Mediation †Foundations

The organization NAFAAS – is an acronym for the National Association of Fine and Applied Arts Students. It is a body that oversees the welfare of its members – the fine and applied arts students. It presents intricate issues as violation of student’s right to the department, organize social activities and exhibitions, and engage in educational tours and visits. It is also vested with the responsibility of raising and nurturing capable leaders to promote the â€Å"art† culture. The body is organized and governed by the following elected officers: The President, the Vice-President, Secretary General, Financial Secretary, the Treasurer, Director of Socials, Director of Sports and the Curator. The members are all duly matriculated students of the University. They pay an annual registration fee to the body and attend general meetings when they are summoned. The conflict A misunderstanding ensured when it was time to utilize some money from the body’s account. The financial secretary has issued about a thousand receipts and handed over five hundred payments to the treasurer. The treasurer recorded the given amount and the receipts. Unknown to the treasurer, the financial secretary went to change the figures to reflect a collection of a thousand payment and receipt. The president was to organize a welcome party for the association’s freshers only to discover that the money reflecting in the account differ greatly from the one recorded. An executive meeting was immediately summoned and the figures were laid based on the records. After much deliberation, the financial secretary and the treasurer were asked to account and pay for the loss otherwise they be sanctioned with expulsion. For precisely two weeks, they could not see eye-to-eye. This called for another meeting. Third party. The curator, supported by the two-third majority of the house, moved the motion for a meeting and a meeting day was fixed. The agenda of course was to discuss and if possible to resolve the differences between the two executive members. The session lasted for about two hours with heated debate and arguments. The meeting was adjourned without a reasonable progress on how best to resolve the conflict. A third party was agreed upon unanimously – the Patron of the association. He was actually the â€Å"best† to resolve the conflict as the parties involved [treasurer, financial secretary] respects him so much, besides he is the first patron of the association. The mediation At a pre-determined date and time, the mediator [the patron] and the two parties involved in the conflict met at the Association’s secretariat. Then and there, the patron listened patiently as they both recount their role in the incident. The mediator, being a trained one observed the starts and stops, the inconsistency of the financial secretary tactfully asked â€Å"why are the figures in correcting fluid?† the financial secretary by surprise responded â€Å"no †and later â€Å"I don’t know†. This question is supposed to have been directed to the treasurer being that he handles the recorded amount. The subsequent questions, responses and gestures were all geared towards the mediator trying to facilitate solution progress. He tried as much as possible to cool the tensed atmosphere – a situation where no progress can be actualized. Further issues were raised about the carelessness of the treasurer – for keeping important and formal documents at such trivial places. After much deliberation, a solution was finally reached. This was basically because of the status of and for the patron, otherwise the financial secretary already pre-determine he would negate all proposition that would subsequently lead to the findings – at least on a short term. The persuasion of the mediator [the patron] also did help matters. Emotion was deeply mixed with fact and the resultant effect was felt in the change of atmosphere. The financial secretary was finally willing to co-operate and let the cat out of the bag. He confessed to both the patron and the treasurer that he was deeply sorry for the incident and the conflict. Later on, he was strongly advised by the patron never to perpetrate such act. The treasurer and the patron forgave him. The sessions lasted for roughly two hours, thirty-five munites and were advised to go about their daily activities without any mistrust. They also agreed never to share with any other person [executives inclusive] how it was resolved or who actually was at fault. If I were the mediator, I would have made it a caucus interrogation. First, I would get background information from reliable sources about their attitudes and behaviors. This first hand research may or may not contribute towards knowing who actually was at fault or mediating them. After which I would personally interrogate them. I would facilitate solution progress by making relevant interrogations, delving deep into relevant issues that will sum up o the overall purpose – mediation. After all efforts made and I do not get to the route of the matter, I may if I have, decide to fund the repay for peace’s sake. If I do not have the money, I will at my possible best try to convince them to tell the truth. I will remind them of their original willingness to resolve the whole issue. Then proceed to advice and warn against future occurrence. This I believe will make them want to resolve it all. I will also strongly warn that all discussions towards the process of mediation be treated as top secret for indeed they are. References  §Ã‚   Dr. Mickey S. (2002).   Mediation – Foundations. Background information. Retrieved: February 22, 2007 from www.essaywriters.net   

Is There Still a Place for Recess? Essay

In an era where each passing time is becoming an instrument towards one’s progress, every hour is considered critical. But is this ideal appropriate for children especially those who are still in their first step towards learning? Break time, or recess as it is more commonly known, becomes an increasingly hot topic when it comes to a child’s learning activity and capability. In 1989, the National Association of Elementary School Principals (NAESP) surveyed state superintendents and found that 90% of schools grant their students at least one break period each day (Jarrett, 2002). However, during the same year, in the hopes of lengthening the students’ time for studying, many schools abolished break times. Most schools also reason out their increasing accountability for providing students with effective education pressures them to pack in more instructional time for children and thus, eliminating break times for the day. They also feel that break times have no effect on a children’s learning progress and in fact, can do more harm than good. More people believe that recess heightens unacceptable behaviour in schools. According to the Elton Committee when asked to describe the long lunch break period, recess is â€Å"the single biggest behaviour problem that [staff] face† (Department of Education and Science, 1989, as cited in Blatchford & Sumpner, 1998). Since children becomes more free during break times and are more often unsupervised during these times, most believe that it is during these times that bullying and violence occur. In this day and age where time is considered critical is there still a place for recess? Does recess assist in a child’s learning or does it just pose a problem to a child’s learning progress? This paper presents several recent studies on the said topic to discuss the relationship, and perhaps importance, of recess on a child’s learning progress, social development and health (Jarrett, 2002). The studies selected for this paper’s review are those that present the positive side of having recess at school. Presentation of the studies are in chronological order, that is, from the older studies conducted during 1998 to the more recent studies conducted until [year]. Furthermore, this paper hopes to determine or suggest some policies regarding recess and break times that can actually help in child’s learning capability. STUDIES ON RECESS AND ITS POSITIVE EFFECTS ON STUDENTS Blatchford and Sumpner (1998) conducted â€Å"a national survey examining the current situation and changes over the past 5 years† (Abstract, p. 79) because they think that break times, and its positive effects on children’s learning progress, are taken for granted. Moreover, they conducted the study because they believe that school staff members and parents alike lack the information, even the basic ones, on the characteristics of break times. Their sample included 1245 primary schools and 300 secondary schools. They found that majority of school staff members and parents have a negative view of break time but they seem to not notice the possible social value of break times to students. They also found students (16-year-olds) consider break time a big issue and think that this very issue should be taken seriously and considered throughout school life. In addition to this, students perceive that break times lets them take a break from ‘work’ and provide them with the opportunity to socialize and make friends. This is where the importance of break times comes in. Blatchford and Sumpner (1998) explain that as the students go from the primary to the secondary level of schooling, their social lives becomes more important and more critical. Thus, for the students, break times allow them to be sociable in deeper ways. For Blatchford and Sumpner (1998), this underlying principle should be considered by the school staff members so they can understand the importance of break periods. In 2002, Pellegrini and Blatchford discussed the importance of school recess to children’s development. They found that children become less and less attentive while their class lessons last. However, after they have taken their break time, they surprisingly become more focused on their class work. This is because recess serves as a break and relaxation period for a child’s tiring work of listening to his teacher. Children are more tired in the morning before the break since they have only just woke up and are still adjusting over the time. After the break, their body and mind become more relaxed and thus, they can focus more on their work. Pellegrini and Blatchford (2002) offered two educational theories that can explain why children become more alert after recess. According to one theory, the distribution of work and rest over the day helps in relaxing the mind and body and increasing the cognitive performance of any person regardless of age. Another theory explains that the longer time spent by a person working over one particular demanding decrease the cognitive performance of that person over that particular task. While adults may regain their focus on their work by switching to another less complicated work, children may regain their attention to the task at hand by providing them with break periods so they can have time to adjust. Pellegrini and Blatchford (2002) further contends the same argument as with Blatchford and Sumpner (1998) — that recess aid children in their social development. This particular argument is presented by the succeeding researchers as discussed in this paper. In the same year, Jarrett (2002) reviewed other researches on the effect of recess on children’s learning, social development and health. She also presented some of the negative connotations about recess. Relating recess to learning, Jarrett (2002) argues that since recess is a form of break from one’s daily routine, it becomes essential for children as it aids them to be satisfied and stay alert for the rest of the day. Jarrett also explains, as did Blatchford and Sumpner (1998), that recess becomes a tool for the social interaction of children. She explains that children become more socially active since during this time of the day, children learn to be independent by organizing their own games and deciding on the rules of the games they organize. Recess also becomes a tool for children to have physical activity in school since this is the time where children moves more freely and can decide on their own. Jarrett (2002) emphasizes the importance of break times with regards to physical activity since physical activities can significantly improve children’s health. In connection with Jarrett’s (2002) argument about physical activity during recess, Beighle et al. (2006) examined the physical activity of students during recess and outside of school (Abstract, p. 516) by studying pedometer-determined activities of 319 third-, fourth-, and fifth-grade students attending suburban elementary schools in southwest United States. According to them, it was during these times that children have more choices on which activity they want to participate in. They further contend that it is during these discretionary periods that children gain more â€Å"potential to make a significant contribution to children’s overall activity levels† (p. 516) since they experience these breaks everyday. They found that children engage in physical activity more during their recess period than in any other time of the day including outside of school and classes. Because of this, they suggested that schools should make more equipment available during these times to further encourage the children to engage in physical activities. Riley and Jones (2007) also reviewed some related studies on the positive effects of physical activity during recess. They strongly support Jarrett’s (2002) argument on the impact of recess on children’s social development. According to them, some children may start out as timid and apprehensive in their first days at school. Recess, however, gives them an opportunity to reach out to other children by playing and interacting with them. Moreover, conflicts between peers can be resolved during these times. It is also during these times that children learn what behaviours are expected of them. Adding to assisting in the social development of children, recess can also be an instrument to their language development. Recess provides opportunities for children not just to play with others but also to practice their conversation skills since it is during these times that children engage in conversations more freely with their peers without the fear of being reprimanded by their teachers. Riley and Jones (2007) also support others’ argument that recess can aid in children’s physical development. Kahan (2008), along with the others, supports the idea that physical activity, especially during childhood, helps children in more ways than one. He contends that schools should go beyond what physical education can offer in order to address the increasing reports of physical inactivity among children. According to him, physical educations in most schools are only offered with a cumulative duration of 85 to 98 minutes per week. However, the recommended daily physical activity of children each week should be more than 60 minutes. Moreover, not all schools have physical education in their curriculum. In fact, only 17 to 22 percent offer physical education to their students. Thus, physical education does not significantly contribute to a student’s physical activity. Kahan (2008) recommends that schools should provide children with sufficient break time periods along with other extracurricular activities since these are the times where children engage in more physical activities than in classrooms or physical education classes. According to him, recess contributes to one-third of the recommended 60 minutes of physical activity. Thus, Kahan (2008) purports that break times should not be abolished, but rather should be expanded. CONCLUSION Because of certain misconceptions about recess, more and more schools choose to abolish these periods due to their belief that recess can do more harm than good. Staff members and parents alike believe that inappropriate behaviors such as bullying and violence are mostly done during recess. Moreover, many schools believed that recess only distracts the focus of students from learning and that it only obstructs instructional time thus, posing a threat to their learning progress. However, researches contend that, in contrary to these beliefs, recess actually do more good to students than harm. Studies show that recess aid in children’s social, physical and even language development. During recess, children are freer to choose which types of activities they want to participate in, giving them a sense of independence and teaching them decision-making skills. They learn to organize their own activities during recess without the fear of rejection from their teachers. They also learn to interact with other children by playing with them or conversing with them, thus, increasing their ability to socialize with others. They can either make new friends or resolve conflicts with peers. Children’s language development is also aided by recess. Children do not just learn to interact with others; they also practice their conversation skills by talking or discussing with their friends no matter whatever their topic is. Thus, recess also contributes to children’s academic achievement. Moreover, recess acts as a cognitive interference for children so that they can regain their focus on their class work. Adding to the fact that it is during this time that children eat, recess also provides children to have more physical activities since this is the time where they can move and play free without fear of being reprimanded by their teachers. These physical activities which range from moderately vigorous to vigorous activities help children in becoming physical fit. All in all, it is safe to say that recess have more positive than negative effects. Thus, it is advised that such periods where children can develop in more ways than should not be abolished. REFERENCES Beighle, A. , Morgan, C. F. , Masurier, G. L. , & Pangrazi, R. P. (2006). Children’s physical activity during recess and outside of school. The Journal of School Health, 76(10), 516-520. Blatchford, P. , & Sumpner, C. (1998). What do we know about breaktime? Results from a national survey of breaktime and lunchtime in primary and secondary schools. British Educational Research Journal, 24(1), 79-94. Jarrett, O. S. (2002). Recess in elementary school: What does the research say? ERIC Digest. Kahan, D. (2008). Recess, extracurricular activities, and active classrooms: Means for increasing elementary school students’ physical activity. Journal of Physical Education, Recreation & Dance, 79(2), 26-39. Pellegrini, A. , & Blatchford, P. (2002). The developmental and educational significance of recess in schools. Early Report, 29(1), 1-7. Riley, J. G. , & Jones, R. B. (2007). When girls and boys play: What research tells us. Childhood Education, 84(1), 38-43.

Internationalization Strategies Questions Essay

Internationalization Strategies Questions - Essay Example The reasons why a business may seek to pursue an internationalization strategy as part of its growth and expansion plans are strongly contextual. In particular, they will reflect the economic and political features of the country or region of the investing firm, and of the country or region in which the company seeks to invest. Other factors at that will determine this decision include: the industry and the nature of the value added activity in which the firm is engaged and the characteristics of the individual investing firm, including its objectives and strategies in pursuing these objectives. Dunning (2000) identified four major types of internationalization activities: (1) market seeking or demand oriented activities that are geared towards satisfying a particular foreign market, or set of foreign markets; (2) resource seeking or supply oriented activity that targets gaining access to natural resources; (3) efficiency seeking activity which is designed to promote a more efficient division of labour; and (4) strategic asset seeking, which aims to protect or augment the existing specific advantages of the internationalising firm and/or to reduce the advantages of its competitors. These activities also mirror the advantages that organisations gain by pursuing internationalisation strategy such as greater market share, brand awareness and revenue, accessing more resources or technology for competitive advantage, efficiency and economies of scale which lowers cost of production, spreading of business risk and creation of entry barriers to one’s industry. Factor conditions refer to the inputs that are necessary for a firm to compete such as capital, infrastructure, land and labour. According to Porter (1990) the stock of factors in a country at any given time is less important than the extent to which they are upgraded and deployed. In reference to Dunning's resource seeking internationalisation objective, a company may therefore be attracted to a part icular country where its key resources are generally rapidly upgraded for example the strong government support experienced in China’s manufacturing industry. Home demand conditions refer to the level of demand of a particular product locally in comparison to its level of demand abroad. It is largely influenced by size, number of independent buyers, sophistication of local buyers, rate of demand growth, early demand and early saturation. A more demanding local market leads to national advantage and a strong, trend-setting local market helps local firms anticipate global trends. Early saturation of the local market also motivates firms to continue innovation and to reduce cost and/or pricing of products for example Japan’s TV industry saturated early and forced home players to seek new markets in Europe and North America. Finally, the home firms will be forced to enter foreign markets, Dunning’s market seeking international activity, in the search for more busine ss and sustainable growth. Porter’s third determinant, related and supporting industries reflects the importance of the link between businesses within a value chain. Related industries refers to those industries that share certain elements of their business for example the US has a vibrant information systems industry that

Commercial Law Essay Example | Topics and Well Written Essays - 3000 words - 2

Commercial Law - Essay Example many are those who have said that â€Å"the core objective of undertaking commercial and thus creating a commercial atmosphere in any country would fail†2. For example if commerce or the act of doing business is not regulated, chances are that people would seek to make money through the wrong means and there will be no way of checking how much a person makes and through what means so that the needed agencies including government would have the right allocation of taxes to benefit the larger population. But when arguing for the regularization of businesses or commercial activities, many are those who have questioned how the regulations should be carried out, with a lot more people touching on the possible use of a commercial code3. This paper therefore addresses the question of whether or not the United Kingdom needs such a commercial code that have been practiced and used in other jurisdictions including Germany and Turkey. A commercial code is a form of regulation that guides and governs the way and manner in which the commercial institution of any country or given region should operate. It is therefore said to be â€Å"a codification of governing laws for all commercial entities within an identified setting including trade, merchants, companies, commercial bargains, and commercial contracts†4. The emphasis here therefore is that the commercial code is a standardised document that clearly states all laws that should guide the way commerce should be undertaken from both a practical and theoretical perspective. These laws are also taken from a private law perspective even though it may be regulated on a national basis in most cases. Commonly, the aspects of private laws that will be included in a commercial code includes but not limited to â€Å"sales of goods, leases of goods, business contractual agreements, negotiable instruments, fiscal deposits, letters of credit, investment securities, amo ng others†5. Once the laws that should guide trade and business are

M7 Deforestation and Kaibab Deer Discussion Assignment

M7 Deforestation and Kaibab Deer Discussion - Assignment Example ifferent ways including destruction of recreation area in the national and tropic forests which provide the locals more returns compared to logging, drying up rivers as alternative sources of income and increase in atmospheric carbon dioxide (Merrill, 2008). Deforestation generally interferes with other important or beneficial economic activities such as hunting, recreation and fishing in both the tropic and the national forests. Deforestation of tropic forests lead to increased emission of greenhouse gases as well as enhance susceptibility of surrounding areas to tropic storms and floods. Floods are associated with increase in certain diseases such as cholera and malaria through breeding mosquitoes on stagnated waters (Merrill, 2008). Cholera resulting from floods can be addressed the public health sector through controlling of the floods through encouraging mitigation measures such as tree planting or re-afforestation. The disease can also be controlled through distribution of clean drinking water during such floods. A significant decrease in the number of wild animals especially the potential extinction the mule deer the Kaibab due to increased hunting activities led to the decision to make Kaibab a Forest Reserve. This decision was made to facilitate restriction of hunting activities through prohibition hunting within the forest reserve and the Grand Canyon National Park (Kay, 2010). Nevertheless, the move resulted into increased number of wild animals which posed another threat other forms of wildlife with such areas. As a result, this incident has been quoted in many wildlife decisions especially in justifying the need to authorize hunting to achieve significant ecological balance (Kay, 2010). Hunting has been supported on economic basis in which the activity is believed to contribute significantly to the national economy. Charitable organizations benefit from donations made from hunting activities both in monitory and food forms (North Carolina Wildlife

What is the social responsibility of business Essay

What is the social responsibility of business - Essay Example This is because all the stakeholders play a great role in defining the role of the business regarding its needs and desires, which go a long way in building its growth (Wight and Morton 155). The business aim of making profits is crucial and definitely important because it cannot operate without it. Creating shareholder value by generating profits is the focus for many businesses across the world. However, it is important to note that shareholder value should not be the sole purpose for the survival of a business. Mackey believes that putting the customers’ needs ahead of shareholder value leads to a successful business. In a business where the central theme is to make profits, the customers’ needs are a means of achieving the business goals. This is a distorted method of running a business because the stakeholders including the customers are crucial in sustaining the business. Businesses should pursue customer happiness because it is an end in itself, which ensures that a business mission is pursued in higher interest, passion, and compassion for their needs (Tisch and Weber 122). In addition, a business whose sole purpose is maximizing profits and shareholder value does not fully value the needs of other stakeholders like employees, investors, suppliers, the community and the environment. A business must focus its success by incorporating all the stakeholders since they bring value in all areas. The company leadership should examine the competitive marketplace and other variables to determine how to effectively share with all stakeholders. T.J. Rodgers argues that any money and time spent in charity is a form of extorting investors since the company assets legally belong to them. Many in this view argue that the company management has the responsibility to maximize shareholder value and therefore, any activities that do otherwise are wrong. However, this is a wrong and narrow-minded belief because corporate social

Project management Essay Example | Topics and Well Written Essays - 1500 words - 18

Project management - Essay Example I could not concentrate long enough to think of any contribution to make to the group and I even forgot the basic steps of the theory which we had been taught to act as a guide. My group members however came to my rescue and did all the work at this stage. I cannot up to date be able to explain how the process of strategizing took place exactly and even had to read about it later on in order to understand and be able to move onto the next step (Kendrick, 2010). The strategizing part was not over yet as we had to continue with additional planning which mostly dealt with marketing planning and strategizing on the different ways to campaign. This involved a lot of team work to brainstorm the perfect ideas for marketing campaign which would gain the maximum support and attract the target group was hoping to attract at that time. The fact I had a little previous knowledge in marketing was a huge contribution to the group and to this stage in our project (Levine, 2002). There had to be recruitment and training which was still our responsibility and this was really stressful to find over twenty members of staff who had the right qualification, right energy and determination to work in the project and who shared the same enthusiasm and willingness to spend long hours even without pay working for the success of the project. This process took longer than was expected or even accounted for in our timeline and hence affected the whole project despite the fact that we rushed some of the steps such as budgeting (Termini, 2009). The budgeting step was my area of specialty as I am good at approximation of costs and making mini budgets for personal reasons. I therefore was confident about assisting the team in this step and since we knew what we wanted and where we would get them from in terms of materials, the budgeting stage was smooth. This taught me that having prior

The Issue of Death Essay Example | Topics and Well Written Essays - 500 words

The Issue of Death - Essay Example The essay "The Issue of Death " talks about the issue of death which has been debated for quite some time with the philosophers putting their weight on the same issue. According to the old Greek proverb, death and sleep are brothers and as such, death is a form of sleep.Sleeping of the body occurs because the personal human being is absent. Therefore, when human beings sleep, they do so in a state of complete unconsciousness as a result of failing to become self-conscious during the prior time to sleep. Death is equally the same as sleeping with the only variance resulting from one degree evidenced by the failure of regaining unconsciousness. A counter argument to the concept that death is the same as sleep or a form of deep sleep attributes death as annihilation to indicate a form of extinction, eradication or a form of extermination. The concept of annihilation towards death is considered based on the fact that unlike sleeping where the person awakes, it never happens with a dead p erson. Once death strikes, the person is no longer there and it is impossible to regain the earlier form of that person. If in any case death was a form of deep sleep it was possible to regain consciousness after a certain period of time but it never occurs as such. When death occurs, an individual is not there and when an individual is, death is not. The counter argument based on death as annihilation that refutes claims of death as a deep sleep follows its premise through examination of previous supporting evidence of the concept.

Way Of Narration In A Rose For Emily Essay Example | Topics and Well Written Essays - 500 words

Way Of Narration In A Rose For Emily - Essay Example For example, the narrator states that â€Å"We did not say she was crazy then. We believed she had to do that† (318). This was in reference to when she refused to admit that her father had died. Of course, it is likely that some people might have thought that she was, in fact, crazy, because it is unlikely that the entire town held the same opinion about this event. It would have been distracting to the story if the narrator had attempted to portray all of the feelings that of the people of the town regarding the events. This was the view that was given because it also led to the assertion that she had nothing left because her father had driven away all of her suitors. For the sake of brevity and because it let the narrator give some exposition in regards to why Emily would not have gotten married, the narrator necessarily had to be in some sense unreliable.Beyond the fact that the narrator was limited in the information that was available, the amount of information was limite d by the fact that Emily was a very secretive person, and there were long periods of time in which nobody actually got any sort of information about her. For example, the narrator states that â€Å"From that time on her front door remained closed save during a period of six or seven years, during which she gave lessons in china-painting† (320). Because she was so secretive, the narrator was forced to make more inferences in regards to Emily than would have to be made about any of the other people of the town.

Computers Essay Example | Topics and Well Written Essays - 750 words

Computers - Essay Example Seeking to explore Dell Computers in holistic analysis, the following will provide a synopsis of the research undertaken on Dell Computers with an eye to the applicability and functuionalisty of this brand of PC. Perusing the site of Dell Computers and looking at the major price points, I determined that the Dell Vostro 220 was the cheapest option of available while the Dell Precision T7500 was the most expensive model on the market. What are the storage requirements for basic application such as Microsoft Office, Adobe Photoshop or Netscape Navigator? Microsoft Office requires a computer and processor of 500 megahertz (MHz) processor or higher; memory which is 256 megabyte (MB) RAM or higher1 and a hard disk space of 1.5 gigabyte (GB). Adobe Photoshop requires a processor which is 1.8GHz or faster, a minimum of 512MB of RAM (1GB recommended) and at least 1GB of available hard-disk space for installation. Finally, Netscape Navigator is no longer on the market, therefore its requirements are irrelevant. The following statement was released by parent company AOL, â€Å"Given AOLs current business focus and the success the Mozilla Foundation has had in developing critically-acclaimed products, we feel its the right time to end development of Netscape branded software. Read the history page for more details about this decision.† (Microsoft, 2009; Adobe 2009; Netscape, 2009). Looking at both the cheapest as well as the most expensive Dell models presently on the market, it is evident that both the Dell Vostro 220 and the high-end Dell Precision T7500 can support basic software applications such as the Microsoft Office and Adobe Photoshop. When you buy a new software package, why does it state the minimum RAM and hard drive space your computer must have for you to run this program? Essentially this sort of information pertains to the amount of available space

Contractors in the Military Essay Example for Free

Contractors in the Military Essay Going back in time to the Civil War, private contractors can be found, providing support, logistics, and supplies to the military forces. If you think about today’s military bases and approaching the front gate that do you see? Well the first person you see is a private security guard standing there waiting to welcome you to fort whatever. Why don’t you see a Military Police Officer standing there? Simple question right, well it isn’t because the Military is going more and more towards a civilian work force. What does going to basically civilian work force do for those men and women that serve in the United States Military today? Is the government really making the right choice by continuing to use private contractors back home and abroad in war zones today? That is where this paper is going to search out the causes and effects of the use of private contractors or civilian work force in today’s Military. Today’s Military bases are flooded with civilian workforce working for the government as private contractors. The Government today is looking for anyway to cut Military budget and save money. But is using the civilian workforce saving money? Well let’s talk about those security guards at the front gate, let’s say the guard is between a GS 1-3 the average salary for them are seventeen thousand to twenty eight thousand a year. Now look at an Army Military Police Officer e-1 through e-3 which is equivalent to the GS 1-3 the salary for that e-1 through e-3 is between seventeen thousand to twenty thousand dollars a year. So from that little comparison using a private workforce really isn’t saving anyone any money. Let me remind you that doesn’t include years in service. Because more time in the GS ranks you make more money faster. But for that enlisted soldier his money caps after so many years. But everywhere you go you see more and more civilian workforce so there must be a positive side to having civilians work alongside with the Military agencies. Having private contractors work alongside with the Military can take some stress off of units that are deployed down range in combat zones. Those units can focus on their missions at hand and can rely on logistical support and personnel support from basically private security forces downrange. â€Å"For the State Department, armed contractors likewise perform a variety of security tasks†(Isenberg 2009). In comparison to past conflicts the United States was involved in like Gulf War one in which the ratio was one contractor to fifty eight service men. Now let’s jump to the Bosnia conflict where the ration jumped to one to fifth teen. Then you look at Iraq War which the ratio dropped to one to six. So the use of the contractor is becoming more evident in armed conflict zones. So many jobs that the Military gives to the private sector are specific jobs or a â€Å"valuable skill† that is a specific task. So by giving those specific jobs to contractors in war zones al lows the military to provide sustainment abilities on forward bases. â€Å"Then you have to look at the bad side of those private contractors, with the likes of Black Water, and Triple Canopy†(Cotton 2010). Those two companies have been involved in many altercations that put a bad taste in people’s mouth about private companies working in war zones. Each company did many things that caused a lot of crisis for fellow service members while they were deployed in hostile places. These companies go to do a job get paid more by our United States Government then goes and does hostile acts against the other country, that puts many other people not just service members in harm way. So why should the DOD pay people like this? Well that is just the great debate. So with the government in war still in Afghanistan, why do we continue to rely on so many private companies, well that is because of those vital assets those people offer. So if the government would put a little more faith in the Military Services we have and train. We could start working on the costs of what is spent while we are at war. Even though it would be great to limit the use of contractors, the use of the contractors just needs to be limited in certain ways. Keep using the ones that are needed to assist in logistical support and aid in missions to assist. Try and stop the use of the ones in war zones running missions could improve on the government spending, let those people that serve in the Military keep running those missions, because that is what enlisted do serve our country. Works Cited ISENBERG, DAVID. Shadow Force. Westport, CT: Praeger Publishers, 2009. Praeger Security International Online. 1 Jan 2013.

Political Recruitment Procedure in Nigeria

Political Recruitment Procedure in Nigeria THE RELEVANCE OF ENTREPRENEURSHIP EDUCATION TO POLITICAL RECRUITMENT IN NIGERIA BY Franklins A. SANUBI, PhD Department of Political Science, Delta State University, Abraka, Nigeria KEYWORDS: Entrepreneurship Education, Political Recruitment, Entrepreneurship, Intrapreneuring. ABSTRACT: The continuing influx of non professionals into party politics in Nigeria has created the challenges of good governance and many hove asked the question of how to rid the political space of neophytes. One explanation for this phenomenon is provided in the prevailing political recruitment procedure in Nigeria. Entrepreneurship education has provided some philosophical tool for establishing a reliable political recruitment process. This paper examines the relationship and provides some recommendations on the process of ensuring good recruitments into our party politics spectrum. A. INTRODUCTION Perhaps the only vocation in Nigeria today where the free entry and free exit principle of a perfect market system is operational is the vocation of party politics as people from all known professional backgrounds have found it a treasure ground of resort. It is in fact needless to ask an average politician where he or she got training in party politics. Regrettably, political recruitment process in Nigeria is very simple and without any major technical requirements, people can enroll at any point in time into party politics. The only requirement, if anything else, is your availability the amount of readiness demonstrated by the aspiring individual to attend party meetings and caucuses. Just write down your name and attend one or two political party meetings and you are on your way to becoming a big time politician in Nigeria. This is the point where we come to explain the prevalence of political neophytes at the various levels of public policy making in Nigeria as all manner of people both with questionable and unquestionable backgrounds in the management of public resources find themselves in the realm of leadership simply because of a faulty recruitment process into the vocation of party politics in Nigeria. Thus, you find medical doctors, teachers, motor drivers, auto mechanics, pastors or other religious leaders, retail shop owners and jobless individuals all involved in party politics as practitioners of a profession that relies much on number of people as its major asset. â€Å"Leave politics for the politicians† is often the advice given by those who do not find any need to become one. Yet there is hardly a clear definition of who is or (should be) a politician in Nigeria since it has become an all-corners affair. With such a seemingly irreversible phenomenon of political recruitment, the chal1eng to policymakers therefore is to create entrepreneurship educational portfolios where recruits into party politics in Nigeria would develop skills of the, vocation to take opportunities offered by the prevailing political (business) environments. B. ENTREPRENEURSHIP EDUCATION: A CONCEPTUAL CLARIFICATION Experts in the subject matter of history of education have credited ancient Greek civilization with its emphasis placed not only on citizenship but also on entrepreneurship education. With massive curricular contents favouring the child’s ability to use available materials through practical skills to create innovative learning outcomes, an average Athenian schoolboy knows that he has to imbibe a strong culture of entrepreneurship education. Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. (Block Stumpf, 1992) The classic picture of entrepreneurship education (also known as intrapreneurship education) as given by its major proponent Gifford Pinchot, is its distinctive focus on the â€Å"realization of opportunity† under any given setting (Pinchot, 1985). The ability of the individual to see the opportunity and utilize it for a successful outcome marks the significance of entrepreneurship education (Pinchot Pellman, 1985). Although closely related to management education which focuses on the best way to operate within existing hierarchy and structures, entrepreneurship education like the former targets â€Å"profit making†. Profit making, in this circumstance does not necessarily imply increased monetary benefits, but may also be (especially in non-profit organizations or governments) in terms of en hanced social services or decreased costs. It could also be explained in terms of increased responsiveness to the customer/citizen/client on such services being provided. Realizing business opportunity can be achieved, by orienting entrepreneurship education towards several directions including; Entrepreneurship (the ownership) of a new business, such as opening a new shop or small scale industry; interpreneurship (which involves the promotion of innovation or the introduction of new products or services or markets within existing environments or organization without having to start a separate (new) business unit (Pinchot, 2000). This may be made possible through research and innovative initiative among entrepreneurs. Consider for example, a food vendor who sells within a given business environment and suddenly discovers that the target clientele is expanding due to some expansionary activities of the neighboring companies resulting in their employment of new staffers. Intrapreneurship requires that the food vendor can no longer operate within his existing budget if he is to maximize profits. He does not need to be educated on the desirability of budg etary expansion to enable him create an absolute capacity for his new client’s demand. A third orientation relates to what experts call social entrepreneur which involves creating charitable organizations (or portions of existing charities) designed to be self-supporting in addition to doing their good works. Intrapreneurship may lead to a phenomenon described as clustering. Clustering occurs when a group of employers breaks from a parent company to form a new company but continues to do business with the parent organization as in the popular Silicon Valley clusters. This phenomenon is common among lawyers who while working under existing legal chambers do break out often to undertake some business ventures without having to quit their existing chambers entirely. Pinchot believes that entrepreneurship releases the energy’ in the direction of deep personal values while also it is a tool for releasing the creativity, values and entrepreneurial spirit of people who work in large corporations. â€Å"When you free people from fear and bureaucratic restraint, they are likely to choose innovation projects that serve their deeper values (Pinchot 1985) Intrapreneurs have a great zeal to be innovative and a drive to ownership. The entrepreneurial sence of independence is so high among intrapreneurs that Pinchot in his ten commandments of Intrapreneuring describes their attitude in work organizations as people who â€Å"come to work daily willing to be fired†. For a productive and profit-oriented business success, intrapreneurship education is very useful. What relevance therefore, can there be, of entrepreneurship education to political recruitment in the Nigerian policy and how may we define the line of congruence between these variables. C. ASSESSING THE RELEVANCE OF ENTREPRENEURSHIP EDUCATION TO POLITICAL RECRUITMENT IN NIGERIA Porter (1994) has established a relationship between entrepreneurship education and business education. We can extend this discourse by establishing some relationship between entrepreneurship education and political recruitment in Nigeria. Political recruitment is a process by which citizens are selected for involvement in politics. Party system is the most important mechanism of political recruitment, The process of political recruitment involves two levels namely: recruitment of power elite, that is, party and government cadres and the recruitment of grassroots membership who provide political support for party programmes and policies. The recruitment of grassroots may involve a historical process whereby certain cadres of the society are targeted for recruitment e.g. peasant workers and revolutionary youths, and this is then followed by the recruitment of workers, students and rebellion youths and then the recruitment of professional and educated youths. The recruitment provides a stage of political screening such as the examination of class origin, political attitude, political participation or clientelism. Clientelism in the view of Protsyk Matichescu (2009) involves contingent direct exchanges between political actors and both vote-rich and resource-rich constituencies. At the initial point, the role of educational credentials in political recruitment may be irrelevant, but with time, become positive or negative and finally very important. The relevance of entrepreneurship education to political recruitment in Nigeria can be established in several ways. Firstly, entrepreneurship education provides the individual with the strong initiative to succeed in his political career. There is a strong imperative to see party politics as not merely a game being played by two or more persons, but more importantly as a field where excellence in service is required. The individual will take ownership of his actions with a strong sense of judgment that being a politician can be onerous and requires a lot of responsibility and expectations from the society in terms of excellent service to the people. Entrepreneurship education can help promote the spirit of innovativeness among people who chose to enlist in party politics. The individual utilizes every new opportunity in his political environment to create new political images of success. For instance, a politician who observes that there is a growing school enrolment among children in his community and or neighbouring communities would devise new creative political slogans or even manifestoes that will appeal to the immediate passions of his proposed electorate. It is needless for an aspiring politician targeting upland dwellers to propose programmes designed or suitable for riverine areas such as riverine transport system. Entrepreneurship education would facilitate political education especially in rural or unenlightened communities as individual aspirant would localize training techniques or apply local technologies to provide the relevant learning materials to his subjects. This will also help in reducing costs to the ultimate advantage of the subsisting party to which the individual belongs. Entrepreneurship education should be a suitable tool for sensitizing the right type of party membership at all cadres or recruitment. Subjects should therefore choose to belong to a political party with a genuine sense of awareness about his expectations not merely joining a band wagon. Subjects should have their energy released towards a vocation where their deep personnel values reside. The present phenomenon where party politics is seen as a residue to retire to where all other endeavours have failed or a place where quick wealth and fame can be realized can no longer prevail. D. Conclusion and Recommendations An entrepreneur is an owner of a business. Entrepreneurs are driven by the myths of greed, high risk taking, intuitive thinking and even sometimes dishonesty ( Pinchot, 2000) The business may be tangible for it to be observed by others. However, the sense of entrepreneurship may be presently dialectical and reside within the individual who only waits for any physical opportunity to realize his ownership dream. Entrepreneurship education should be a relevant tool to facilitate the ownership drives among people in various vocations including party politics. In particular reference to political recruitment entrepreneurship education should help stimulate the right type of practitioners and hence secure the right quality of leaders needed especially for a developing polity like Nigeria. Existing educational programmes should be philosophically tailored to meet the needs of subjects who are the future entrepreneurs in Nigeria. This would lead to the redirection of subjects’ perception of schooling as not merely a means of securing paid jobs. In a society with dwindling employment options, entrepreneurship education should be a suitable tool for fostering the self-employment initiatives among the school leaving class and those enlisting in other entrepreneurial vocations. The strong Connections between entrepreneurship education and good governance in Nigeria can therefore no longer be imaginary under this discourse but realistic. REFERENCES Block, Z. Stumpf, S. A. (1992) Entrepreneurship education research: Experience and challenge. In D. L. Sexton and J. D. Kasarda, (Eds.) The state of the art of entrepreneurship, Boston, MA: PWS-Kent Publishing, pp. 17-45. Protsyk, O. Matichescu, M.L. (2009) Clientelism and political recruitment in democratic transition. Evidence from Romania, retrieved from the net onO4/ 22/2011 @http://www.policy.hu/protsyk /Publications/Articles/CPRomClient 11 .pdf. Pinchot, III G. (1985). Intrapreneuring; Why you do not have to leave the organization. New York, NY:,-. Harper Row. Pinchot, G. Pellman, R. (2000) Intrapreneurship in action: A handbook for business innovation, San-Francisco, California : Berrett-Kohler. Porter, L. W. (1994). The relation of entrepreneurship education to business education. Simulation gaming 25(3): 416-419.

The Son Of God Religion Essay

The Son Of God Religion Essay In the gospel of Mark we read of the Son of God, but this title is used sparingly, only at key moments The Transfiguration, Trial with the High Priest when Christ is condemned and by the centurion at the foot of the Cross, truly this Man was the Son of God. Mark wants people to know the Christ is the Son of God, he does not want people to misunderstand who Jesus is, he is not a magician, healer, etc. There is a lot to more to Jesus and Mark wrote his gospel to clear up the misunderstandings that had arisen with regard to Jesus. The gospel writers knew they were right, they did not want people to lose heart; the communities that they were writing for were communities of faith. Mark says Jesus is Divine; He is the Son of God, not some local hero. He is the Son of God faithful to his Father. We hear Peters answer to the question asked by Jesus is correct. Peter calls Jesus the Christ but he really does not understand what he has said, he did not really understand what this meant. This is the turning point in Marks gospel. Peter thought that Jesus was power and glory. He saw Jesus as a great person with great power greater than that of Caesar and King David rolled into one. Jesus was swift to correct Peter who had made a mistake. To be Christ meant rejection, torture, death and then and only then Resurrection, but to a new kind of life, eternal life offered to all. . Peter had to accept Christs idea of what it meant to be Christ and to totally accept this idea. Peter had to be converted. He had to realise that Christ had not come to overturn Caesar; Christ had come to destroy sin, death and the Devil. Are we like Peter and answer Jesus, you are the Christ without actually thinking what this means. There are consequences if we say Jesus, you are the Christ and these consequences are not defined by us, they are guided by Christ. If I genuinely believe in Christ I will surrender myself to His will, His ways, His agenda for me, I will not set my own agenda I will not care about my own comfort etc. I will visit Him in the Blessed Sacrament and see him in all the people I come across without exception. If I genuinely believe that Christ is the Son of God, then everything changes and it must change. The deeper I enter into a relationship with Christ and the more I embrace His ways, His ideals, etc the more committed I become. I become a Christian. We become totally converted. But I only become a true follower and committed member of the church if my faith is profound and rooted in Christ, so rooted that it is in the depths of my heart. So I must show concern for all not matter who they are. Faith as mentioned in the Letter of James is not only prayer but also means showing compassion and care for Gods people, as Christ has, if one of the brothers or one of the sisters is in need and we do not help then our faith is only a talking faith. Faith in Christ is a faith of action. A faith without deeds is an abstract faith if the good works do not go with faith, it is quite dead Faith in unity with Christ, does what Christ would do. No point in being pious, kneeling in front of the Blessed Sacrament and being totally unaware of what is going on around us and saying to ourselves that what is happening in the third world countries has nothing to do with me. So there are consequences in being a Christian and saying You are the Messiah, the Anointed One of God We must be prepared to deny ourselves to follow Christ and listen to what he has to say to us. We will never be asked to give up our life for Christ I hope, I mean to be martyred for our faith. But we are asked to lose our life, and this means that we enter into a loving relationship with Christ, we love Him without reservation, we take up our cross whatever that is follow Him without grumbling. We give ourselves wholeheartedly to Christ. This gospel today challenges us as followers of Christ. Can we willingly follow like the Suffering Servant mentioned in our Psalm, giving ourselves completely to God and to die for Christ like he died for us. IF WE DO THIS OUR LIVES WILL BE TRANSFRORMED BEYOND WORDS.

Portrayal of Jane Osborne in Vanity Fair Essay -- Victorian Era Willia

The Redundant Woman Thackeray’s portrayal of Jane Osborne in Vanity Fair is very troubling to the reader of the twentieth century. Grown to be a woman who is stuck under her tyrannical father’s roof, her life appears to be very confining and menial. Her sister snubs her, her nephew mocks her behind her back, her father mocks her to her face, and her main role in life seems to be as her father’s housekeeper. However, Thackeray’s portrayal would have had a very different effect on the Victorian reader. While all of these things which affronted us would have been equally awful to them, Thackeray uses another key phrase which has lost its effect on our modern minds: "that unfortunate and now middle-aged young lady" (448). Jane Osborne’s future has progressed from being uncertain, waiting somewhat impatiently for a suitor’s attentions, to a dreadful certainty; she is quickly becoming what the Victorians referred to as a â€Å"redundant woman.† Destiny A Victorian woman was bred up with the honored ideals of someday being â€Å"wives, daughters, and guardians of the home† (Parkinson). A model young woman was designed as a bargaining tool; her person, characteristics, skills, and, for those who were fortunate, dowry were key chips to be laid in a game of houses which defined the noblest aspirations of Victorian society. The very â€Å"spheres of influence† written about by so many authors of the time, both male and female, dictated that â€Å"what the woman is to be within her fates, as the centre of order, the balm of distress, and the mirror of beauty: that she is also to be without her fates, where order is more difficult, distress more imminent, loveliness more rare† (Ruskin). However, being bred for marriage produces a number of problems; hundre... ...n† has become very antiquated, and purposeless in a world where women have more and more opportunities for equal advancement, affirmative action, etc. It is interesting, however, to note that the ideas of â€Å"spheres of influence† still persist, though somewhat altered. Works Cited Greg, W. R. â€Å"Why Are Women Redundant?† (excerpt). Phoebe Junior. Elizabeth Langland. Broadview Literary Text. Toronto: Broadview Press Ltd., 2002. Pages 449-450. Ruskin, John. â€Å"Of Queen’s Gardens† (excerpt). Phoebe Junior. Elizabeth Langland. Broadview Literary Text. Toronto: Broadview Press Ltd., 2002. Pages 446-449. Parkinson, Allison. â€Å"Sphere Switching Polly, Work/Life Choices and the ‘redundant woman’ in 19th Century London.† November 9, 2004. Thackeray, William M. Vanity Fair. New York: Random House, Inc., 2001.

Setting in Tess of DUbervilles by Thomas Hardy :: essays research papers

Tess of the d'Urbervilles, by Thomas Hardy, uses setting as a main source to establish meaning and atmosphere, and contribute to themes. The d'Urberville estate is a place of dishonor and deceit, whereas the Talbothays dairy farm is a place of hope and new beginnings. Tess's home is the false refuge from the disapproving society. The d'Urberville estate is perfectly described by the clichà © ?looks can be deceiving.? Although the mansion is beautiful, deception and trickery loom within. Alec d?Urberville deceives Tess and takes advantage of her naivety, proving the societal significance of ?Man over Woman.? His desire for Tess ultimately triumphs over her resistance to him, resulting in Tess?s tragic ruin. Moreover, it proves society?s double standard in viewing men and women. It is socially acceptable for d?Urberville to have affairs, but when Tess is seduced, she is considered unclean and an improper lady. In addition, it is at this estate that d?Urberville falsely discloses to Tess that she is not of d?Urberville blood because of her family?s poor industrial status and, therefore, not of a noble class. At Talbothays, Tess begins a new life. The atmosphere is fresh and the people are warm and friendly, deceit is undetectable. Tess and Angel Clare take many walks through the woods in the brisk morning air, and it is there that Clare teaches Tess intellectual knowledge as well as his rejection of Christianity. Gradually, the couple?s attraction for each other grows into true love and they are soon married, despite Clare?s parents? disapproval because Tess is a lowly dairymaid and not of an aristocratic class as they are. Tess is greatly attracted to Clare, as are three other dairymaids at the farm, Marian, Izz, and Retty. Their love for him controls their emotions and actions, such as Retty attempting suicide and Marian?s digression into alcoholism after Tess and Clare?s marriage. Tess?s home is her place of refuge, but it does not always function as a solitary place for her. She returns home after her stay at the d?Urberville estate, but is shunned by society because of her out-of-wedlock child. When she returns home once again from her stay at Talbothays, she is looked upon with suspicion because her husband, Clare, is absent. During each visit, Tess made an attempt to retreat from the harsh world, but she could never fully hide from society. Setting in Tess of D'Ubervilles by Thomas Hardy :: essays research papers Tess of the d'Urbervilles, by Thomas Hardy, uses setting as a main source to establish meaning and atmosphere, and contribute to themes. The d'Urberville estate is a place of dishonor and deceit, whereas the Talbothays dairy farm is a place of hope and new beginnings. Tess's home is the false refuge from the disapproving society. The d'Urberville estate is perfectly described by the clichà © ?looks can be deceiving.? Although the mansion is beautiful, deception and trickery loom within. Alec d?Urberville deceives Tess and takes advantage of her naivety, proving the societal significance of ?Man over Woman.? His desire for Tess ultimately triumphs over her resistance to him, resulting in Tess?s tragic ruin. Moreover, it proves society?s double standard in viewing men and women. It is socially acceptable for d?Urberville to have affairs, but when Tess is seduced, she is considered unclean and an improper lady. In addition, it is at this estate that d?Urberville falsely discloses to Tess that she is not of d?Urberville blood because of her family?s poor industrial status and, therefore, not of a noble class. At Talbothays, Tess begins a new life. The atmosphere is fresh and the people are warm and friendly, deceit is undetectable. Tess and Angel Clare take many walks through the woods in the brisk morning air, and it is there that Clare teaches Tess intellectual knowledge as well as his rejection of Christianity. Gradually, the couple?s attraction for each other grows into true love and they are soon married, despite Clare?s parents? disapproval because Tess is a lowly dairymaid and not of an aristocratic class as they are. Tess is greatly attracted to Clare, as are three other dairymaids at the farm, Marian, Izz, and Retty. Their love for him controls their emotions and actions, such as Retty attempting suicide and Marian?s digression into alcoholism after Tess and Clare?s marriage. Tess?s home is her place of refuge, but it does not always function as a solitary place for her. She returns home after her stay at the d?Urberville estate, but is shunned by society because of her out-of-wedlock child. When she returns home once again from her stay at Talbothays, she is looked upon with suspicion because her husband, Clare, is absent. During each visit, Tess made an attempt to retreat from the harsh world, but she could never fully hide from society.

Symbols in The Great Gatsby :: Free Essay Writer

Symbols in The Great Gatsby In the Great Gatsby, a lot of things can be looked at as symbols. The weather, Daisy’s dresses, the eyes of Dr. T. J. Eckleburg, and even the lights. By using symbols, Fitzgerald makes the story more deep, and enjoyable for some readers. Fitzgerald also uses various themes throughout his story of the Great Gatsby, like Gatsby’s â€Å"American dream.† The two most important symbols in the story are the green lights at the end of daisy’s dock, and the eyes of Dr. T. J. Eckleburg. The green lights represent Gatsby’s â€Å"American dream† and his yearning for daisy. The reader doesn’t understand this for a while though. Fitzgerald shows us later that this is what they stand for, to show how something simple can represent so much. The eyes of Dr. T.J. Eckleburg is simply a sign that lingers over the valley of ashes. The reader can interpret it as anything he/she wishes. Toward the end of the novel, however, George Wilson interprets the eyes as the eyes of God, and he must act properly under them. Gatsby’s American dream is the theme throughout the story. He lives a life of luxury, throwing huge parties, and living in a mansion. Gatsby wanted this life since he was a kid. He also wants the girl of his dreams, Daisy, in his life, only he can’t have her because she is in love with Tom. Gatsby makes Daisy a symbol of everything he wants because of her beauty, wealth, and worry-less attitude. There are also small symbols and themes in the story as well. The color of daisy’s white dress, for example, sets the mood for the scene. And on the hottest day of the year is when Tom and Gatsby have their confrontation. Overall, the symbols and themes in this story seem to come together because of Gatsby’s dream for Daisy, which is the symbol of the green lights, who is everything Gatsby wants.

Arranged Marriages Essay

Love is a many splendored thing: well that’s what I’ve heard. Eyes meet, birds sing, hearts beat and the world turns upside down; unless you are in a arranged marriage. Only the parents are happy, and of course we want our parents to be happy but at whose expense? For centuries arranged marriages were a tradition and in some cultures they still are. There may be a good reason why arranged marriages are good for the people in the east. However today, arranged marriages are still ongoing because it’s traditional, I don’t think that’s a good tradition. I mean celebrating New Years Eve in Times Square New York is a good tradition. It’s a good tradition because I feel and know that no one ever gets hurt celebrating New Years Eve. Arranged marriages can hurt and deny a persons certain civil rights. There are plenty of cultures where there are no such things as civil or human rights but it still doesn’t make it right. Arranged marriages are a tradition from a past era, I believe that arranged marriages are a way of controlling people, especially women. Around the world there has been a custom or tradition of subjugating women. Eastern cultures or religions believe that it is their right to make women 2nd class citizens. To me it means much more, like controlling a life. If you have the desire to control women and to control their lives start with the marriage. In the western societies they tend to frown upon that kind of control inflicted upon women. I’m sure that women tend to frown upon that as well, any control over anyone is frowned upon. There must be a certain lack of respect for both the bride and groom in arranged marriages, these marriage ideas might be old but who said that they’re a good idea? Some traditions should be destroyed faster than a Scotsman can clean out a free bar at a wedding reception. Arranged marriages are one of those traditions. Romeo and Juliet is a classic example of why arranged marriages are outdated and ends in tragedy. Those times required most young women and men to enter into a relationship, that weren’t of their own choice, but their parents. You would not think that in today’s society that arranged marriages still existed, however the parents are still planning their children’s life; albeit, the children are adults. The purpose of this is to maintain the wealth for both families. If the case was that a young girl was being made to marry a adult male, that is being labelled as paedophilia. Yet in India or in the east it is still ongoing and it doesn’t make a difference, here in England it’s a different story for that matter and is illegal. These children are brainwashed into believing that this is normal and that love or any other emotion is not their right but to blindly allow the wishes of their parents. We have not stepped forward in time but have fallen into biblical proportions. That may have sounded too descriptive (biblical proportions), but we have to realize that in biblical times children were married off to other family members for the purpose of continuing their ancestors and that was thousands of years ago and yet it’s still happening in today’s society. One might consider that arranged marriages are more like a business deal than a true marriage, often with the engaged couple being used as pawns on a chess game. Marriage should not be only a business proposition. Call me a hopeless romantic but I don’t believe that two people can be truly happy together unless it was themselves who saw valuable qualities in their partner, what is more is that it completely defies the law of nature. More importantly a marriage should be based on usual trust and affection, as well as common goals. Anything less than that and all you end up with is an emotionless, false union. Arranged marriages are a mockery or the true nature of marriage, a worthless document to be filed into our court systems. What is love? That is said to be one of the hardest questions to be answered as many people don’t know what it is. In all truth I don’t think anyone knows the answer unless they are in love and even so it’s a unexplainable feeling that someone can’t describe to another. You can only know what it is when you are in it. In a arranged marriage I feel that you can’t find that love feeling between the two people in the relationship. As I said earlier we do want to make our parents happy and yes they’re the ones that know what’s best for us and only want us to make the right decisions. But I don’t think they know or understand that even though they might think the man/women we’re going to marry may not be the right choice, we’re in love with them. Whatever love is. We care about them and at the time you know that you want to be with them for the rest of your life and most importantly they’re yours forever and you’re theirs. And it doesn’t matter what people say and if they disagree with your choice. Because you know what you want and that’s him/her. But this is not what you get in a arranged marriage. In a arranged marriage I would imagine that the woman would feel somehow trapped, that’s how I’d feel if I was in the situation. I’d be so cooped up on trying to keep my parents happy and not being able to express how I felt to anyone and would feel as if it were my duty. â€Å"If more couples were matched up through class, education, family background, life goals and earnings† That’s quoted from a women called Aneela Rahman. She was on BBC’s 2 programme ‘Arrange Me a Marriage’. The programme was about finding a partner for each contestant she had, she had one month to match someone with another. Traditions are one thing but outdated, irrational, new age slavery is another thing, I realize that whether you marry for love or not, it can either turn out good or bad, but there should be the opportunity of choice not mandatory rule. On the whole I am against arranged marriages. I think that it is not needed to please parents and not the actual bride and groom. If you want your children to get married and fall in love then let them do it in their own time. It’s not something that can be rushed into and found straight away or first time round. Love should be experienced and not just felt.

Influences of Extrinsic Motivation Techniques Essay

Introduction Parallon Workforce Management Solutions falls under the Workforce Management umbrella. An organization still in its infancy, and financially supported and entrusted by HCA, a hospital organization mogul in its industry. Currently, the DHP (Dependent Healthcare Professional) Credentialing department has begun to make its presence in the area since mid-2007; today it has gradually increased its employee base and has tremendously more than quadrupled its customer base. Having a centralized corporate office in Sunrise, FL has allowed for many job opportunities in the south Florida area. As the Finance Director, overall responsibilities include, but are not limited to overseeing the financial records of the department, communicating with staff accountants and accounts payable/receivable on a regular basis. Create process flows for financial purposes, create and decipher financial projections for the department. Accurately running and reading financial  reports and statements; and having an overall healthy attitude towards the organization. Organization Overview â€Å"Workforce Management Solutions is an industry leader in healthcare staffing management, enhancing our customers’ quality of care and providing unique technologies to deliver unparalleled efficiencies. Since our inception in 1993, we have been providing staffing resources for Hospital Corporation of America (HCA), one of the nation’s leading providers of healthcare services. Currently, we serve hundreds of hospitals, ambulatory service facilities and outpatient centers nationwide, placing thousands of healthcare professionals each year. We offer every client full-service solutions that include contingent staffing, recruiting and enhanced productivity and scheduling technology. Our full-service, integrated business model encompasses: Per Diem Staffing – These comprehensive contracting services meet every need, from background checks and orientation to scheduling technology and systems training. We have 11 per diem staffing offices nationwide, having logged m ore than 3.3 million hours of work at pre-negotiated, below-market rates. Travel Staffing – Customers benefit from the services of 900+ traveling nurses and allied health professionals while Workforce Management Solutions takes on all the associated administrative and logistical burdens. Integrated Staffing and Scheduling Technology – Our custom-designed, proprietary online facility scheduling system enhances efficiency, saves money, provides for the optimization of schedules and empowers hospital staff members. Our Facility Scheduler allows employees to self-schedule with no hardware to purchase or software to install. Additional software components include volume forecasting. Staff Scheduling Redesign and Consulting – Our highly scalable, customizable technology helps managers create staffing schedules that accurately match rising and falling workloads. We train your team to plan, monitor and control staffing so needs and expectations are met efficiently and cost effectively. Permanent Placement and Recruiting – We are experts at providing professional staff and management-level recruiting solutions to our clients in the areas of nursing, medical imaging, allied health and case management† (â€Å"Parallon workforce management,† 201 1). In addition, Parallon Workforce Management Solution houses a wonderful portfolio under its umbrella of business  initiative: â€Å"Parallon’s full portfolio of unique business solutions includes group purchasing, staffing management, supply chain, project management, revenue cycle and other business processes. Parallon Business Solutions offers a comprehensive solution that no other company can claim. As partners, we work in parallel to deliver customized solutions that ensure your success. As fellow operators, we understand your challenges and continually innovate to respond to the needs of a dynamic marketplace. Business Performance Group est. 2000, offers end-to-end revenue cycle services from patient registration to billing and collections, and everything in between. To meet the needs of our providers we have expanded our capabilities to deliver a wide range of additional processes. We tailor our service to your needs—whether providing a single solution or dedica ting our full resources and scale as your outsourced partner. HealthTrust Purchasing Group, est. 1999, is the only committed model group purchasing organization. The foundation of our success is aligned decision making and compliance across our 1,400+ member partners. The result is a comprehensive portfolio that is consistently 10 percent better than any other purchasing alliance. Supply Chain Solutions has successfully transformed over 170 facilities with its shared services platform, resulting in over $1 billion in documented savings. With more than 10 years of progressive experience, the strength of Parallon is our people, processes and proven results. Because we are supply chain operators like you, we invite you to tour our facilities and see the innovation in action. Workforce Management Solutions, est. 1993, began as a provider to the largest employer of nurses in the country. We offer our services—training and credentialing, optimal high-caliber staffing placement, recruiting alternatives and industry-leading scheduling technology—creating unparalleled value and efficiencies† (â€Å"Parallon workforce management,â €  2011). Preliminary Problem Statement The DHP Credentialing department at PWMS has a poor management structure, unequipped to handle the influx of applicants filtering on a daily basis. Inability to create, and sustain acceptable customer service practices, constant increase workloads and entry level employees with no vision, direction, or view of elevation/ advancement within the organization. All of  these factors and determinants have led to overall employee dissatisfaction, resentments, disloyalty, and unenthusiastic with regards to the organization, department, and job. This paper will attempt to answer the following question: Can employee satisfaction, and productivity increase with the aid of intrinsic and extrinsic motivation? The paper will delve deeper into particular philosophies and studies as conducted by Abraham Maslow, who suggest these goals to be obtainable through a hierarchy of human behavior and needs. Literature Review/Synopsis Personal Mastery and Authentic Leadership falseDhiman, Satinder.Organization Development Journal29. 2 (Summer 2011) This paper links personal mastery and authenticity to effective leadership on the premise that our leadership style is an extension of who we are. The findings of humanistic, existential, and positive psychology are explored to suggest a pathway to the art and science of human flourishing. The paper utilizes a synergistic exploratory research design to understand the relationship between personal mastery, authenticity, and leadership within the overarching concept of human flourishing. It builds on the work of Abraham Maslow, Victor Frankl, Peter Senge, Steven Covey, and Michael Ray in illuminating the concept of personal mastery. It also briefly reviews the recent work of positive psychologists such Martin Seligman, Ed Diener, and Mihaly Csikszentmihalyi to explore the emerging field of human flourishing by creating a conscious link between personal mastery, subjective well-being, and authentic happiness. Based on the findings, humanistic existential and positive psychology thinkers striking similarities are evident when it comes to the essentials of human flourishing. Maslow and Management: Universally Applicable or Idiosyncratic? falseJelavic, Matthew; Ogilvie, Kristie.The Canadian Manager34. 4 (Winter 2009) For scholars and practitioners of psychology, one of the most often-cited theories of human motivation is Abraham Maslow’s Hierarchy of Needs. Maslow’s categorization of these human needs into physiological, safety,  love and belonging, esteem and self-actualization are not often referenced within the context of the management science, where a discrete hard science process of a formula is apparent for the answer in how a manager motivates their workers. Rather, instances cited are tied to context that varies from each situation presented, which also can change over time and culture. Yet recent disciplines, such as Organizational Behavior and Leadership, have begun to take from sociology and psychology the dynamics to understand the person, teams, and organizational effects of these theories. The integration between motivational theories, such as Maslow and differences between cultures, such as Hofstede (1980a, 1980b), bears discussion necessary to be applicable in today’s global environment. The implications of societal culture and needs to the management education field are particularly important. The Influence of Maslow’s Humanistic Views on an Employee’s Motivation to Learn falseWilson, Ian; Madsen, Susan R. Journal of Applied Management and Entrepreneurship13. 2 (Apr 2008) Continual employee training and learning is critical to the ability of organizations to adapt to an ever changing national and international business environment. What motivates employees to learn? Abraham Maslow has had a significant impact on motivation theory, humanistic psychology, and subsequently, adult learning in the workplace. This paper discusses the development of Maslow’s humanistic views and traces their impact on past trends in business training as well as the implications for current challenges that managers face in motivating employee learning in the workplace. Press the Escape key to close Analysis Intrinsic motivation relates to people who work more for the love of their job than for the money they receive. People who have a job that they love make a living from something that they find inherently satisfying. People more commonly find intrinsic motivation in careers that involve high levels of skill and creativity, aspects that increase a person’s absorption in their work. Employers provide extrinsic motivation in the form of pay, benefits and other programs designed to appeal to employees. A worker  motivated by extrinsic factors may be there solely for the money and other benefits. This doesn’t mean that people in high-paying jobs lack intrinsic motivation, but that extrinsic motivation in terms of pay and benefits may be enough to keep them working at a job even if they don’t like it. The ideal situation for most employees is to find a job that features high levels of both intrinsic and extrinsic motivation. Before we delve into what Intrinsic and Ext rinsic motivation is, it is thus vital to understand what motivation is and why is it important to motivate employees. Hence so, motivation could be defined as the driving force within individuals that encourages them to go ahead and perform the tasks, in order to achieve their intended needs and expectations. In other words, it is a set of reasons that eventually drags an individual to perform a particular task convincing that they could fulfill their needs and expectations, once the task is performed. Motivating employees is not an easy task, due to the fact that what motivates employees seems to change overtime. To say, different employees are motivated in different ways according to their needs. For example, one employee will be motivated to do his task by way of responsibility, while on the other hand another employee will be motivated by monetary rewards. However, it is possible to motivate an employee only if they want to be motivated. As a result, it is thus vital to identify the reason and create the atmosphere that encourages the non-performing employees to refresh and motivate themselves. In other words, it is thus important to try and find out what really motivates the employee. Trying to motivate an employee by wrong means could thus lead to a waste of money, time and so on, while paving way to de-motivate the employee more. Having said that, highly motivated employees are considered to be true assets for any organization; once motivated, they basically tend to be more productive, energetic, and very mush eager to take on additional responsibilities, and thus pleasant to be with and work with. However, on the other hand it should be said that there also tends to be non performing employees as well almost in every organization. Therefore, in such circumstances they basically have to look for deal with the obstacles by going and identifying the unmotivated employees and turning them around if the organizations are to be successful. In spite of that; when it comes to motivating employees this could be done intrinsically or extrinsically by using either intrinsic or extrinsic  rewards. When it comes to intrinsic motivation, this basically means that employees are motivated to do a particular task because of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsic motivation comes from within an individual rather than from extrinsic rewards such as monetary incentives etc. An employee who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If an employee is to be motivated by intrinsic rewards, then this means that what the employee really wants is a job that interests him, a challenging work environment, and the responsibility to perform the task etc. in order to motivate him. For example, an intrinsically motivated person will perform a task given to him willingly, either because he might find the task challenging or else interesting and satisfied with completing it. To say, and not with the intention of getting other rewards. This is due to the fact the external rewards hardly motivate these employees. As a result, intrinsic motivation tends to be very much effective in the long run as the employees perform the tasks willingly becau se it interests them, rather than trying to escape from it once the job is done. Extrinsic motivation on the other hand is when the employees are thus motivated by means of external rewards. External rewards basically consist of monetary incentives and grades etc. The employees are involved in performing a particular task is because of the external rewards that gives them satisfaction and pleasure, and not because they are interested in it. In other means, extrinsic motivation drives an employee to do things especially for tangible rewards or pressure, rather than for the fun of it. Extrinsic motivators can be either positive or negative. To say, it is thus possible to use positive motivators such as monetary rewards or negative such as threats or bribery to motivate them extrinsically. Extrinsic motivators basically focus the employees on rewards rather than actions. For example, employees will perform tasks though they are not quite interested in it, thus because of the rewards involved with it. To say, some people will not want to do the work willingly, but ra ther they are motivated to do so by external rewards. However in reality, extrinsic rewards do motivate employee’s only short term. This is because the extrinsically motivated employees will do their work only as long as they receive their rewards and thereafter will stop performing the tasks, once the rewards are  no longer there. Having looked at both the intrinsic and extrinsic motivation, it could be said that intrinsic motivation is far stronger than extrinsic motivation when it comes to motivate employees in the long run. This is because the intrinsically motivated employees will continue to perform better day after day as long they find the work interesting and satisfied. It doesn’t mean that extrinsic motivation should not be used, but this is not the ideal way to long motivate the employees. To say, extrinsically motivated employees will only find what they do to interesting as long as they receive the rewards which can either be positive or negative. And hence in order to motivate them to increase performance, then they will have to be given more rewards than before. If not, they will only be de-motivated. Not only that, but once the employees are given extrinsic rewards they will no longer be intrinsically motivated, but rather depend on rewards to keep them motivated thereafter. That is why it is vital to try and motivate employees intrinsically by trying to explain how it will help them to develop and encouraging them by offering more challenging work, giving responsibility and recognition for the work done etc. This will in turn lead to enhance performance by motivating them to meet the long term success. Through exploration of motivational characteristics, it is shown that people are either intrinsically or extrinsically motivated. Upon further research, two theories explain how intrinsic motivation can be increased or decreased by extrinsic, or external, motivation techniques. In Theory I, external motivators (incentives, praise, rewards, or punishment) increase intrinsic motivation. In Theory II, extrinsic motivators decrease intrinsic motivation. The latter of this paper will determine what impact extrinsic motivation techniques have on intrinsic motivation. It will then identify the most effective and least effective extrinsic motivation techniques, and explain how intrinsic motivation can be affected by this. Finally, the importance of this exploration will be explained by three research studies. Definitions Intrinsic motivation inspires individuals to participate in an activity because of the internal enjoyment that activity brings. People who are  intrinsically motivated have a need for achievement and aspire to be self-determined and competent, without any perceived external motivator (Akin-Little, Eckert, Lovett, & Little, 2004). Extrinsic motivation encourages individuals, who do not necessarily enjoy an activity, to perform well in order to receive some kind of reward or to avoid negative consequences (Aamodt, 2007). Autonomy, or self-determination, is experienced when an individual feels they have a choice in performing the activity and feels personally responsible for the outcome (Cameron, Pierce, Banko, & Gear, 2005; Aamodt, 2007). Theory I – External Motivators Increase Intrinsic Motivation There has been a great deal of controversy concerning the impact external motivation techniques have on intrinsic motivation. External motivation techniques have been proven to significantly increase extrinsic motivation, which results in increased efficiency and performance for organizations (Aamodt, 2007). More research is needed to prove that external incentives primarily decrease intrinsic motivation. Proponents of Theory I declare that rewarding individuals for meeting absolute or normative standards, or for exceeding a criterion, greatly increases intrinsic motivation (Cameron, Pierce, Banko, & Gear, 2005). Along with this theory, quality-dependent rewards (verbal praise or tangible rewards) increase intrinsic motivation because they meet an individual’s needs, wants, and desires (Akin-Little, Eckert, Lovett, & Little, 2004). Although quality-dependent rewards have a positive effect on intrinsic motivati on in this theory, achievement-based rewards (rewards that individuals receive for achieving or mastering a challenging criterion) also increases intrinsic motivation. Achievement-based rewards are broken down into two categories: controlling and informational. The controlling aspect of a reward will be discussed in the next section on how external motivators decrease intrinsic motivation. Basing achievement rewards for informational purposes, such as feedback, boosts an individual’s perception of competence and ability (Cameron, Pierce, Banko, & Gear, 2005). Feedback provides individuals with the results of their efforts thereby increasing intrinsic motivation (Aamodt, 2007). This makes a person feel good about what they have accomplished and inspires them to continue achieving the goal. Even though reward for achieving goals increases  motivation, goal theorists distinguish between two causes for that motivation: present value (engaging in an activity that has present value or enjoyment) and future value (engaging in an activity that will be valued or enjoyed in the future). In other words, being rewarded for achieving a goal increases intrinsic motivation if the individual was performing the activity for its immediate effects. Alternatively, if the individual is motivated to perform the activity with only future benefits in mind, the motivator is external and will not increase intrinsic motivation (Simons, Dewitte, & Lens, 2004). Theory II – External Motivators Decreases Intrinsic Motivation On one hand, quality-dependent, achievement-based, and goal-based external rewards affirm responsibility for increasing intrinsic motivation. On the other hand, research indicates that these external motivators are detrimental to an individual’s intrinsic motivation. Proponents of Theory II agree that external rewards or incentives substantially increase extrinsic motivation, but unlike Theory I advocates, they do not concur that external rewards increase an individual’s intrinsic motivation. Theory II promoters contend that all extrinsic rewards including informational (verbal rewards), controlling (tangible rewards), and contingent (engagement-based or performance-based) are destructive to intrinsic motivation (Xiang, Chen, & Bruene, 2005). University of Chicago’s professor of behavioral sciences, Uri Gneezy, made an interesting statement that summarized this viewpoint. He said, â€Å"Extrinsic motivation might change the perception of the activity and destroy the intrinsic motivation to perform it when no apparent reward apart from the activity itself is expected† (Rothman & Rothman, 2006). In compliance with Gneezy’s idea that external motivation techniques decrease enjoyment in an activity; task-contingent incentives (rewards to encourage participation in an activity, solving a problem, or completing a task) are also found to decrease self-determination. This decline in autonomy, along with the perception that the motivator is controlling; account for extensive decreases in intrinsic motivation. Use of certain incentives such as money or acknowledgement; are not what some individuals need, want, or desire. When these people receive rewards, it discourages their intrinsic motivation (Akin-Little, Eckert, Lovett, & Little,  2004). In addition to the negative effects that task-contingent rewards have on intrinsic motivation, the controlling aspect of achievement-based rewards (awarding those who meet performance standards) results in a similar outcome. External rewards for performing an activity or meeting a standard are viewed as controlling, according to intrinsically motivated people. This external motivation approach is perceived as more of a restraint on self-determination, or independence, than a reward for achieving the goal. Achievement-based rewards can also pressure an individual to perform up to an expected standard. All of these feelings contribute to a decrease in intrinsic motivation (Cameron, Pierce, Banko, & Gear, 2005). Studies In order to distinguish between the two theories on how external motivation techniques affect intrinsic motivation, a variety of controversial journal articles on the topic were examined. Analyzing a few of these studies will reveal why it is imperative to know and understand how external motivators can negatively or positively influence intrinsic motivation. In a study located in the 2006 American Journal of Transplantation, activists for establishing a market for organs have suggested that financial incentives would encourage more people to donate their organs. Challengers of this concept proposed that financial incentives would result in a decline in organ donors, and that the extrinsic incentives would devalue the moral and unselfish obligations of intrinsically motivated individuals (S.M. Rothman and D.J. Rothman, p. 2). An article written by Nancy Folbre, sited in the 2006 Politics and Society Journal, uncovered the controversial issue of low-paid care givers and social service workers. Folbre found that external incentives would increase intrinsic motivation in care givers and social service workers. She also affirmed that the levels of intrinsic motivation and moral commitment in care givers and social service workers outweigh the supply of effort that a better wage would bring in. Her thoughts about the pay scale and treatment for care givers and social service workers were summarized by â€Å"they are being taken for granted,† and that â€Å"strong intrinsic motivation can ‘burn-out’ workers.† Opponents to Folbre’s opinion, such as Anthony Heyes in his article, â€Å"Why is a Badly Paid Nurse a Good Nurse?† wrote that a â€Å"good† nurse was willing to accept a lower wage. Heyes also challenged that raising nurses’ salaries would result in reduced intrinsic  motivation and decreased service quality. According to Folbre’s adversaries, â€Å"low pay helps screen out workers who lack the requisite motivation† (Folbre, 7 & 12). A study found in the 2004 School Psychology Review researched the effects of using extrinsic motivation techniques to maintain appropriate academic output and behavior in schools. Some researchers believed that instructors attempted to â€Å"bribe† students with external motivators to encourage them to perform and act a certain way in school. These theorists felt that bribing intrinsically motivated students, who do their best for their own fulfillment, decreased the students’ intrinsic motivation. In contrast, this study revealed that external motivation was not detrimental to students’ intrinsic motivation. In fact, the use of praise and rewards for doing well increased the students’ self-determination and encouraged them to continue to perform well. The only way tangible rewards have decreased intrinsic motivation, according to this article, was when they were not delivered immediately after a student’s behavior (Akin-Little, Eckert, Lovett, & Li ttle, 346 & 359). Summary/Conclusion To summarize this research, external motivation techniques have been found to both increase and decrease intrinsic motivation. To keep a healthy balance in an organization, the motivation techniques considered must be carefully selected so that extrinsically motivated individuals, as well as those who are intrinsically motivated, can be satisfied. From these articles, the most effective external motivators include quality-dependent rewards, informational achievement-based rewards, and goal-based rewards. External motivation techniques to avoid include task-contingent incentives and controlling achievement-based rewards. In conclusion, by examining the above referenced journal articles to find the effects extrinsic motivators have on intrinsic motivation, this research revealed that there are approximately the same number of theorists on both sides of the spectrum. There are just as many researchers who suggest external motivation techniques negatively affect intrinsic motivation as there are who imply external incentives positively affect intrinsic motivation. The debate over whether external motivation techniques either have a positive or a negative effect on intrinsic motivation continues. References Aamodt, M.G. (2007). Industrial/Organizational Psychology: An Applied Approach (5th ed.). Belmont, CA: Thomson Wadsworth Corporation. Akin-Little, A.K.; Eckert, T.L.; Lovett, B.J.; & Little, S.G. (2004). Extrinsic Reinforcement in the Classroom: Bribery or Best Practice. School Psychology Review, 33, 345-348. Cameron, J.; Pierce, W.D.; Banko, K.M.; & Gear, A. (2005). Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators. Journal of Educational Psychology, 97, 642-643. Dhiman, S. (2011). Personal mastery and authentic leadership. Organization Development Journal, 29(2), 69-83. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/899227431?accountid=6579 Folbre, N. (2006). Demanding Quality: Worker/Consumer Coalitions and â€Å"High Road† Strategies in the Care Sector. Politics & Society, 34 (1), 7 & 12 Hainsworth, K. (2002, Jun 22). Rise: Still striving for recognition and achievement? Maslow’s hierarchy of needs. The Guardian, pp. 4-RISE.4. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/245833355?accountid=6579 Harackiewicz, J. M., & Sansone, C. (2000). Intrinsic and extrinsic motivation, the search for optimal motivation and performance. San Diego: Academic Press. Jelavic, M., & Ogilvie, K. (2009). Maslow and management: Universally applicable or idiosyncratic? The Canadian Manager, 34(4), 16-17. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docvie w/846781461?accountid=6579 Maslow, A. H. (1971). The farther reaches of human nature. New York: Viking Press. Maslow, A., Stephens, D., & Heil, G. (1998). Maslow on management. New York: John Wiley & Sons, Inc. Parallon workforce management solutions. (2011, January 02). Retrieved from http://www.parallon.net/workforce_services.html Rothman, S.M. & Rothman, D.J. (2006). The Hidden Cost of Organ Sale. American Journal of Transplantation, 6(7), 2 Simons, J.; Dewitte, S.; & Lens, W. (2004). The Role of Different Types of Instrumentality in Motivation, Study Strategies, and Performance: Know Why You Learn, So You’ll Know What You Learn! British Journal of Educational Psychology, 74, 345-346. Stephens, D. (2000). The Maslow Business Reader. New York, New York: John Wiley & Sons, Inc. The Influence of Maslow’s Humanistic Views on an Employee’s Motivation to Learn falseWilson, Ian; Madsen, Susan R. Journal of Applied Management and Entrepreneurship13. 2 (Apr 2008): 46-62.Press the Escape key to close Wilson, I., & Susan, R. M. (2008). The influence of Maslow’s humanistic views on an employee’s motivation to learn. Journal of Applied Management and Entrepreneurship, 13(2), 46-62. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/203897252?accountid=6579 Xiang, P.; Chen, Ang.; & Bruene, A. (2005). Interactive Impact of Intrinsic Motivators and Extrinsic Rewards on Behavior and Motivation Outcomes. Journal of Teaching in Physical Education, 24, 180.