, 2010). All these problems can make special educators more vulnerable to burnout. Burnout has been defined as a syndrome of emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment (Leiter Maslach, 1988, p. 297). Emotional exhaustion refers to the feelings of being drained or used up by the clients (Maslach Jackson, 1981). Emotional exhaustion also is identified as feelings of strain, particularly chronic fatigue resulting from overtaxing work (Hakanen, Bakker, Schaufeli, 2006, p. 498). Teachers who have experienced this sense of emotional exhaustion report feeling dread at the thought of having to put in another day on the job and often put distance between themselves and coworkers and students (Schwab, Jackson, Schuler, 1986, p. 15). This distancing of oneself from the students is the second aspect of burnout, depersonalization (Schwab et al., 1986). Leiter and Maslach (1988) defined depersonalization as developing an unfeeling and callous response toward clients. Depersonalization is also referred to as cynicism, indifferent, or a distant attitude toward work in general and the people with whom one works (Hakanen et al., 2006). The third aspect of burnout is reduced personal accomplishment (Leiter Maslach, 1988). Workers tend to have a negative appraisal of themselves as well as their work with clients (Maslach Jackson, 1981). Teachers who suffer from burnout are unable to function effectively in their jobs, unable to give much of themselves to students, and frequently exhibit negative, cynical, and callous attitudes toward their jobs (Byrne, 1993). A number of studies have shown that teacher burnout may lower student achievement. Teachers who experience job burnout are more likely to criticize students, which in turn reduce students self-efficacy, motivation to learn, completeness of understanding, and creativity (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Researchers found teachers who experience burnout have reduced motivation, impaired performance, and higher rates for leaving the teachi ng profession (Byrne, 1993; Fore et al., 2002; Schwab et al., 1986). The vital role that supervisors play in affecting teachers propensity towards burnout was observed in research (Russell, Altmaier, Van Velzen, 1987; Sarros Sarros, 1992; Zabel Zabel, 2001). Supportive supervisors are likely to provide positive feedback concerning supervisees skills and abilities, which may make them less vulnerable to burnout. Russell et al. (1987) reported teachers who felt support and received positive feedback from supervisors were less vulnerable to burnout. Zabel and Zabel (2001) showed special education teachers were less likely to experience burnout when they receive more support from administrators, peers, and parents. According to Sarros and Sarros (1992), the importance of supervisor and principal support cannot be underestimated as a critical resource for addressing teacher burnout. Rose (1998) found that incidence of burnout can be reduced by high-quality leader-member exchange relationships. Positive contact with supportive supervisors is also a strong deterrent to the factors that lead to burnout. According to Leiter and Maslach (1988), unpleasant contacts with supervisors were associated with all three aspects of burnout. Their research showed that stressful interactions with supervisors lead to emotional exhaustion that causes depersonalization, which in turn leads to diminished feelings of personal accomplishment. However, little research has focused on the relationship between transformational leadership style of supervisors and burnout dimensions, and the empirical evidence is inconclusive. One possible reason for the inconclusive evidence is that previous literature overlooks a psychological mechanism that may be a powerful mediator to account for the relationship. In addition, very few studies have investigated the effect of transformational leadership style of supervisors on burnout among special education teachers. The purpose of this paper was to fill the gap by examining the relationship between transformational leadership style of supervisors and teacher burnout in special education while accounting for the mediating role of teachers calling. Literature Review Transformational Leadership and Job Burnout Transformational leadership. Transformational leadership theory is central to understanding the relationship between transformational leadership style of supervisors and the levels of burnout among special education teachers in this study. According to Fry (2003), transformational leadership is an intrinsically based motivational process whereby leaders engage followers to create a connection that raises the level effort and moral aspiration in both (p. 702). Northouse (2004) proposed transformational leadership refers to the process whereby an individual engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower (p. 170). Transformational leaders inspire followers to achieve positive outcomes by giving meaning to their work and understanding their personal needs (Boerner, Eisenbeiss, Griesser, 2007). The transformational leadership theory identifies four behaviors such as inspirational motivation, idealized influence, intellectual stimulation, and individualized consideration that motivate followers intrinsically to give their best efforts and change their attitudes toward their work (Bass, 1999). Bass described idealized influence as shown by leaders whose behaviors can serve as an example to be emulated by followers and encourage followers to perform their best (Bass, Avolio, Jung, Berson, 2003). Furthermore, transformational leaders provide one with a sense of making a difference through service to others by emphasizing the importance of purpose, commitment, and the ethical consequences of decisions. Such leaders are admired as role models; they generate pride, loyalty, confidence, and alignment around a shared purpose (Bass, 1997, p. 133). Bass (1997) described that inspirational motivation is displayed by leaders who articulate an appealing vision of the future, challenge followers with high standards, talk optimistically and with enthusiasm, and provide encouragement and meaning for what needs to be done (p. 133). In doing so, transformational leaders lift up the efforts and work morale of their followers through enhancing the sense of calling, which in turn help improve individual productivities and organizational outcomes. Transformational leaders empower their followers by developing them into high involvement individuals (Bass, 1999, p. 9) and followers will transcend their own self-interests for the good of the organization (Bass, 1985, p. 15). Individualized consideration is described as leaders [who] deal with others as individuals; consider their individual needs, abilities and aspirations; listen attentively; further their development; advise; teach; and coach (Bass, 1997, p. 133). Transformational leaders pay attention to followers needs and support and coach their growth through individualized consideration. The leaders can help followers analyze their work-related problems and seek possible solutions. As a consequence, the transformational leadership helps prevent the feeling of being strained (i.e., emotional exhaustion) or distancing themselves from coworkers and students (i.e., depersonalization), and increase the assessment of their personal accomplishment. Intellectual stimulation is demonstrated when leaders [who] question old assumptions, traditions, and beliefs; stimulate in others new perspectives and ways of doing things; and encourage the expression of ideas and reasons (Bass, 1997, p. 133). Transformational leaders stimulate followers to be innovative and creative in approaching old situations in new ways through intellectual stimulation (Bass et al., 2003). This transformational behavior lessens the burnout symptoms such as cynicism and negativism and a tendency to be rigid, and inflexible in thinking (Freudenberger, 1977). These four transformational leadership behaviors can ease followers the feelings of emotional depletion and loss of motivation and commitment. Transformational leadership and burnout. Research is mixed on the relationship between leadership styles and burnout. Seltzer, Numerof, and Bass (1989) showed that transformational leadership style helped reduce burnout, while management-by-exception leadership did the opposite in a sample of employed MBA students. Corrigan, Diwan, Campion, and Rashid (2002) found that transformational leadership had a negative relationship with burnout among mental health professionals. However, Stordeur, Dhoore, and Vandenbergh (2001) contended that transformational leadership and contingent reward had no relationship with emotional exhaustion among hospital nursing staff. Hetland, Sandal, and Johnsen (2007) found that transformational leadership was not related to emotional exhaustion, and transactional leadership had no relationship with any of the three dimensions of burnout. Existing literature indicated a need for further study of the mechanism through which transformational leadership had an impact on burnout, particularly in the school setting (Gill, Flaschner, Shachar, 2006; Griffith, 2004; Hetland et al., 2007). Calling and Burnout Calling. Calling, as defined by Fry (2003) is the experience of transcendence or how one makes a difference through service to others and, in doing so, derives meaning and purpose in life (p. 703). Fry posits that calling is a critical part of workplace spiritual well-being that provides one a sense of making a difference and therefore that ones life has meaning (p. 714). Followers who experience a sense of calling are more committed to their organization and more productive in their workplace. Markow and Klenke (2005) defined calling as work performed out of a strong sense of inner direction (p. 12). Calling is often described as something that pertains to careers that an individual sees as promoting the greater good or being meaningful to society (Duffy Sedlacek, 2007). Baumeister (1991) discussed the job-career-calling concept in Meanings of Life. Baumeister stated that those who view work as a job perform tasks solely to obtain things that they want. He also stated that this att itude is often prevalent among lower classes, who tend to be people with less education. In contrast, a person with a calling feels compelled to perform a kind of work, whether it is from a higher calling (as is often stated in association with religion) or a calling to meet a societal need (for example, higher military enlistment rates after Pearl Harbor). A calling might also come from an individuals inner sense of having a special talent or gift. A calling satisfies the need for being valuable to others and society. A calling engenders a great deal of personal meaning, linking a vocation and an individuals value base. According to Bellah, Madsen, Sullivan, Swidler, and Tipton (2008), a calling is when work becomes inseparable from the individuals life and character. The person works for the fulfillment that doing the work brings to the individual. A calling links a person to the larger community, and the person is making a contribution to the entire community. In Fry, Nisiewicz, Vitucci, and Cedillo (2007) study, calling can be enhanced by giving employees recognition can do this, along with giving them a sense of worth through service and a positive attitude (p. 20). Transformational leadership and calling. Transformational leadership is a motivation-based theory of how to move the organization toward its desired future. Transformational leaders motivate followers by raising their levels of consciousness about the importance of goals (Northouse, 2004). The most important role that the transformational leader plays is to paint a vision of a desired future state and communicate it in a way that causes followers to believe and have faith in the vision of organizational transformation to make the pain of change worth the effort (Fry, 2003, p. 702). A literature review revealed that the vision exhibited by spiritual leaders is predictive of ones sense of calling (Fry, 2003; Fry et al., 2007; Fry, Vitucci, Cedillo, 2005; Malone Fry, 2003). Fry (2003) suggested creating a compelling vision that has a broad appeal to key stakeholders, defines the destination and journey, reflects high ideals, encourages hope/faith, and establishes a standard of excellence provides followers with a sense of calling that motivates them to believe that they make a difference to other people (p. 695). A transformational leader who also possesses these qualities develops a vision and communicates it effectively through exemplary leadership behaviors such as idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation to their followers. Consequently, followers have hope and derive meaning and purpose in their experiences. For example, Fry (2003) explained that the vision displayed by a spiritual leader incl udes establishing a standard of excellence which builds followers confidence and trust in leaders. As mentioned earlier, this behavior is a characteristic of idealized influence. Transformational leadership moves followers beyond immediate self-interests to a shared vision and mission in the organization through idealized influence. The vision also vividly portray a journey that, when undertaken, will give me a sense of calling, of ones life having meaning and making a difference (Fry, 2003, p. 718). This quality is a characteristic of inspirational motivation that awakens intrinsic motivation of followers (Boerner et al., 2007). According to Bass (1999), followers under transformational leaders are generally more self-assured and find more meaning in their work. Consequently, teachers will find personal meaning in their work or feel called to their work. Coladarci (1992) posited that teaching is viewed as a profession with high initial commitment and is a calling for many entering the profession. Teachers who find personal meaning in their work or feel called to their work have a deep commitment to their profession (Hakanen et al., 2006). The great value they find in teaching and the feeling that they are helping others and working toward the greater good of society may reduce the feelings of strain and distancing of themselves from the students (i.e., depersonalization), and raise the evaluations of their personal accomplishment. Fry proposed a causal framework that the followers sense of calling is predictive of the organizational outcomes, such as commitment and productivity. Based on the theory of calling, the present study hypothesizes that teachers who have a high level of calling will experience low emotional exhaustion and depersonalization, and high personal accomplishment. Mediating effect of calling. Though existing literature indicated a direct effect of transformational leadership on levels of burnout, this study proposes that the linkage between transformational leadership and burnout may be indirect, or intervened by the sense of calling. According to Fry (2003), the followers sense of calling mediated the relationship between the vision exhibited by a spiritual leader and the organizational outcomes, such as commitment and productivity. Fry et al. (2005) examined a newly formed Apache Longbow helicopter attack squadron and found strong empirical evidence that calling is a mediator between the qualities of spiritual leadership and organizational outcomes, such as loyalty and productivity. Followers who have a higher sense of calling are more committed to their organizations and more productive. Malone and Fry (2003) conducted a longitudinal field study of elemental schools and found that spiritual leadership had a significant impact on organizatio nal commitment and unit productivity mediated by the sense of calling. In Markow and Klenkes (2005) study, calling mediates the relationship between personal meaning and organizational commitment. Fry et al.s (2007) study of a municipal government revealed that ones sense of calling is a mediator of the relationship between the vision of a leader and organizational commitment and productivity. Fry, Hannah, Noel, and Walumbwa (2011) found that organizational commitment and unit performance were fully mediated by the sense of calling by studying a sample of cadets at the United States Military Academy. Therefore, this study hypothesizes that transformational leaders exert their effects on job burnout among special educators through the sense of calling. Given that teaching is a field where many express a sense of calling, the extent that calling accounts for the relation between transformational leadership and burnout among special educators needs to be explored. One of the most powerful influences that transformational leaders have on followers is to create a compelling vision that provides one with a sense of calling through service to others, and therefore find meaning and purpose in life. Transformational leadership fosters a positive work attitude and provides followers with a sense of meaning in their work, which in turn boosts their intrinsic motivation and energy and enables them to perform their best. Control Variables and Burnout Studies on demographic variables, i.e., gender, age, and race, and their relation to burnout have shown differing outcomes. Maslach (1982) stated that women tended to experience more emotional exhaustion, yet men are more likely to exhibit depersonalization behaviors. Brewer and McMahan (2004) also reported that women were more prone to job stress and burnout than men. However, Maslach and Jackson (1981) reported no relationship between gender and burnout. Several studies have associated burnout with age, with burnout usually affecting the younger employees (Brewer McMahan, 2004; Maslach Jackson, 1981; Russell et al., 1987). No findings have supported a difference in burnout among ethnic groups (Brewer McMahan, 2004; Maslach, 1982). In Kilgore and Griffins (1998) study, they found less experienced special educators had more burnout. Method Hypotheses Based on the above discussion, the following hypotheses were formulated for testing the mediating effect of calling on the relationship between transformational leadership and burnout of special educators: H1: Transformational leadership is negatively related to emotional exhaustion and depersonalization, and is positively related to personal accomplishment among special educators. H10: Transformational leadership is not negatively related to emotional exhaustion and depersonalization, and is not positively related to personal accomplishment among special educators. H2: Transformational leadership is positively related to the calling. H20: Transformational leadership is not positively related to the calling. H3: Calling is negatively related to special educators emotional exhaustion and depersonalization, and is positively related to personal accomplishment. H30: Calling is not negatively related to special educators emotional exhaustion and depersonalization, and is not positively related to personal accomplishment. H4: Calling mediates the relationship between transformational leadership and each of the three dimensions of burnout. H40: Calling does not mediate the relationship between transformational leadership and any of the three dimensions of burnout. Participants and Data Collection The sample in the study consisted of special education teachers who exclusively teach special education students in Maryland non-public and public separate day schools in Anne Arundel County. Separate day schools refer to those that enroll students between six and 21 years old who spend greater than 50% of the school day in a separate day facility that does not serve students without disabilities (Maryland State Department of Education, 2010). These schools are primarily self-contained facilities, not residential facilities.  The subjects were recruited through the MANSEF (Maryland Association of Nonpublic Special Education Facilities) network of non-public private special education schools as well as public separate day schools in Anne Arundel County. This population of teachers works with students with disabilities that preclude them from receiving education services in regular education classrooms within public schools. Initial contact was made through the MANSEF director and th e Director of Special Education of Anne Arundel County. Further contact was made with the educational directors of these schools to discuss the proposed study. The directors were informed of all of the information that would be required of the teachers (e.g., signature on Informed Consent, a short demographic questionnaire, the Maslach Burnout Inventory for Teachers, the Multifactor Leadership Questionnaire, and the Calling Scale). Once the directors agreed to have the study conducted in their schools, the survey packets were disseminated to the directors for distribution to the teachers. Each packet had a cover letter that provides an introduction of the research project and invites teachers to participate in the study. Teachers were asked to sign the Informed Consent prior to their participation of the study. Stamped addressed envelopes were provided in each packet for teachers to return their completed surveys. Teachers who declined to participate or partially complete the survey s were not included in the study. Each of the surveys was distributed and collected in the same manner to ensure consistency in data collection. According to Gall, Gall, and Borg (2003), consistency in data collection procedures is essential for reliability. It was estimated that it would take approximately twenty minutes to complete these three measurements and the short demographic questionnaire. To ensure confidentiality, all questionnaires were completed anonymously, and only a coding number rather than a name was used to designate each respondent. No other personal identification information such as social security numbers, telephone numbers, and addresses were solicited on these questionnaires. All survey forms were locked up in a safe place. The size of the population was estimated at 700 non-public special educators in MANSEF schools and an additional 100 special educators in Anne Arundel County separate day schools. That makes the total estimated population of 800 special educators. Although all of the directors granted permission for the survey to be administered in her or his school, actual teacher participation was voluntary. As a result, a total of 256 teachers from 35 MANSEF schools (n = 250) and two Anne Arundel County separate day schools (n = 6) returned their completed surveys anonymously, which yielded a 32% response rate of the estimated population. Measurements Maslach burnout inventory for teachers. The construct of teacher burnout was measured by the Maslach Burnout Inventory for Teachers (MBI Form Ed: Maslach, Jackson, Schwab, 1986). The MBI consists of 22 statements regarding attitudes and feelings about work (Maslach Jackson, 1981). There are nine items relating to emotional exhaustion, five items relating to depersonalization, and eight items relating to personal accomplishment (Maslach Jackson, 1981). The participants responded to the statements based on a 7-point frequency scale (0 = never, 6 = every day). Examples of statements included in the survey include I feel emotionally drained from work and I feel very energetic (Maslach et al., 1986). The MBI produces three areas of scores: emotional exhaustion, depersonalization, and personal accomplishment (Leiter Maslach, 1988). As discussed earlier, these factors have been identified as major indicators of burnout and the MBI has been used extensively in studies examining burnout ( Byrne, 1993; Fore et al., 2002; Gill et al., 2006; Hakanen et al., 2006; Leiter Maslach, 1988; van Dick Wagner, 2001). Maslach and Jackson (1981) reported that the reliability of the subscales range from .71 to .90 using Cronbachs coefficient alpha. The test-retest reliability ranges from .53 to .89 (Maslach Jackson, 1981). Multifactor leadership questionnaire. The construct of transformational leadership was measured by the Multifactor Leadership Questionnaire (MLQ Form 5X-Short) developed by Avolio, Bass, and Jung (1999). The subordinates rated their leaders on 45 leadership items on a 5-point frequency scale (0 = never, 4 = frequently if not always). The MLQ is comprised of nine subscales, which assess a full range of leadership styles such as transformational, transactional, and laissez-faire leaderships. Although measured, the constructs of transactional and laissez-faire leadership behaviors were not included in the regression analyses as the preliminary analysis did not show a correlation between these two leadership styles and job burnout. According to de Vaus (2001), a correlation between two variables is a pre-requisite for establishing a causal relationship (p. 179). The five subscales used to identify transformational leadership style are: (1) idealized attributes, (2) idealized behaviors, (3) inspirational motivation, (4) intellectual stimulation, and (5) individualized consideration (Bass et al., 2003). For the subscale idealized attributes, an example item is (my supervisor) goes beyond self-interest for the good of the group. An example item pertaining to the subscale idealized behaviors is (my supervisor) specifies the importance of having a strong sense of purpose. An example item that measures the subscale inspirational motivation is (my supervisor) articulates a compelling vision of the future. The subscale intellectual stimulation includes items such as (my supervisor) seeks differing perspectives when solving problems. An example item for the individualized considerations subscale is (my supervisor) spends time teaching and coaching. The supervisor received a score on each of the five subscales, and together, those allowed for describi ng how frequently he or she engaged in transformational leadership behaviors. For example, high scoring supervisors displayed transformational leadership behaviors more frequently than those low scorers. Bass and Avolio (2000) reported reliabilities of the subscales ranging from .74 to .91 based on Cronbachs coefficient alpha. Calling. The construct of calling was measured by the Calling Scale developed by Markow and Klenke (2005) based on Baumeisters (1991) work. Respondents provided ratings on twelve items that assess three subscales such as job, calling, and career on a seven point Likert scale (1 = not at all, 7 = a great deal). As discussed earlier, the major purpose of this study is to examine the mediating role of teachers calling on the relationship between transformational leadership and job burnout, therefore, only the calling subscale was included in the analysis. The subscale of calling was measured by six items, such as I feel that I must do the work I do it is part of who I am and the work that I do expresses truths and values that I believe are important (Markow Klenke, 2005). Markow and Klenke reported that the scale demonstrated an internal consistency reliability of .88. Control variables. Teachers were asked to fill out a short demographic questionnaire. It included items asking about gender, age, and years in teaching. There was also a question asking whether the teacher was a public or non-public employee. Based on the research, demographic variables do not have a consistent relationship with burnout. Data Analysis Data were analyzed using one SPSS file combining all instruments to examine the effects of transformational leadership and calling on job burnout among special education teachers. Descriptive statistics were produced to summarize the demographic data as well as survey measurements in this study. Pearson Product-Moment Coefficients were also computed to determine the correlation among study variables. To determine whether transformational leadership has an indirect effect mediated by calling on the various dimensions of teachers burnout, a mediation model was tested (Baron Kenny, 1986). A mediation model is to identify the mechanism through which an independent variable accounts for the variation of a dependent variable. To clarify the meaning of mediation, a path diagram was used to describe the relationship among independent variable, mediator, and dependent variable. Panels A and B in Figure 1 illustrated the designated paths of a direct effect and a total effect, where transformational leadership is the predictor variable, burnout is the outcome variable, calling is the mediating variable. a is the pathway from transformational leadership to calling, b is the pathway from calling to burnout, c (Panel A) is the direct effect of transformational leadership on burnout, controlling for the effect of the mediator, calling, and c (Panel B) is the total effect of transformational le adership, without controlling for the effect of the mediator. R2 was reported to measure the faction of the total variance explained by the model. To get over the overestimation problem of R2, adjusted R2 was also reported to measure the variability in the outcome that the model explains in the population rather than the sample (Tabachnick Fidell, 2007). This study conducted two methods to examine the extent to which calling accounts for the relationship between transformational leadership and burnout. First, this study followed the four-step procedure recommended by Baron and Kenny (1986) to assess the mediation hypothesis of calling. Second, this study performed a more statistically rigorous bootstrapping method to examine the mediating effect of calling on the relationship between transformational leadership and job burnout. Bootstrapping is a nonparametric approach to effect-size estimation and hypothesis testing that makes no assumptions about the shape of the distributions o

Pearl Buck: The Bridge Builder :: essays research papers fc

Pearl Buck: The Bridge Builder Humans fear and loathe that which they do not understand. This fact has been true for ages and still exists today. Fortunately, there are people such as Pearl Buck. People like her see the injustice in this simple fact and work to break down the walls of separation between other people. She took on the seemingly impossible task of building a â€Å"bridge† across the Pacific Ocean to China from America and broke down many walls through her writings, doing a great service to many. Biographical Information Pearl Sydenstricker Buck started her eventful life as Pearl Comfort Sydenstricker in Hillsboro, Virginia on June 26, 1892. Important events took place before this that made her birth even more special than a normal birth. Theodore Harris says that Buck’s mother Carie married a man named Andrew Sydenstricker, a Presbyterian missionary in China. The couple had a daughter and raised her there. When the child was four years old, she and her mother contracted cholera. Only the mother survived (18). Buck was born two years after this tragedy while the family was on hiatus from their mission work in China. When Buck was three months old, they returned to Chinkiang, China. According to Theodore Harris, Buck spent her whole childhood there with many Chinese influences. Wang Amah, a Chinese nurse, assisted her mother. She played with Chinese children and lived in a house along the Yangtze River (30-31). These influences later played an integral role in Buck’s success as a novelist. The Encyclopedia Britannica Online says Buck’s early schooling was received in Shanghai. Later, she returned to the United States and graduated from Randolph-Macon Woman's College in the year 1914. After graduation, Buck went back to China and became a college professor in Nanking (1). According to Dr. Bette Reagan, Pearl Comfort Sydenstricker married John Lossing Buck, also a missionary in China, and became known as Pearl Sydenstricker Buck. The ceremony took place in China in 1917. During their marriage, the couple had a daughter named Carol. While delivering the baby a uterine tumor was found in Buck, forcing her to have a hysterectomy. This left her with no possibility of bearing children again. To add to the pain of this blow, Buck later noticed that their only child was mentally retarded, suffering from a disease called PKU. The family decided to return to the United States to place Carol in a care facility in Vineland, New Jersey (1).

Storytelling in Homer’s Odyssey

Tall Tales Things need not have happened to be true. Tales and adventures are the shadow truths that will endure when mere facts are dust and ashes and forgotten. –Neil Gaiman The escapades of wily Odysseus are ingrained into the hearts of countless children. The bedtime story of one man’s journey home and the obstacles he faces along the way forever lives on in youthful imagination. Alas, a problem arises when mythology-loving children grow up. Vocabulary and comprehension matures slowly over time, and, at some point, the youth is ready to delve into the feast that is Homer’s unabridged poetry.As the reader devours book after book of The Odyssey, he or she finds comforting familiarity in the stories, the characters, and the monsters, but something is not quite right. While hearing of Odysseus’ adventures as a child, the action was spoken from the steady voice of a omnipresent narrator, but in Homer’s work, the poet often speaks through Odysseus as a storyteller recounting his glorious past. This is when the disillusioned youth comes to a devastating conclusion: Odysseus is a liar.Homer distances himself as the poet from the more fantastic tales that the reader recognizes from youth: the Lotus eaters, the Laestrygonians, the Cyclops, Scylla and Charybdis, Circe, Aeolus and the winds. All these wondrous tales are told from the deceitful, crafty mouth of Odysseus. To the Phaeacians, he is a illustrious adventurer ready for derring-do at all times. To the knowing Athena, he claims to be a Cretan fugitive. And to Eumaeus and Telemachus, he in all his craftiness asserts that he is (while still a Cretan) a beggar who fought alongside the great Odysseus on the Trojan shore.Odysseus adopts these facades for different motives, but the response to his stories are unanimously positive. Through his stories, Odysseus does not sacrifice his integrity, rather he gains honor. When the eager reader reaches Book IX, he or she reaches some of th e most familiar events in Homer’s lore. Homer, through Odysseus’ account to the Phaecians, crafts some of the most thrilling action in the poem. Daring escapes, clever plans, and terrifying beasts are woven into a tapestry of wonder and enchantment. Yet for the great storyteller that he is, Odysseus s hesitant to relate his tale. â€Å"But now you wish to know my cause for sorrow / and thereby give me cause for more† (Homer 158). As exaggerated as the following account is, Odysseus seems to be truthful about his grief. Whether or not his men perished as he claims is not certain, but death was the end to their stories nonetheless. Odysseus honors the memory of these men by spinning a yarn so great that his men become immortal in his story. This does not, however, mean that he wishes to present his shipmates as faultless.He freely lays blame on the crew for releasing King Aeolus’ winds. By doing this, Odysseus proves his skill as a raconteur by showing manà ¢â‚¬â„¢s greedy nature and the consequences that are a result. Odysseus’ goal is not to raise himself up as the greatest of heroes either. He freely admits to his follies and to the deaths that heavy his heart with guilt. Odysseus confesses to his own human weaknesses saying, â€Å"Now, being a man, I could not help consenting† (189), when tempted by Circe to forgo his return home to Ithaca, putting his men in danger in the process.He even tells how one of his men, Eurylochus, blamed Odysseus for the death of his shipmates at the hands of the Cyclops, â€Å"That daring man! They died for his foolishness! † (190). He willingly admits to being overpowered by lust in the case of Circe, but he also tells of his tactical genius concerning the Sirens. Odysseus’ story is not a matter of boastfulness, rather a matter of honor, his own and that of his fallen comrades. Clearly, the Phaecians are satisfied with the narrative, â€Å"He ended it, and no one stirred o r sighed / in the shadowy hall, spellbound as they all were† (241).So impressed by the story and empathetic to Odysseus’ losses, in fact, that King Alcinous almost immediately loads his ship and has a Phaecian crew sail him back to Ithaca. The Phaecians are so entertained and enamored by Odysseus’ eloquence that they believe any word that flows from his lips, no matter how ludicrous. Odysseus does not set out to deceive his hosts, quite the opposite. When King Alcinous asks him to relate his travels, he does not want facts, he wants a story. After incurring the wrath of Poseidon one last time, Odysseus awakens on an Ithaca that he does not recognize thanks to Athena’s deviousness.When confront by the goddess in disguise, Odysseus â€Å"†¦ answered her / with read speech–not that he told the truth, / but, just as she did, held back what he knew, / weighing within himself at every step / what he made up to serve his turn† (250). After clai ming to be a Cretan fleeing his homeland after murdering a courier, Athena reveals herself to her favorite Odysseus. Then, surprisingly, she does not chastise him for lying, instead she praises him for his gift of deception, â€Å"Whoever gets around you must be sharp / and guileful as a snake; even a god / might bow to you in ways of dissimulation. You! You chameleon! † (251). Athena is not condoning Odysseus deceit, she is commending him. This prioritization of wit and cleverness over straight honesty is harder for modern readers to fully grasp than it would have been for the Greeks hearing the lovely recitation. Using the guise of a Cretan once more (fittingly because as the famous Cretan Epimenides once said, â€Å"All Cretans are liars,†) Odysseus tests the swineherd’s, Eumaeus’, loyalty and hospitality.Odysseus hints that Eumaeus’ master may be closer than he expects (263). In direct contrast to the Phaecians response, Eumaeus does not let hi mself believe the words of the stranger, how ever silver-tongued he may be. Eumaeus responds to the hidden Odysseus’ message of hope with pessimism concerning lonely Penelope, old Laertes, and absent Telemachus. In the manner of Greek hospitality, Odysseus and Eumaeus share a meal, wine, and stories, and while Eumaeus’ origin may not be as mythic as Odysseus, who is to say it is factual?His background is shared gracefully enough that even the esteemed Odysseus complements Eumaeus’ skill, â€Å"That was a fine story, and well told, / not a word out of place, not a pointless word† (275). When Telemachus returns, Odysseus carries on his charade. In the guise of a old beggar, Odysseus tests Telemachus’ valor saying, â€Å"If my heart were as young as yours, if I were / son to Odysseus, or the man himself, / I’d rather have my head cut from my shoulders / then to suffer the pestilence that is the suitors† (304).In rebuttal to this harsh in sult, Telemachus explains that Odysseus left him too young to prevent the suitors from swarming to Penelope. It is then that Athena deems it time to reveal Odysseus’ true form. This revelation and reunion is not only touching, but it also fills Telemachus with a pride and hunger to face the suitors. Odysseus disguised himself on Ithaca for almost four days before enacting revenge on the suitors who dishonor his home. Why would he wait so long? Why not burst through the doors right away and start cutting down men one by one?Odysseus never claims to be the strongest, the boldest, or even the bravest, but everyone knows that Odysseus is the wiliest. It is Odysseus, the master tactician and master of disguise, not a rage-filled berserker that reclaims his throne. It is safe to assume that Odysseus’ stories are not factual, but that in no way justifies the statement, â€Å"Odysseus is a liar. † His purpose in the story to the Phaecians is not to recount his travels v erbatim, rather he only wishes to convey the bravery of his men and the sadness in his heart. By the end of his tale, the hall is silent with grief.His reason for acting as a Cretan outlaw is not treachery, but an exercise in his great skill. He hides himself to his friends and family not out of malice, but so his intellectual stratagem banishes the suitors to Hades, not brute strength. Odysseus’s slyness and wit are to be admired, not admonished. When he announces his identity to the Phaecians, he does not cite his brute strength or skill in warfare as his gifts. He exclaims proudly, â€Å"I am Laertes’ son, Odysseus / Men hold me formidable for guile in peace and war: / this fame has gone abroad to the sky’s rim† (158).While heroes such as Achilles and Heracles establish their place in legend and eternity among Elysian fields with force and passion, Odysseus forever immortalized himself in the epics of the Ancients and the storybooks of children because of he is a â€Å"man of twists and turns† who knows how to tell a good story.Works Cited Gaiman, Neil. The Sandman Vol. 3: Dream Country. New York, New York: DC Comics, 1991. Homer. The Odyssey. Trans. Robert Fitzgerald. Garden City, New York: Doubleday ; Company, 1992.

Essay Sample about Summer Traveling to Washington DC

Essay Sample about Summer Traveling to Washington DC Almost everyone agrees that summer is the best time for traveling, especially considering the summer break from school. All countries welcome new visitors and are ready to offer their attractions and places of interest. Among the great many cities in the United States of America, Washington DC is always considered a special place of interest. Not many people are aware that although the capital city was named after George Washington, it wasnt his idea. In fact, the first president used to call the city â€Å"The Federal City.† It was called Washington DC only after Washington’s death. This city is very different from other large cities in the Unites States. You wont find high buildings or skyscrapers here. The highest building in Washington is the monument to George Washington and to the Capitol. The Capitol is found in the center of the city. Its situated on Capitol Hill; that is the highest point in the city. This building was named after the section of a Roman temple and serves as the location for the government seat. On the top of the main building is a huge dome. Its height reaches 285 feet, crowned by the bronze Statue of Freedom, which is 19 feet in height (Cooper, 2015). Another interesting and significant place is the Library of Congress which is composed of buildings clustered in three sections. The oldest is the Thomas Jefferson Building, constructed in the Italian Renaissance style. The Library of Congress performs the function of the national library. In addition to government committees and members of Congress, the representatives of the judicial and executive branches of the parliament, researches, scholars, artists, and scientists can also visit it. Broad Pennsylvania Avenue stretches from the Capitol to the White House. Each time a new president is inaugurated, the whole procession follows along this route. The White House, situated at Pennsylvania Avenue, is the official residence of the US presidents. An interesting fact is that all US presidents have lived there, except for George Washington. This building is composed of a number of rooms used for specific functions. For example, Blue and Green Rooms are used for international meetings of ministers and ambassadors and the East Room and the State Dining Room serve as official places for public gatherings (Cooper, 2015). A well-known tribute to the first president of the United States, the George Washington Monument can be found just behind the White House. As the height of the monument reaches 169 feet, it provides a perfect view of the Columbia District; some parts of Virginia and Maryland can also be seen from this location. The end of the mall is best known as the location for another famous monument – the Lincoln Memorial. Hardly anyone can pass this place by without spending a few minutes viewing the monument. This marble statue represents a man who was the 16-th president of America. Every time individuals view the tribute, they feel respect for the historic figure that played such an important role during the time of the Civil War – arguably, the most difficult time in the United States history. Lincoln’s sizeable influence on slavery abolishment, restoration of the government, and improving the economy of the entire country was a great contribution to America. One more place that surely can be considered significant is the Smithsonian Institution. As the story goes, Englishman James Smithson, who had never been to the United States, donated half a million dollars for one purpose – to make general knowledge and education popular among all people. This institution includes art galleries, scientific institutes, The National Museum, The Observatory, publishing centers, and even zoos! Fords Theater, another significant location, is located in the downtown business area. As it has been used for many stage performances beginning 1860, this theater is truly a historic one. In addition, it is known for a tragic event. It is in this location where Abraham Lincoln was assassinated in April, 1865 (Cooper, 2015). When visiting Washington DC, you have so many wonderful places to visit that represent the history of the United States government as well as its modern day functions. Regardless of which ones you choose to experience, you are certain to get a great sense of the American spirit.

The Worst Advice Weve Heard About Plagiarizing

The Worst Advice Weve Heard About Plagiarizing Plagiarism isnt a fun topic. Lets face it- anyone who has spent time in academic pursuits has heard the stern lectures from professors warning of the dangers of plagiarism. The consequences of it can be equally unsettling: a failing grade, a feeling of disgrace, loss of credibility, and even expulsion are all very real possibilities.But dont worry, weve got your back, and will discuss the absolute worst advice weve heard about plagiarizing. Pay attention and youll avoid the embarrassment and destruction of credibility that plagiarism can bring.Bad Idea #1: You can use whole sentences or paragraphs from WikipediaSince Wikipedia content is created by a conglomeration of several writers and editors, there is a false assumption that entire sentences or passages can be lifted from it and used in otherwise original papers.The operative word here is false. Regardless of how many writers contributed to a passage or content, and regardless of the fact that the content is online and highly edi ted, its still plagiarism to claim the text as your own. In addition, Wikipedia content will be easily picked up by any online plagiarism detector since it is a highly visited website and therefore highly ranked in search engine algorithms.Its also important to keep in mind that Wikipedia is not considered to be a legitimate source in academic research and writing. Treating it as a source could result in a lowered grade and plagiarizing it could most certainly result in that- or worse.Bad Idea #2: You can piece together pieces of several different free online essays on the topicIf youve ever watched an online plagiarism detector perform its search, youd know that this is likewise bad advice. Specifically, these programs are designed to crawl millions of webpages to find content that is word-for-word of the text submitted to them. It doesnt matter if the content is pulled from a hundred different sources, plagiarism detection software can find all of them- including short passages of approximately five words.There is also a false assumption that goes along with this one, stating that as long as the copied passages are less than a certain percentage of the original work, its fine to plagiarize. Whether you copy a passage of five words or 500- the act (and therefore, the consequence of that act) is the same.Whether you copy a passage of five words or 500- its still plagiarism. Photo by Green Chameleon on Unsplash.Bad Idea #3: You can plagiarize since there are no original ideas leftWhile its true that there is nothing new under the sun, this reality doesnt give you an excuse to claim anothers work as your own. When writers and literary scholars mention that there are no original ideas left (another way to state the adage I mentioned above), they are referring to story archetypes that have been used since the dawn of human existence. And sure- most storylines or plots have been done before, in some version, either in movies or books. Characters change and settings change, but there are certainly repetitions of conflicts and archetypes in literature that cant be avoided.However, there will always be a way for you to approach the topic with fresh eyes- and with YOUR eyes. Even if your thoughts are similar to others, you will still express them in a unique way because you are a unique individual. There is no one else in the entire world who looks, thinks, and processes ideas exactly like you do. This means that the work you produce, whether it is writing or research or both, should be entirely original in the way it is written and compiled. Since every writer is an individual, it is highly unlikely that he or she will choose word-for-word the exact phrasing of another writer who has broached the topic previously.Bad Idea #4: If the source is obscure enough, no one will know you plagiarizedTechnology is an amazing thing and plagiarism software is part of that emerging technology. While the plagiarism-checker programs have varying abilities and s copes of their search, your theft of anothers words could always be discovered with the right one. The question then becomes: Are you willing to run that risk?Even if a source is entirely offline (very few are nowadays) and completely obscure, a professor paying attention will potentially be able to detect plagiarism because the writing style and word choice will be so very different than your own. Many professors hand out in-class assignments and tests that require you to write in class. This means that they have a sample of your writing, which clues them in to your writing style and the extent of your vocabulary. Anything you turn in that is in glaring contrast will immediately be suspected of plagiarism by a professor who is looking for it.Bad Idea #5: You wont get penalized if you accidentally plagiarize somethingAs nice as this would be, it simply isnt true. Many universities have a strict no-plagiarism policy, and any instance of it could be dealt with harshly, including expul sion, even if it was accidental. In fact, freelance writers who publish online content often run their work through a plagiarism detector to make sure they havent accidentally plagiarized someone. As a professional writer, this type of accidental plagiarism could still have the same consequences of intentional plagiarism, including lawsuits, losing their job, and loss of credibility in their industry.The fact is: its an easy mistake to make, especially when you read a lot of content about a particular topic. Sometimes, thoughts go through our brains that we assume to be original but are actually thoughts weve read somewhere and simply forgot we had read it (in that exact combination of words).Professors understand this and have likely dealt with the situation in their own research and writing. However, any responsible researcher or writer will take steps to ensure that his or her work is original and that it cites all sources quoted, whether directly or indirectly. This involves che cking for plagiarism, even of the accidental variety, which is easy to do with all of the free plagiarism-checker websites available. When you submit your work for class or for a writing assignment given to you by your company, you should take these same steps.Bad Idea #6: Everyone does it, so you should tooI think most mothers have a similar reply when their rebellious teenager uses this argument to justify doing something against house rules: If everyone jumps off a bridge, would you follow them?While its a somewhat comedic anecdote, there is truth in it. Just because its widely done doesnt mean its right. And just because other people get away with it doesnt mean you will avoid getting caught, as well. In much the same sense that a police officer or judge will not be inclined to ignore laws broken simply because other people break them- neither will a professor be inclined to excuse plagiarism, simply because he or she has seen it attempted often over the span of their career.Bey ond these facts, its important to understand that plagiarism is theft- theft of anothers words and ideas, while claiming them as your own. In the same sense you would not be a thief in other facets of your life, dont be a thief of anothers writing and research.Bad Idea #7: If it isnt copyrighted, you can plagiarize itCopyright law is not as complex as you might think. In fact, once something is published online or as an original hardcopy, it retains an original copyright, whether the author attaches the copyright symbol () to it or not.Obviously, not every author would pursue litigation for copyright infringement, but the possibility is still there. This is especially true if you publish content online- whether academic or otherwise- without attributing it to its original author. Just as there is software to detect plagiarism, there is likewise software for authors and website managers to use that detects if anyone is using their original content online. With this software, they are able to find the website that is using their original content, as well as the websites owner (through information you provided when you registered the website). This means that the threat of lawsuits is always there, particularly if you are publishing online.Even if youre not publishing it online, plagiarism detector software can locate the original content online and mark yours as being plagiarized. And this software is freely available for professors or employers to use.Plagiarism can ruin your reputation and result in expulsion.Bad Idea #8: If you just rewrite another persons paper, it isnt plagiarizingThis is one of the most commonly held myths about plagiarism- thinking that rewriting or rearranging the words of an entire section or paper is somehow not plagiarism. While this method might help you avoid some online plagiarism detectors, depending on the source youre rewriting, it can still be highly visible to your professor that you have done this.The problem with this method of plagiarizing is that it is both underhanded and still not your original thought. There are some cases in which you will need to do this in order to avoid quoting so much, you still need a citation following the rewrite to direct the reader toward the original source.

Review of Literature on Multicultural Literarture Dissertation

Review of Literature on Multicultural Literarture - Dissertation Example A very good introduction to the issues involved in multicultural literacy is provided by Carol D. Lee in her book Culture, Literacy and Learning: Taking Blook in the Whirlwind (Lee, 2007). The second part of the title is taken from a poem by Gwendolyn Brooks which advocates living and flourishing in a maelstrom of contradictory forces and this metaphor is used to illuminate the many pressures that children in some ethnic groups, and especially African Americans, experience when they are growing up. Lee argues for definitions that go beyond simple categorizations: â€Å"To analyse group membership in ways that take history and cultural practices into account, ethnicity is a more powerful and universal concept than race. Ethnicity takes into account history, identity, practices and beliefs.† (Lee, 2007, 11) This implies that educators must have a deep knowledge of their subject but also of the routine practices that go on outside the school gates, in families and among peer grou ps. If the experiences that the learner has in school are unrelated to the outside experiences, then many opportunities for learning are lost. Prior knowledge cannot be tapped into, and students are likely to have poor recollection of what they learn, and be unable to apply it in any realistic context. There is also likely to be a lack of motivation because the relevance of school learning is will be perceived as low. This means that a fundamental task of the teacher is to make sure that there is overlap between the world outside and the world of classroom learning. Programs like â€Å"Funds of knowledge† which bring in a diverse range of adults from the community, or the â€Å"Cultural Modeling Framework† which adds a focus on youth behaviour and â€Å"the very different demands of subject matter learning.† (Lee, 2007,11) Lee homes in on the type of assessments used, and describes interventions in a school with a high proportion of African American learners. Fa ctors like time limiting reading tasks are found to be counter-productive, and exercises such as reading and then talking are suggested as a better way of establishing how the reader engages with a text and makes sense of it than formal writing. Dialogue with the teacher is important, in order to bridge the gap between everyday language and reasoning, and the styles and standards expected in the academic setting. The book concludes that â€Å"displays of competence depend a lot on how competence is both defined and assessed †¦ we privilege particular kinds of displays as evidence of processes of internalization†¦Ã¢â‚¬  The implications of these insights for literacy are that teachers must seek a variety of ways of linking academic reasoning with everyday experiences, and must appreciate different learner styles, for example valuing the quiet learner who may be â€Å"inwardly attentive in ways that are difficult to assess.† (Lee, 2007, 174) Flores-Duenas (2004) dis cusses similar issues and presents a case study of four Latina(o) students illustrating the need to provide reading materials and discussion opportunities which validate the experience of a wide range of students and not just white European American students. The article is prefaced with a very interesting first person narrative

The Rights Of The Accused And Their History Essay

The Rights Of The Accused And Their History - Essay Example According to the 6th Amendment to the Constitution, everyone is entitled to a speedy trial and they have a right to counsel. However, there are circumstances that would seem that the person is not entitled to a trial because the crime they committed was so heinous that they do not deserve one. In these cases, the public has a tendency to want to fall back on the older laws where the individual should receive a judgment right away because they are guilty of the crime. In America, the individual is not guilty until they have been proven guilty by the jury. When thinking about the issues that were presented in this assignment, it would seem that the law of the land (that which most people would think was right) and the official law of the Constitution are in conflict. Some people would expect that in order to have justice, the individual who was found guilty by the public, would not stand trial, and would be taken quickly to a conviction. The challenge with this way of thinking is that just because a person was found to be guilty by the public, does not mean that they are the guilty party. If we were to adhere to this type of law, we would find that we were convicting some innocent people. This is the reason why a trial is important to anyone's life. If they are given a trial and there is enough evidence to convict the individual, it can then be said that the law withheld the judgment. When thinking about whether these laws can stand the test of time, we have to say that they can. They are there to protect not only the person accused, but also to protect the public. Although the crimes today seem to be larger and more outrageous than those in the 18th Century by our standards, they are still in need of an impartial jury. The problem is, that many people who sit on a jury are already biased by the crime that was committed.