Gender Still Plays a Role in the Workplace :: work discrimination

Gender Still Plays a Role in the Workplace Since the nineteen twenties women of America have been considered equal citizens of our country, and had to work hard in order to obtain that equality in the workplace. One may reconsider the success rate of females in America, and if they really have made it as far as popular belief may have it. Of course, American women can vote, can hold office, and they can work, which is more than can be said for some countries. But do both sexes really hold equal in the workplace regarding manners of salary and respect? Does the corporate executive world really take women seriously? These are some of the arguments made by women today that do not feel that they are being treated equal in the workplace. On the other hand, those who believe women are treated equally usually reason that differences balance out in statistics, things such as majority of teachers are women, and women also have a hold on the entrepreneur side of businesses. The voices that are still screaming come from an audien ce who feel that women still have a long way to go before achieving a status of total equality. We may just not be being told any information. In Lenny Liebmann's article, "Mending the Gender Gap," he reveals that women earn an average of $18,000 less annually than men. He further reports that the US Census Bureau states the male/female pay differential ranges between 15-50%, depending on the industry and the job title. Not to mention that within the Fortune 1000, 95% of all executive positions were held by men in 1997. (62-63) Although these examples could prove a case in the corporate world some may take defense by balancing with further statistics. It is stated in Clayton Collin's article, "Why Girls May Still Need an Edge," that women in America may not be at the top of the corporate ladder, but they do hold around forty percent of all privately owned businesses in the United States. (11) So, even though women haven't quite proven themselves to the corporate world, they have most certainly conquered a portion in the entrepreneur world and in a big way. That is definitely a positive point for America's look on gender equality in the workplace. This same viewpoint could throw the fact that male babysitters and male elementary teachers are less common to homes and classrooms than women.

Principal Leadership: Diversity, Development and Distribution Essay

The principal is the de facto leader of the public school. With this role comes no small degree of pressure and responsibility. And as the nature of education changes and evolves, so too does this role and that which is implied by it. In many ways though, there remains a great philosophical divide on how principal leadership is to be pursued. To the perspective of this research endeavor, this divide is based on varying conceptions of how leadership and education might best be integrated for the office. Therefore, the research seeks to appeal to the conceptions of those most directly effected. This proposal is intended to serve in a preliminary capacity for a broader survey study which would engage principals on matters of their experience with modern political realities, with career development and mentoring and with theoretical division on the matter of centralized versus distributed leadership. Findings and recommendations will be directed toward the warranting and fashioning of an effective survey and survey study design. Rationale: This study is designed to explore the various career development aspects of becoming and being a public school principal that contribute to the effective ability to serve in a leadership capacity. The principal has a unique role in both the lives of teachers and students, serving as both a figure of authority and as an advocate in the face of administrative and political demands. This makes the principalship a deeply complex position, imposed upon by the challenges of organizational stewardship, economic constraint and political imposition. The experience of developing into and serving in the position of the principal is of importance to those aspiring to evolve to the role. For individuals viewing the principalship as a career path, firsthand accounting of the obstacles, opportunities, demands and distinctions there associated might be an invaluable source of verification for that which one might expect. This serves as the rationale for the approach taken in this research report, which contends that the administering of surveys to individuals who are serving today in the role of principal should help to effectively yield data which can be of value to individuals desiring to follow in their footsteps. The primary thesis of this research is that a consideration of existing studies both which help to define terms for this investigation and which provide precedent for the use of survey-based data-gathering should help us to establish a clear course for the format and content of a survey for distribution. The study proposed in this investigation would be designed as a primarily qualitative study which focuses on the beliefs, attitudes and perceptions of principals on both their careers and the path of their career development. The method being proposed in this study is qualitative and descriptive research using the combination of a literature review on the topic and a survey of school principals. A descriptive design, according to Gigliotti (2001), is to provide an accurate profile of a variable, group, individual and/or phenomenon. It is a design that involves making careful descriptions of phenomena—particularly educational, which has greatly increased knowledge about what happens in schools. The issues which will be considered in a survey instrument will have been gleaned from the literature review which is to follow. This review indicates that the responsibilities of the principal as a leader in various capacities must be heavily considered, particularly in light of such issues as the heightened demanded for leadership in the face of new and permeating political realities. Issues such as the need to answer to various sectors of the community, the demand to establish a rapport with faculty that induces support and the overarching presence of such all-encompassing frameworks as the federal No Child Left Behind (NCLB) policy all have the effect of shaping the leadership responsibilities and experiences of the principal. This literature review is justified as a means to clarifying the relationship between these conditions and the perspective of the principal on such issues as career development and leadership distribution and will touch upon the above-noted issues in shaping the focus of its research instrument. Literature Review: Principal Leadership Theory: That schools in the United States in particular have generally experienced a decline in standards, in performance and in personnel commitment is evidenced throughout the field. To many theorists in the last decade, this is indicative of a core problem relating to the orientation and distribution of leadership. This is especially a challenge for the principal, whose leadership responsibilities are inherent but who faces myriad obstacles to the effectiveness of this leadership. Overly centralized ways of designing curriculum, of engaging students and of evaluating performance of teachers and students, some will argue, has had the impact of disassociating school leadership from the environment which it impacts. This is why â€Å"in the view of many analysts, the task of transforming a school is too complex for one person to accomplish alone. Consequently, a new model of leadership is developing. † (Lashway, 2002, p. 6) This new model is something that developing school principals and serving principals alike must prepare for. The leadership of the school administration or principalship is often looked upon as the sole determining factoring the curricular standardization and approach which pervades a learning institution. As Graseck’s (2005) article reveals, the perceived singularity of this leadership is both a product of a fundamental misapprehension of the opportunities for in-school leadership and may be a contributor to a negative educational experience all around. At the heart of Graseck’s model for administrative leadership is the notion that too much vested authority in this position will tend to create what he refers to as a ‘wall,’ which reinforces an improper notion that administration exists above principalship and teaching on a hierarchical scale. A perception which may be shared by both parties, it is likely to cause an improperly aloof administrative approach to leadership which is more dominated by bureaucracy than a true and inquiring interest in the improvement of education. Equally as destructive, such an attitude imperils the security of the teaching faculty, which tends to respond to being undervalued with resentment, occupational antipathy and diminished morale. As we enter into this discussion, it is important to recognize that this is a dilemma which centrally impacts the authority and leadership opportunities for the principal. The presumption that more effectively distributed leadership will ultimately produce positive performance outcomes for a school is underscored by heretofore existent positive evidence as to the impact of effective leadership overall as a determinant of student outcomes. According to Spillane (2003), â€Å"over the past few decades researchers have consistently reported that school leadership, principal leadership in particular, is critical in developing and sustaining those school-level conditions believed essential for instructional improvement. (Spillane, 2003; p. 343) According to Lumby (2003), it may be accurate to state that an evolution in our appreciation for classroom level ingenuity inherently incites the need for a more distributed approach to leadership as pertaining to the relationship between principal and teachers. As his research claims, â€Å"leadership is embedded in the activities of staff and students, including delegated management, and can be understood to be both distributed and systemic. (Lumby, 2003; p. 283) This is to indicate the natural process of educational development will require this type of dynamic contribution where the relationship between the principal and teachers facilitates a sense of leadership determination for the latter which can help to stimulate their invaluable support of the former. Indeed, for educators, the heightened emphasis on the opportunity for contribution at the highest levels can improve motivation and individual ingenuity. To this end, according to a study by Harris (2004), there is cause to infer that the outcome of this leadership approach for the principal will be to improve the quality of a school overall. Accordingly, the author notes that such â€Å"forms of leadership can assist capacity building within schools which contributes to school improvement. † (Harris, 11) For teachers and other staff members who are given the opportunity to offer their skills at the leadership level, the framework will accommodate greater innovation, personal stake and perspective variance. All of these may be argued to promote the advancement of school quality as an experience for both student and educator. This review uses an extensive number of studies available on the subject of principals in education. Some of the research directed the fix of our attention toward the external pressures which denote the need for a principal to develop a clear base of support from within the school. The challenges inherent in the No Child Left Behind legislation, according to the findings of most survey studies considered here, have compromised the ability of principals to lead effectively. The implications of externally shaped standards and performance consequences are undermining to the capacity of the principal and his or her faculty to lead in the shaping of curriculum, philosophy and evaluation. Some of the research available on the subject demonstrates the need to develop a clear strategic approach to leadership in the face of such pressures. To this end, according to Crum & Sherman (2008), the heightened emphasis on standardized testing and other practices related to No Child Left Behind has created a condition wherein the principal is found to be largely at the center of an array of very inflexible demands. The result is that the principal’s performance evaluation is directly connected to the capacity of the school and its students to comport with the standards created by such legislation. Therefore, principals are increasingly finding it necessary to take a hands-on approach to providing leadership in public schools. As Crum & Sherman indicate, â€Å"the burden for school improvement in a time of accountability falls squarely on the shoulders of principals as new requirements demand that they act as instructional leaders. † (Crum & Sherman, 562) This study is of particular value to our discussion both for its association to the inherent case for a more widely distributed approach to leadership and to the establishment of our core methodology. The study in question is largely based on the data-gathering process of surveying those with measurable experience in the areas of principalship discussed. The issues of leadership and the distribution of authority are both recurrent in the self-reports gathered by Crum & Sherman, which focus in useful detail on the aspects of the position which demand the intimate leadership oversight of a highly involved principal. According to the data gathering process which the researchers undertook, â€Å"the principals provided valuable insights into their daily practices that foster an environment which is supportive of high-student achievement. These practices are categorized in the following themes: developing personnel and facilitating leadership, responsible delegation and empowering the team, recognizing ultimate accountability, communicating and rapport, facilitating instruction, and managing change. (Crum & Sherman, 563) Here, the principals who served as key respondents would generally come to an agreement on the crucial importance of using one’s leadership to invoke leadership initiative and the command of responsibilities amongst those who are theoretically subordinate. This means developing, maintaining and feeding a set of healthy relationships betwixt the principal and teachers and faculty. The principal must cultivate an atmosphere where trust and a sense of value allow teachers to e ffectively carry out the message, mission and pressures of the principalship. At the core of a data-gathering process such as this is the finding that the principal cannot act alone. Though accountability will typically be closely associated with the job of the principalship, the support which the principal enjoys from the teaching staff will be tantamount their willingness to support him or her. In turn, this support will translate into an effective staff which maintains the principal’s vision and standards of efficacy. Self-reporting proves here to be an illuminating process, driven by observations made by principals operating under the provisions of No Child Left Behind. Though the No Child Left Behind is not the core focus of this investigation, its mention here denotes another aspect of the survey which makes it valuable to our purposes. A wide array of subjects in survey make voluntary mention of No Child Left Behind. With no connotation, the issue remains a relevant one today for its pervasive impact on the way that schools and students alike are assessed. The use of evaluative testing as a means to enforcing a universal standards for academic competence holds all members of the academic community under a microscope. Whether responding positively or negatively to its implications, a great many respondents to the research surveys which this source review encountered recognized that its provisions are a significant factor in shaping leadership strategy. Ferrandino (2001) wrote about the subject of the principalship over the transition into the 21st century, which saw the inception of our current policy approach. Ferrandino analyzed the job itself and noted that being a principal today is far different than it was even 20 years ago. Principals work longer hours, have responsibility for a much broader community of pupils and staff (that is, pupils and staff from a diversity of cultures), are required to be far more politically savvy, and have to meet a much broader range of demands. Ferrandino’s (2001) research addressed the claim that too many principals are soon due for retirement and there are insufficient numbers of teachers and educators with the training, education, and qualification to replace this aging workforce. (p. 441). The author posed and addressed the question as to why there appears to be shortage of qualified candidates for such positions. In resolution, the article finds that many potential candidates do not want to cope with the inherent pressures of leadership and the requisite long hours of the job. According to the survey research gathered in the Ferrandino essay, the politicization of the academic process has become a deterrent for many serious and qualified candidates. The issues provoked by No Child Left Behind are played out today in the administrative conflicts which shape education as we know it, with the principal at the center of disputes. And quite indeed, as pedagogical approaches clash with each other (constructivism versus traditional teaching, for one example), more in the way of direct leadership is expected of principals than ever before. To some extent, this is causing many to shy away from even applying for the position. Ferrandino (2001) notes that this is not simply a problem of a shortage of candidates, but implies that which is at the crux of research, that there are institutional shortcomings which have disinclined a proper pool of candidates. The complexity of leadership demands in the position are dominant in either disinclined candidates or rendering the position too exclusive. The research by Langer and Boris-Schacter provides a model for consideration as we meditate on the notion of using the survey methodology to produce a data set on the selected subject. In the research of Langer and Boris-Schacter (2003), it is confirmed that Ferrandino’s perspective that the role of the principal is one that leaves many of its beholders feeling frustrated and uncomfortable with the constantly changing demands of the job. Their study showed that most of the principals surveyed experience poor job satisfaction, that the job has a negative affect on their personal lives, that they have less and less leisure time, and that the constant demands on their time are often unreasonable. (Langer & Boris-Schacter, 14) One of the primary concerns noted by the principals surveyed in their study is the intrusiveness of new state and federal legislation. Surveyed subjects expressed the concern that there is a movement towards an emphasis on standardized test scores over quality of education in the classroom.

How Workers Attitude and Job Satisfaction Affect Their Work.

Thesis Statements: Attitude and Job Satisfaction: A worker attitude towards work is directly linked to the job satisfaction; a worker who is satisfied with his job performs better and excels at what he does. It is therefore imperative for a company to understand the attitude of its workers and measure the job satisfaction of its employees, as job satisfaction is essential for productivity. Introduction Worker attitude and job satisfaction deals with how an organization behaves. It involves the management directing employees into improving organizational and personal effectiveness.It plays an enormous role in determining the attitudes of employees and their job satisfaction. When an employee is happy, it is usually because they are satisfied with their work. This also improves the quality of their work. Attitude and job satisfaction may not fall completely on the management but also on the employees. If employees enjoy their work, they will not need external motivation from management , but instead the satisfaction they attain from completing their work will motivate them (Robbins, 2004). Job satisfaction is an individual’s contentment with their work.Its effect on productivity is either positive or negative. The relationship between job satisfaction and job productivity is however not consistent. An individual may still obtain high job productivity without having the satisfaction in the work. This happens mostly when money is their motivation. Another motivator is improving in his or her work in order to receive a promotion. Other employees may increase their productivity due to the satisfaction they get from their work. A reason for job satisfaction may also come from an employee getting a good salary.It improves job satisfaction as long as an employee has knowledge of the fact that they get fair payment for their efforts at the end of the day. Job satisfaction has an effect on an individual’s satisfaction with life. If an employee does not get sa tisfaction in their work, they may seek for satisfaction in other work unrelated areas. This provides fulfillment and balance in their life. He or she may also be content with work as it relates with those work unrelated areas. Job dissatisfaction may also cause an employee to quit (Robbins, 2004). How Workers Attitude and Job Satisfaction Affect Their Work.An employee’s attitude towards authority may affect his or her relationship with management. Negative attitude towards authority will cause clashes in the work place. Psychology is another reason that affects an individual’s attitude. Another reason for a negative attitude towards authority is jealous for their position. This attitude affects job productivity in a negative way. If the workers attitude is a negative one so is their ability to produce positive results. Worker attitude and job satisfaction are two factors that affect a company’s productivity.There are different issues that affect worker attitude and job satisfaction either in a negative or positive way. These issues include the management, employee, sociology, communication, culture, and work environment. Management Role The management’s style of leading plays a huge role in worker attitude and job production. Empowerment is one factor that can motivate better productivity. If the management gives an employee opportunity to work according to their own standards, preferred that these standards measure up to those of the company, job productivity will increase.Human empowerment is satisfactory to every individual. Self-satisfaction leads to job satisfaction. We also have strategic planning by management. This is crucial when dealing with influencing job productivity. An example of a way to motivate employees is the management offering them opportunities for promotions and pay rise negotiations. This will encourage job productivity since employees will want to receive these rewards (Jackson, 2002). Organizational objec tives also affect how the management relates with the employees.If the organizational goal is to achieve a certain percentage of profit in a business year, then it will exert pressure on the employees to increase productivity. Positive influence is not the only way to ensure an increase in productivity. Some organizations offer contracts that clear states the amount of productivity needed from employees. This is in the case of sales and marketing where a sales representative needs to achieve a target on a certain deadline. This may mount pressure on the employees and in turn affect their job satisfaction. In some cases, the management is not as strict with the employees.The problem with this is that the employees might eventually relax on the job. An organization may also decide to add more working days depending on their goals. Complying with such a decision is hard and it may leave the employees bitter and resentful towards management. This attitude will affect job productivity, a s the employees will arrive to work with no motivation. Another factor in work attitude is time away from work. Apart from free time on the weekend, which is compulsory according to work ethics, employees need to take time off from work. This normally is the leave period (Jackson, 2002).Employee Role Some individuals choose professions that they like while others end up in their profession due to pressure. Pressure may come from the need to make money or a parent or guardian deciding on what their kids will do. When one chooses something they love doing or has an interest in, then they are content and happy about what they do. Love for a profession encourages a positive attitude. This is all the motivation employees need when it comes to productivity. A happy employee is a productive employee. When an employee loves what they are doing, they attain job satisfaction.This automatically affects productivity in a positive way. Productivity however suffers with negative employees who onl y work to make money. Their aim is to increase their productivity in order to get more money but this eventually makes them stressful and bitter. Since they have no interest in the work, satisfaction is hard for them to achieve. This is another form of motivation but is not sufficient. The two major ways for employees to improve, productivity in their professional areas is the choice of profession. Employees need ways to relieve their stress if they want to improve their work attitude and productivity.Work related stress is common among most employees. This is especially by employees that do not experience any job satisfaction from their work. Stress is something that may lead to more serious illnesses. This lowers productivity from the absence of employees in the work place. Stress is relieved by taking breaks from work, exercising, socializing with friends, and having fun. Psychological development is also another factor that affects attitude. Since psychology is what determines h uman behavior, it affects how we react and relate with others.Every one of us reacts differently to different situations. An example is when management is brutally honest about an employees work, some may take it is a warning to do better others may take it as criticism and give up. This depends on how an individual makes decisions. External factors such as the family, relationships, financial status are a few of other things that also affect the employees’ attitude. A healthy employee is a productive employee and a happy one. Social Role Our social behavior affects our work. This is in regard to introverts and extroverts.An introvert will not easily socialize with people. This affects their performance in a situation that needs teamwork. Teamwork requires all individuals to communicate with each other. If employees cannot work well together, it affects productivity. A company that encourages teamwork experiences higher productivity. Extroverts are aggressive people and some people may try to avoid them. Relationships in the work place affects attitudes and in turn productivity. If employees have a close relationship with each other, employees work well together and their attitudes improve as well.An improvement in attitude improves job productivity and satisfaction. In order to improve this relationship, some organizations encourage team building by dedicating a few days for members to socialize. This is through encouraging games in this sessions or providing projects for them to do. Interaction between employees helps them know each other better and beyond the work place. It improves their relationship and attitude towards each other (Edwards, 2004). Social role also involves the relationship between employees and management. In most organizations, this relationship is usually strictly professional.The only time the two interact is while it involves work. This is a way for the management to ensure that they have an upper hand towards the employees. Th is may lead to employees withdrawing from the management due to fear. Fear affects productivity, as the employee cannot approach the management if he/she is having trouble. They may imagine that the management will see this as a weakness. A good relationship is one where the management associates with its employees openly. Respect is the only thing that needs establishment between the two. This way, it is easy for employees to approach the management.A good relationship will improve employee productivity by improving their attitude and encouraging job satisfaction. Another social factor is competition. This is due to human nature to prove themselves. Employees may compete amongst each other for appraisal or a chance to grab an available higher position. This is a way for productivity to improve. Their attitude will depend on whether the competition is a healthy or an unhealthy one. An unhealthy one will lead to stress (Edwards, 2004). Communication Communication is how information t ransmits between the management and employees or between the employees themselves.Employees need to be free with the management in order to approach them when they are having trouble. Good communication has a positive effect on the employee’s job satisfaction. When all their needs a met, they can easily perform their duties efficiently. This increases job productivity and in turn improves the workers attitude. Communication is also important between employees. Employees need to maintain a good relationship with each other in order to communicate efficiently. Respect is an important factor in communication. In every organization, respect needs to drive how they communicate.A good way to implement communication between management and employees is by planning meetings. These meetings should allow employees to ask questions and express their opinion. Management should ask employees for their input and suggestions in matters concerning them. This will make the employees feel even more part of the organization. It will improve the relationship of everyone in the organization. Good communication leads to a good relationship that in turn improves employee attitude and job productivity (Mitchell). Culture The differences in culture affects people’s attitude.Different cultures have different practice. Some cultures do not allow their employees to work for certain amounts of hours. This may affect an individual if a transfer occurs and they get to a work situation that encourages more working hours. He/she will develop a negative attitude towards work. In some cultures, individuals are risk takers. They enjoy doing things beyond their capabilities. They attain satisfaction both in life and in work. There is no better motivation to improve their job productivity than this. In others, employees are hardworking. Their attitude towards work is usually a positive one (Jackson, 2002).Work environment A positive work environment improves on employee attitude. This depends on other employees, the management and the available resources. If an organization takes care of their employees by providing all needed resources, then their productivity will improve. Job productivity increases a business performance and profits, which in turn ensures that employees receive their salary frequently. When the business performs well then the employees are happy. A good performance in the organization gives the employees a positive attitude that improves their individual performance.As long as the employees are happy and performing, job productivity will increase. Job satisfaction improves employee’s relationships with customers. A good working relationship such as that one will increase on the sales of goods and services. Some company’s offer their employees bonuses especially during the holidays. This acts as an encouragement to the workers and improves their relationship with management. In departments such as sales and marketing, employeeâ⠂¬â„¢s performance can improve if given bonuses or commission when they bring in more sales clients.With this knowledge, the employee’s performance is sure to improve drastically (Edwards, 2004). Conclusion The duty of management and the employee in improving workers attitude is debatable. Some may argue that it is up to the employee to ensure that they attain job satisfaction from their work, as they are the only ones in control of their attitude and performance. It is also possible to say that all the responsibility is entirely the managements. They decide on the nature of the environment in which the employee works.The management holds the power to control employee salary, off time and promotion. External factors such as the environment, social situations, and culture also affect worker attitude and job satisfaction. In my opinion, it is up to both the parties to decide on worker attitude and job satisfaction. If you need professional research paper help you can buy custom papers online at CustomWritings. com – online research paper writing service. Tags: Job Satisfaction research paperresearch paper on Worker AttitudeWorker attitude and job satisfaction essayWorker attitude and job satisfaction term paper

Analysis of Arthur Miller’s Presentation of Abigail Essay

Arthur Miller wrote the play â€Å"The Crucible† in 1953 which was in the middle of the McCarthy political ‘witch-hunt’ in America. However the story had appealed to the playwright for many years, therefore ‘The Crucible’ can be described as a political parable as it was inspired by the decade of McCarthyism. Miller wrote the play set in an area of Massachusetts called Salem in 1692 where some adolescent girls were dabbling with supernatural powers and witchcraft. They were eventually jailed and the jails were filled with men and women accused of witchcraft. Ultimately twenty people ended up hung. The inhabitants of Salem were rigid in their interpretation of the Bible, believing in witches and the Devil. They believed also that the Bible instructed them that witches must be hanged. This relates to the McCarthy trails that were happening in the USA during the 1950s as the trails were about the admission of adherence to communism, consequently witnesses were brought before the committee to name names. This naming approach was very similar to the process of witch trials; Miller then began to relate this to the public confessions as parallel with the naming of names at Salem in 1692. Subsequently Arthur Miller wrote a play in relation to this and uses Abigail to convey similar ideas to the McCarthy Trials in the 1950s. In the McCarthy trails the only way to clear your name was to name members of the extremist party, but even still a person’s reputation would be extremely tarnished. Therefore I will be looking at the presentation of Abigail and how it conveys this idea, in relation to the McCarthy Trials. During the beginning of Act One we discover Abigail is a girl who can’t be trusted and people don’t believe her. Paris refers to her as a ‘child’ so she is assumed as being young and questioned over how she can make up so many lies. From being referred to as a ‘child’ the audience makes an assumption that Abigail acts younger than her age and there is immense significance of this quote as she is referred to as a ‘child’ more than once and by different characters. Abigail has endless capacity for dissembling so she is a brilliant liar and doesn’t know when to stop. Her lies in this particular scene appear not to be very convincing as she is worried and anxious; hence she is lying for a way out. From this Abigail could be presented to be small and weak as she is forced to sit in a chair while Parris towers over her and doesn’t take any action of rejection. Parris is threatening Abigail to tell the truth as she is a compulsive liar; consequently it is extremely hard to get her to tell the truth. Our impression of Abigail develops later on in Act One as she loses her innocence since she becomes no longer believable to the audience, her lies are over looked by them as they realise she is withholding the truth. When Proctor enters Abigail starts to become nervous which is highlighted from her reaction whilst she is alone with him and he says ‘Ah, your wicked yet, aren’t y’! ‘ Abigail reacts with a nervous ‘laughter’ and becomes frightened of Proctor. Consequently Proctor acts powerful and continues to act powerful and dominant towards Abigail by forcefully saying ‘child’ to Abigail to give recognition of her still being a child, this is the second time that Abigail has been called a ‘child’ by different characters highlighting the importance. While Abigail does react angrily and infuriately to appear powerful and gain control over Proctor, her reactions are childish, she moans when she doesn’t get her own way, so she acts like a little ‘child’ which is why she is being called a ‘child’. This part of the play is foreshadowing events to come, we know that she is going to eventually turn wicked and evil so her innocence is lost as we realise that she will later turn wicked as the wickedness can be used as a way out. When Abigail is alone with the girls she takes control of them and becomes the leader of the group and the girls begin to look to her for an answer so they look up to her. They follow her lead so she has the power of the group. She gains this power of the girls by saying ‘I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. ‘ Abigail threatens the other girls so they are so frightened of her that they follow her lead, this becomes clear nearing the end of Act Three. The word ‘shudder’ is onomatopoeia and this adds dramatic affect and gives you a real sense of the word and makes it come to life and sound real. It is this word order which Miller uses that makes you really think that this is going to happen if the other girls do not obey her. The adjectives used during this statement from Abigail are ‘black’ then ‘terrible’ and ‘pointy’ these are all threatening adjectives and are the type of words that you would visualize when a murder was taking place so this intensifies their anxiety. During this scene the audience discover just how devious and manipulative she can be, in this instance she shows this by being threatening and dangerous to the other girls. Danger changes sides towards the end of Act One during Abigail’s questioning as she starts to become frantic. She begins rushing out excuses as quickly as possible to conceal her lies, as she comes dangerous close to being exposed. Abigail is scared of the fact that if people don’t believe her, then she will be caught in the act of lying, she is anxious about this. Furthermore Hale says ‘perhaps some bird invisible to others comes to you’ thus implying an insight to the deviousness of Abigail. This provides inspiration later for Act Four; therefore implying Abigail is not innocent and is an untrustworthy character with a deeper meaning, perhaps Abigail is lying. Abigail proceeds out of this situation by catching on to the circumstances there are in hand and uses them as weapons to propose the excuse of making herself look like the victim in this entirety. Consequently people can’t accuse her, which because of her selfish behaviour leads her on to accusing Tituba by saying ‘She makes me drink blood! ‘ This describes Abigail’s destructive nature and the deviousness of Abigail’s thinking put into practice. From this I can call Abigail opportunistic as she has seen a way out; she has explored it and taken it. While this is selfish behaviour, it is certainly a very clever move by Abigail to relieve some of the pressure from her and give her a chance to think about what she is going to say next. The audiences’ response from this action taken by Abigail is that it is ludicrous that she can accuse somebody and say a few words and make the court believe her. This links in with the McCarthy trials because all the court was interested in was names and they were so desperate for a name that once one was named with a motive they seized it.

A Successful Failure in Apollo 13 Project

The launch of Apollo 13 began on April 11, 1970. Mr. James A. Rober, member of the crew, commander, John L. Swigate, Jr. It is the command cabin pilot, Fred W. Haise, Jr., a module pilot of the moon. All test modules seem to be ready for release. However, before the launch, several problems occurred, astronaut Thomas K. Mattingly had a measles in Germany and was supposed not to have antibodies. He had to be replaced by John Swigate. The movie I chose was Apollo 13, which was a successful failure about the mission of Apollo 13. Captain Apollo 13, Jim Robell, is the character I chose to write. Lovell faced many life and death decisions and had to choose between living a lifelong dream or living with a family. Jim Lovell is a precious person. He feels strong in self identity, self-esteem, honesty, and confidence. But most importantly, Lovell can prioritize his values, identify the most important things in a difficult environment, play the biggest role in everyone around, and finish the job correctly It will be able to run. When facing a difficult situation, such as failure due to stirring of the oxygen tank, Lovell said that when it reached its final benefit, stirred the tank. Under the psychological efforts of tenacious project managers, situations that are initially unacceptable at first or deemed difficult to deal with will collapse. The classic story about this attitude is the mission of Apollo 13. In his book Failure is not an option (Berkeley Publishing, 2001), Gene Kranz describes the efforts to repair damaged spacecraft life support systems. This is one of the most difficult engineering challenges the team is facing, with serious problems among those with the most specialized knowledge, even partial solutions are possible. Kranz took the position that they not only find a solution but also resolve within a fixed time limit. He refused to accept in any simple way, encouraged his team to explore alternatives, resolve conflicts and concentrate It was a failur e - we see failure because we have to avoid it absolutely. The mission of Apollo 13 is often quoted as failing is not really a choice. However, due to the experience gained by crew rescue, it was classified as successful failure. So there are no plans, failure is the way they learn, this is the way you should learn. Failure, quick failure. I stimulate myself - I do it in two ways. First of all, I sat down and wrote what happened and what I already did. Remember what you can do. Next, I created a mood board or visual board. This is a series of photos that show you what you are trying to achieve. It helps to visualize using images. This will help you stimulate you through difficult times. I have been doing this for about three years and I can not begin telling you how useful it is. Because the picture is often seen, it may be just subconscious - I have pinned my blue beyond the door of learning.

Personal Class Design Project Research Paper Example | Topics and Well Written Essays - 750 words

Personal Class Design Project - Research Paper Example To attain ability of collaborative and patient centered care in the measurement of electrocardiogram Effect of Hospital Philosophy on the EKG Course The vision and core values of the hospital are within the framework of collaborative patient care and ensuring that the health care management is patient centered. Moreover, the hospital endeavors to provide learners within the health care system with exceptional training and education with a view of ensuring that there is high quality of care in addition to creativity and innovativeness in patient management and care. In This regard, the hospital with provide a conducive learning environment in addition to experienced practitioners who would act to guide and train the learners. Additionally, the hospital experience will enable learners to achieve skills and knowledge in collaborative and patient centered care. More importantly the students will be enabled to apply this knowledge during the practical experience at the hospital. The hospi tal as the institutional sponsoring the course will be accredited with the responsibility of ensuring that the learners achieve the expected outcomes. Additionally, the health care expertise within the cardiology department will be involved in the assessment of the progress of the learners. Class Needs Assessment The performance in applying skills and knowledge on electrocardiogram measurement and reporting will be assessed with an aim of determining possible inadequacies so that the trainer will be able to know where more emphasis needs to be laid. Nonetheless, the assessment of the students must be focused at ensuring that the skills and knowledge that they acquire is purely applied to ensure the safety of the patient (Wittmann-Price and Fasolka, 2010). Therefore, the needs of students for information and experience in management of patients during electrocardiogram measurement are achieved through proper assessment. It is important that the students are accorded the opportunity o f applying collaborative practice in fulfilling the safety needs of the patient. Description of the Class The class is comprised of diverse students with a common view and goal of achieving creativity and critical thinking in the management of patients during electrocardiogram measurement, reporting of results and effective conversation with the patient. Therefore, the class aims at achieving the necessary psychomotor skills in the handling of the electrocardiogram machine and its accessories. In discussing the results of the electrocardiogram, students require to apply their cognitive abilities to ensure high quality in care. The learners are willing to actively participate in the learning activities by attending the sessions and collaborating with the instructors and health care staff within the hospital during the whole learning experience. The class has been given the objective and outcomes of the course to have a guiding framework for the course. Additionally the class is ready for a participatory learning experience to enhance the efficiency and effectiveness of the achievement of the learning objectives. In this regard, the class is aware of their obligations in adherence to the legal and policy frameworks of the hospital in addition to their obligations of being assessed. Target Audience The members of the hospital who include the staff in the cardiology department including the emergency care professionals within the emergency department and the intensive care unit and the telemetry

Popular Hispanic Media Assignment Example | Topics and Well Written Essays - 500 words

Popular Hispanic Media - Assignment Example Some TV shows of Hispanic flavor have made their way into mainstream American television. A late-night talk show with a Hispanic host has made its maiden debut with Hollywood bigwigs as its guests. It is presumably a bilingual show, catering to both the Hispanic speaking community as well as the American public in general. Also, the concept of a Spanish-Language on-demand channel has penetrated the market as a response to a need of Hispanic customers to have control over ways to entertainment that are simple and easy. The concept is geared towards empowering Hispanic consumers to keep in constant connection to the people and things to which they hold most dear. Prime movers behind this concept are confident that this extraordinary entertainment venture will encourage customers all over the US take pride in their passion for the rich Hispanic culture whenever they wish. Where TV is, radio is not far behind. StoryCorps, an oral history project, aims to gather real-life stories from Hispanic residents that focus on human drama that tugs at the heartstrings of Hispanic listeners. Already played in the airwaves was a bus driver story who played knight in shining armor to a distraught old woman diagnosed with cancer and could not find her way around town. With the bus, he took her to where she was headed like a gallant knight to maiden in distress. Even the US Census uses telenovela, or soap operas, to reach Hispanics as an element of the government’s yearlong effort to garner trust among Hispanics. Latin women have their share of the limelight through social networking sites. Through these online sites, they can do most anything—from gathering network to seeking advice on everything from getting a divorce to obtaining a mortgage. Mobile revolutions also target the Hispanic community. Among these are the online video