Financial Management Individual Work 2 Week 6 Essay

Money related Management Individual Work 2 Week 6 - Essay Example hypothesis that clarifies that profits close by are favored by financial specialists to profits held in an organization in which the profit strategy would have influenced the estimation of the firm. The hypothesis was advanced by John Lintner and Myron Gordon. They contended that financial specialists see profits within reach to be less risker than profits of possible future capital additions. Investors in this manner lean toward genuine profits to held income. Assessment inclination hypothesis realizes that there are two duty related purposes behind accepting that financial specialists may lean toward low profit payout to higher profit payout. The duties on capital additions are possibly paid when the stock is sold however when it is held by an individual; no capital increases will be expected at some random point in time. a.3 The hypotheses are one way traffic with the end goal that in the event that the profit insignificance hypothesis is correct, at that point profit payout has no essentialness thus the firm can follow any profit payout. In the event that the winged creature in the hand hypothesis is significant, the firm can set a high payout on the off chance that it needs to boost the stock cost. On the off chance that the assessment inclination is precise, the firm can set a low payout if is to expand the stock cost. In this way all in all, the hypotheses are in complete war with each other. a.4. Lamentably, experimental trial of speculations have not taking everything into account, so it is totally hard to discern whether speculators lean toward either profits or capital additions. Be that as it may, the firms’ managers’ can utilize the examinations to a sensible and sound choice over profit strategy. b. 1.Different gatherings of investors pick various types of profit payout approaches for instance benefits subsidizes which are charge section. This sort of gathering of investors may favor high payout stocks. Speculators can sell their stocks and bring about some exchange costs thus driving deals to be made in a down market. 2. Customer bases are in presence and the inquiry that emerges is whether there are a bigger number of individuals from one demographic than the rest. There are significant costs, for example, duties and business costs

Drama Analysis Lars and the Real Girl

Lars and the Real Girl â€Å"Who is Bianca? † â€Å"Lars and the Real Girl† is a creation about a youngster named Lars who attempts to discover love by requesting an anatomically right sex doll, Bianca. Lars doesn't utilize Bianca for sexual delight yet rather for somebody to cherish. Bianca assumes a significant job in this film despite the fact that she is limited from feeling, talking, or in any event, being alive. Bianca’s character helps the improvement of different characters including Lars, his sibling, and the â€Å"real girl†, Margo. Bianca helps the advancement of Lars’ character by letting him express his sentiments through her.Bianca becomes â€Å"sick† helping Lars covertly observe a physiatrist to his greatest advantage. The specialist gradually starts to grow a relationship with Lars during registration for Bianca. He opens up to her clarifying all of Bianca’s issues, for example, her dad and mom passing on at a youthful age and her quest for autonomy. Despite the fact that he clarifies these as Bianca’s issues they are really his own. Bianca gives him a positive feeling from being suppressed every one of these years. Bianca likewise helps the improvement of Lars sibling, Gus. When Lars first acquaints Bianca with Gus and his new spouse Gus consequently closes the thought down in frustration.He accepts that it is over the top and Gus needs assistance. His significant other attempts her hardest to cause Lars to feel that Bianca is welcome. Gus in the long run comes around to understanding that Bianca is his very own aftereffect activities. Lars has made her character to comfort his significant other and himself as a result of the manner in which Gus has been treating Lars since their folks died. Towards the finish of the film the watcher can see a significant change in Gus’ demeanor from disregarding Bianca to tolerating that she is a piece of his sibling. Yet, Bianca doesn't stop ther e.Margo is the new young lady at work who obviously really likes Lars. Lars ignores her consideration in light of his contentions with himself and his capacity to manufacture a relationship. While Lars is in the doctors’ office the watcher discovers that Lars has an issue with torment when skin comes into contact with his own this solitary further demonstrates that Lars is terrified of fondness. He gets some distance from his brother’s spouse Karin when she makes a decent attempt to adore him and do all that she can for him. Bianca creates Margo’s character on the grounds that Bianca creates Lars’ capacity to manufacture a relationship.After Bianca dies, Lars opens up and gives Margo a possibility leaving the watcher speculating. All through the film Bianca turns out to be something beyond a doll made for sexual want; she is an image in each character that is acquainted with the watcher. Bianca shows the uncertainties in Lars, the regret in Gus, and the a ffection in Margo. Despite the fact that Bianca can't talk or show feeling her character advancement in the town assists play with trip the improvement in the friends and family around her. â€Å"Lars and the Real Girl† opens eyes to demonstrate that characters don't need to be alive to be alive in others.

How Childhood Abuse Changes the Brain

How Childhood Abuse Changes the Brain Relationships Violence and Abuse Print How Childhood Abuse Changes the Brain By Leonard Holmes Medically reviewed by Medically reviewed by Daniel B. Block, MD on November 17, 2019 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on January 29, 2020 Martin Dimitrov / Getty Images More in Relationships Violence and Abuse Spouses & Partners LGBTQ Studies have demonstrated over and over that childhood abuse and neglect results in permanent changes to the developing human brain. These changes in brain structure appear to be significant enough to potentially cause psychological and emotional problems in adulthood, such as psychological disorders and/or substance abuse. MRI Dr. Martin Teicher and his colleagues at McLean Hospital, Harvard Medical School and Northeastern University, used magnetic resonance imaging (MRI) technology to identify measured changes in brain structure among young adults who had experienced childhood abuse or neglect.?? There were clear differences in nine brain regions between those who had suffered childhood trauma and those who had not. The most obvious changes were in the brain regions that help balance emotions and impulses, as well as self-centered thinking. The results indicate that people who have been through childhood abuse or neglect have a higher risk of substance abuse if they go down that path because they have a harder time controlling their urges and making rational decisions due to actual physical changes in their brain development. When people experienced three or more types of abuse (sexual, physical, verbal, neglect), 53 percent suffered from major depression at some point in their lives. Forty percent had post-traumatic stress disorder (PTSD). Brain Structure There are many negative effects of childhood abuse and neglect on how the brain develops. Some of these potential effects are:?? A decrease in the size of the hippocampus, which is important in learning and memoryA decrease in  the size of the corpus callosum; the primary function of the corpus callosum is to integrate cortical functioningâ€"motor, sensory, and cognitive performancesâ€"between the hemispheres.A decrease in the size of the cerebellum, which can affect motor skills and coordinationA decrease in the volume of the prefrontal cortex, which affects behavior, balancing emotions and perceptionToo much activity in the amygdala, which is responsible for processing emotions and determining reactions to potentially stressful or dangerous situationsDysfunction at different levels of the hypothalamic-pituitary-adrenal (HPA) axis Behavior, Emotions, and Social Function Because childhood abuse, neglect and trauma change  brain structure and chemical function, maltreatment can also affect the way children behave, regulate emotion and function socially. These potential effects include: Feeling fearful most or all of the timeBeing constantly on alert and unable to relax, no matter the situationA tendency to develop depression or an anxiety disorderLearning deficitsNot hitting developmental milestones in a timely fashionA weakened ability to process positive feedbackFinding social situations more challenging Other Factors of Maltreatment How childhood abuse or neglect affects an adult depends also on how often the abuse occurred; what age the child was during the abuse; who the abuser was; whether or not the child had a dependable, loving adult in her life as well; how long the abuse lasted; if there were any interventions in the abuse; the kind and severity of the abuse; and other individual factors.

How Childhood Abuse Changes the Brain

How Childhood Abuse Changes the Brain Relationships Violence and Abuse Print How Childhood Abuse Changes the Brain By Leonard Holmes Medically reviewed by Medically reviewed by Daniel B. Block, MD on November 17, 2019 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on January 29, 2020 Martin Dimitrov / Getty Images More in Relationships Violence and Abuse Spouses & Partners LGBTQ Studies have demonstrated over and over that childhood abuse and neglect results in permanent changes to the developing human brain. These changes in brain structure appear to be significant enough to potentially cause psychological and emotional problems in adulthood, such as psychological disorders and/or substance abuse. MRI Dr. Martin Teicher and his colleagues at McLean Hospital, Harvard Medical School and Northeastern University, used magnetic resonance imaging (MRI) technology to identify measured changes in brain structure among young adults who had experienced childhood abuse or neglect.?? There were clear differences in nine brain regions between those who had suffered childhood trauma and those who had not. The most obvious changes were in the brain regions that help balance emotions and impulses, as well as self-centered thinking. The results indicate that people who have been through childhood abuse or neglect have a higher risk of substance abuse if they go down that path because they have a harder time controlling their urges and making rational decisions due to actual physical changes in their brain development. When people experienced three or more types of abuse (sexual, physical, verbal, neglect), 53 percent suffered from major depression at some point in their lives. Forty percent had post-traumatic stress disorder (PTSD). Brain Structure There are many negative effects of childhood abuse and neglect on how the brain develops. Some of these potential effects are:?? A decrease in the size of the hippocampus, which is important in learning and memoryA decrease in  the size of the corpus callosum; the primary function of the corpus callosum is to integrate cortical functioningâ€"motor, sensory, and cognitive performancesâ€"between the hemispheres.A decrease in the size of the cerebellum, which can affect motor skills and coordinationA decrease in the volume of the prefrontal cortex, which affects behavior, balancing emotions and perceptionToo much activity in the amygdala, which is responsible for processing emotions and determining reactions to potentially stressful or dangerous situationsDysfunction at different levels of the hypothalamic-pituitary-adrenal (HPA) axis Behavior, Emotions, and Social Function Because childhood abuse, neglect and trauma change  brain structure and chemical function, maltreatment can also affect the way children behave, regulate emotion and function socially. These potential effects include: Feeling fearful most or all of the timeBeing constantly on alert and unable to relax, no matter the situationA tendency to develop depression or an anxiety disorderLearning deficitsNot hitting developmental milestones in a timely fashionA weakened ability to process positive feedbackFinding social situations more challenging Other Factors of Maltreatment How childhood abuse or neglect affects an adult depends also on how often the abuse occurred; what age the child was during the abuse; who the abuser was; whether or not the child had a dependable, loving adult in her life as well; how long the abuse lasted; if there were any interventions in the abuse; the kind and severity of the abuse; and other individual factors.

Walmart Organizational Global Environment Assessment - Free Essay Example

Sample details Pages: 5 Words: 1490 Downloads: 3 Date added: 2019/10/30 Category Business Essay Level High school Tags: Walmart Essay Did you like this example? The largest retailer in the United States is Walmart. It may be stating the obvious, however it is quite true. Walmart is a Fortune 500 company with a long history of success. Don’t waste time! Our writers will create an original "Walmart Organizational Global Environment Assessment" essay for you Create order Since it was created in 1962, Walmart has had its sights on rapid expansion. In 1991, Walmart opened their first international location in Mexico (Hunt et al., 2018). By the 21st Century, Walmart was the number one retailer in America with the most global locations. The environment of an organization influences their success or failure. Uncertainty, competitive forces, and turbulence can influence the environment. Organizations must be prepared with strategic responses, organizational design, and sustainability measures. In the following report, the general and task environment of Walmart will be examined. Economy Growing vs. Shrinking Economies Walmart has been focused on expansion and continued growth. The company has 11,200 stores in 27 different countries (Hunt, Watts Bryant, 2018). In 2018, the company was the first Fortune 500 to sell 500 billion dollars in goods (Hunt et al., 2018). Walmart also has approximately 2.2 million people working across the globe making it the worlds largest employer. One crazy fact is that if Walmart were a country, it would be one of the richest in the world and would have a GDP of 433.9 billion USD (McGee, 2018). The presence of Walmart in developing or shrinking economies can have a positive influence. The company hires a large population of employees and offers low priced goods to consumers. In comparison, Amazon has a fast-growing economy and poses a threat to the international success of Walmart. If Walmart was a world economy, it would rank 28th while Amazon would rank 55th based on a GDP of 177 billion (McGee, 2018). Walmarts plan to continue their international expansion plans will strengthen their GDP and better position the company in the global economy. Whether or not international competitors could pose a potential threat to Walmarts economy in the future remains to be seen. Technology Walmart has always been a leader in technology. They were the first to adopt new technologies that streamline organizational processes. In the 1980s, the company converted their cash registers to computerized point-of-sale terminals and launched the largest private satellite communication system. The company has the most sophisticated security systems in their stores and blockchain technology to track produce and retail products. Walmart harnesses technology to improve the customers experience and to speed up shopping. In recent years, the company has introduced online and mobile shopping features and shoppers can scan and pay for their products. Along with streamlining business operations, the company has developed technology to assist the customer. Smart Life is giant tablet table with a computer designed to help customers navigate different technology and demonstrate digital devices and products (Malinowska, 2016). Call buttons are another technological breakthrough introduced by Walmart. Rather than wandering around the store looking for an associate to ask a question, the customer can press a call button and connect directly to an associate (Malinowska, 2016). The staff wear GPS-enabled devices to receive the call. Socio-Cultural Trends Walmart is a retail giant, but the companys sole focus is not on profits. The company is known for their corporate responsibility. They make efforts to improve the social, economic, and political environment of the communities in which they operate in and have taken steps to reduce their impact to the environment. The Walmart Foundation gives away one billion dollars every year to help sustain and strengthen global communities. They have streamlined their supply chain to reduce waste and have begun to source products from local vendors. Political/Legal Trends Walmart is a large corporation with political clout. The company has a political agenda and the influence to ensure their political goals are met. Walmart spends billions of dollars in lobbying efforts to influence what candidates are voted into office, and to influence laws that are enacted and would impact the retail industry. Every year, Walmart contributes to the campaigns of political candidates in an effort to garner their favor. Retailers who donate to campaigns shape policymaking and influence the legislative direction of political leaders (Gilens Page, 2014). The goal is to ensure laws are not made that could impact business operations or result in any trade restrictions affecting the companys ability to operate in local or international markets. In the legal environment, Walmart influences laws in America and the international marketplace. The company makes sure to follow all national and international laws. Customers Walmart has a large, loyal customer base. Their target market is middle class to lower class consumers. In one week, 265 million customers will make a purchase at a Walmart store (Hunt et al., 2018). The company does not typically target the top five percent with their low-cost products and convenience. Consumers at Walmart are looking for a good product at a lower price. Customers can shop at brick and mortar locations, or they can purchase products online. Products ordered online can be delivered to the customers door in approximately two days, or they can pick the product up at their local store. Their clientele wants the convenience offered by having retail and grocery product in one location at a reasonable price. Competitors/Rival Firms Walmart has several competitors in many international markets. Inside the United States, Target, Costco, and Home Depot are major competitors. Meanwhile in China, Walmarts major competitors are Sun Art Retail Group Ltd. and China Resources Enterprise Ltd (Hunt et al., 2018). Walmart has many rivals because they are in many different markets. For example, in the international market and online, Alibaba, Amazon, and Ikea are some of their competitors. Ikea has blocked Walmart from having success in the furniture market while Costco has greater bulk sales than Sams Club, which is a subsidiary of Walmart. Despite having many competitors, Walmart still has the most sales of any global retailer and the most brick and mortar locations. New Entrants For Walmart, the threat of new entrants is high. Due to the effectiveness and efficiency of online shopping any new entrant can pose a threat. Amazon is a relatively new company that has employed the internet to expand their company across the global market. Similar companies could most certainly appear and threaten Walmarts success. These retailers offer goods that cannot be found in the mass retail store. Products in the smaller retail stores are of high quality and source their supplies from local vendors or international suppliers. Through creative internet marketing, any company can be a success. The internet offers businesses a low cost of doing business. They can easily source similar products provided by Walmart and do not need the same financial resources to enter foreign marketplaces using the internet (Hicks et al., 2012). Small retailers do not have the same expenses to operate as Walmart does, and are not required to pay the high taxes either. They do not have to offer benefits nor pay for health insurance. They also are not subject to the same level of regulation. Large retailers pose another threat especially if they throw their hat into the online retail market. Another large competitor like Amazon would certainly cut into Walmarts profits. Currently Walmarts biggest online competitor is Amazon, but there is the possibility that another large, online competitor could emerge. Walmart is a major force in the retail market. New entrants pose a threat, but the company is well-established in the international market. To prevent new entrants from impacting retail sales, the company employs innovative marketing strategies and offers lower prices than most of their competitors. Another way Walmart prevents new entrants from disrupting their business is through sustainability and corporate responsibility. Walmart gains the loyalty of consumers in international markets by building capacities in global markets. Suppliers The bargaining power of suppliers is weak when relative to Walmarts. Walmart has its own supply chain from transportation networks to distributors and warehouses. If Walmart stops using a supplier, it could cause major financial damage to the supplier. The supplier must stay in the good graces of Walmart to keep their business long-term (Greenspan, 2018). However, there is major competition amongst the variety of suppliers all of whom want Walmarts business. When there is a large population of suppliers, amongst other companies Walmart typically has the most bargaining power. They manage their suppliers by applying corporate responsibility. Conclusion Walmart is the largest retailer on the globe. The company has over 11,000 brick and mortar locations and is a major online retailer. The company supports the growth of the markets they enter and has introduced innovative new technologies to streamline their operations. Corporate responsibility is a major goal of the company along with influencing politics through lobbying and donating to the campaigns of political hopefuls. Their target market is focused on the middle- and lower-class consumer and their competitors are Target, Costco, and Home Depot in America and Amazon and Alibaba in the international marketplace. New entrants pose a threat to the company, but through innovative marketing strategies and offering lower prices, Walmart can continue to be a retail leader.

Arctic National Wildlife Refuge Should Be Protected From...

Adamia Coverson Mr. Gos English 1301 1 Oct. 2015 Drafting Paper Assignment Subject Point of Significance Arctic National Wildlife Refuge Should be protected from oil drilling Dear President Barack Obama: As you may be aware, some of your Congressmen are wanting to drill for oil at the Arctic National Wildlife Refuge (ANWR). The main Arctic National Wildlife Refuge Drilling article on Opposing Viewpoints Online Collection, said that US House of Representative passed yet another bill to drill oil in the Arctic National Wildlife Refuge in February of 2012. My main question is why is another bill being passed if it has be declined twelve times already? If drilling were to occur, lots of animals would be without a home and eventually the species will become extinct. The US Fish Wildlife Service states that the ANWR is well-known for the polar, grizzle, and black bear; wolf, Dall sheep, and the symbolic animal of the wildness of the refuge, the caribou. Not only will drilling affect the animals in the environment, it will affect the animals that depend on those of that environment. In order for an ecosystem to stay an ecosystem there are three aspects that int eract with each other: †¢ Biodiversity †¢ Sustainability †¢ Adaptations Sustainability and biodiversity go hand-in-hand. Sustainability is the ability to maintain valued qualities in a physical environment. Those qualities come from the biodiversity of the environment. Biodiversity is the variability among livingShow MoreRelated Should the Arctic National Wildlife Refuge be opened to Oil Drilling?1544 Words   |  7 PagesDrilling oil in Alaskas Arctic National Wildlife Refuge (ANWR) is a serious issue for environmentalists and for the future of the United States. Should the Arctic National Wildlife Refuge be opened to oil drilling? This paper will debate whether or not we should allow Arctic National Wildlife Refuge to be opened to oil drilling. 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However this place is very Fragile and we, as American citizens should not let such thing happen. Drilling for oil in the Artic is just going harm the environment. In addition, there isn’t going to be any major progress in the economy. Oil and gas drilling seems to be a dirty businessRead MoreDrilling in the Arctic National Wildlife Refuge Essay2431 Words   |  10 Pagesexcuse for an action or view which is skewed in such a way as to suggest that there is only one acceptable choice.† Peter Garrett. The United States, and much of the world is dependent on oil, a dying resource. Oil supplies are limited and fossil fuels are becoming increasingly hard to extract. The debate over drilling in environmentally important areas is a heated one. Each side of has their own opinions and proof that their argument is without a doubt, the only way. These preinstalled views are nearlyRead MoreEssay about Environmental Views of Anwr2711 Words   |  11 PagesThe Arctic National Wildlife Reserve (ANWR) is a beautiful 19.6 million acre coastal plain, and is located in the Northeastern part of Alaska. ANWR is home to numerous species of wildlife and one of the largest untapped oil preserves in the United States. There is an immense debate between the opposing environmentalists and the politicians who want to drill for oil on a section of ANWR, which is only 1.8% of the refuge. Environmentalists who oppose drilling for oil in Alaska say the wildlife andRead MoreAlaska Oil Drilling: A Threat to Biodiversity1606 Words   |  6 Pagespressure, the issue of opening the last of Alaskas pristine frontiers for oil drilling exploration appears may finally be moving towards a long-sought resolution. At the heart of this over thirty-year old conflict, waged bitterly between environmental activists and major petroleum producers, is a parcel of land containing nearly 20 million acres of untouched environmental resources known as the Arctic National Wildlife Refuge (ANWR). While the ecological importance of the ANWR region is largely undisputed

A Summary Of The Awakening Conscience - 740 Words

Aristotle considered the heart’s passive voice the source of thought, reason, and emotion. He thought this due to the speeding up and slowing down of the beating heart. The physical manifestation of emotion, the heart, begins to flutter when one’s love draws near; however, once joined with the person’s love, the owner of the heart loses independence and identity. Hunt, Atwood, and Chopin focus on the vast negative sacrifices one must make while in a relationship with a significant other: one’s identity, loss of opportunities due to relationship conformity, and potentially irreversible destruction to the heart. Being with a significant other will strip one’s individualism causing one to yearn for one’s lost character and identity.†¦show more content†¦The loss of one’s identity will cause lost opportunities to pursue one’s happiness. In the Awakening Conscience, Hunt paints the woman looking through a window with a green garden. Hunt emanates the idea that the man stopped her from pursuing her opportunity in order to conform to the relationship. The woman hopes for new beginnings of a utopic paradise and strives for new beginnings to escape the unhappy present. In â€Å"The Woman Who Could Not Live with Her Faulty Heart,† Atwood compares the heart’s living space to â€Å"deep oceans of no light† (line 14). Atwood connects darkness to the woman’s significant other’s shadow blocking the light. Atwood expresses that the woman’s significant other is preventing any hope for the woman to obtain her opportunities. Hunt and Atwood contend the obligations of being in a relationship that will cause one to lose their opportunities. The heart, a fragile organ, will endure irreparable damage from the hardships of a relationship. In â€Å"The Woman Who Could Not Live with Her Faulty Heart,† Atwood compares the heart to an â€Å"unshelled turtle† and is enduring a â€Å"regular struggle against being drowned† (lines 10, 11, and 19). Atwood uses vivid imagery to illustrate that the heart is fragile and easily broken. The author, also, conveys to the reader that the heart, always in a constant struggle, must overcome various obstacles. 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In writing a short introductory piece is often called a preface. • Perhaps the overall theme is the misery of poverty. Summary Prelude I • In this short poem, a hidden observer describes dusk on a winters evening in a poor part of a city. • The observer is outside, observing the appearance and atmosphere of a street and neighborhood. • Possibly the observer who describesRead MoreThe Second Sutta Of The Digha Nikaya3470 Words   |  14 Pagesof insight (84) Production of a mind-made body (86) â€Å"Psychedelic† Experiences (88) Clairaudience (90) Telepathy (92) Recollection of previous lives (94) The Divine Eye (whereby one perceives the karma of others) (96) Perfect mindfulness and full awakening (98) Following the fruit of solitude, the king asks the Buddha if he can name another fruit of the homeless life. 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The awakening field of psychology was looking for new ways to motivate people, and in a short time, managers would begin looking to psychologists for new methods of management (Mescon). Early attempts to combine psychological theory to management were rejected

Its a right handed world Essay Example For Students

Its a right handed world Essay IT’S A RIGHT HANDED WORLDIn virtually every society throughout history, there has been discrimination against left-handed people. Left-handers have always been considered evil, sinister, weaker, or inferior people, and many of them have faced violent efforts to convert them to being right-handed. Even through the middle of the twentieth century, most left-handers were still being forced to write with their right hand. While there is not nearly as much active persecution against left-handers today, there is still a great deal of bias against them. There is bias against left-handers in the design of tools and equipment they have to use, and in the instructions that they must learn from. We allow left-handers into our classrooms, into our workplaces, and on our playing fields, but we still make it difficult for them to fit in and to feel comfortable. The issues affecting left-handed people are much more serious than most people realize. There are many things that right-handed people take for granted that are more difficult for left-handers. This includes many basic skills taught in school, such as learning to write, learning to use scissors, and learning various crafts, hobbies, sports, and other activities. If we dont teach left-handed children just as well as we teach right-handers, they are more likely to lose interest in school and to lose confidence in themselves. It is not exactly clear how all left-handers fare in our society, but indications are that many are not doing well. Studies show a higher dropout rate for left-handers, and a higher percentage of them among the criminal element and among the underachievers of society. Some studies indicate that left-handers are more vulnerable to various accidents, addictions, and afflictions that can actually shorten their lives. These studies are not large enough to be conclusive , and there are still many conflicting theories and opinions, but their implications are alarming. Not all left-handers have a difficult time living in a right-handed world, and many of them are offended by implications that left-handers need any kind of help. Many people believe that being left-handed is a special privilege, and that the challenge of being a lefty has made them stronger. There are many happy, healthy, and successful left-handers, including some of our most famous artists, athletes, entertainers, and politicians. These are the most visible of all left-handed people, while the ones with the biggest problems are less likely to be noticed and less likely to be heard from. In between the extremes are the rest of the left-handers, and there are varying opinions about how much of an issue being left-handed has been for them. Almost every left-hander seems to have one particular thing that bothers him or her the most. Many older left-handers have bitter memories about the way their parents and teachers treated them. Younger left-handers have had an easier time of things, but they still have many complaints and frustrations. How would this world, or this school, be different if left-handed people were a majority? First of all, a right-handed person might be writing an article like this complaining about the injustices towards the right-handed. Binders would open from the left and handles of pencil sharpeners would be on the left side. Authors would write books on famous left-handed and not on right-handed people. Lastly, there would be left-handed scissors for all! These are a few of the many adjustments that can be made.

Chromatography Food Coloring and Food Dyes Essay Example

Chromatography: Food Coloring and Food Dyes Essay When working in a lab, scientists often need to identify different molecules that are present in a sample they are studying. There are many ways to identify unknown molecules/chemicals in a sample. The method you will be using today is called Paper Chromatography and consists of 2 steps. First, you will separate the unknown chemicals and then you will identify them. This process can also be applied to the food we eat everyday.When you eat food or drink liquids you are trying to get important chemicals to your cells. (chemicals that your cells might use for energy or maybe to build more cells. ) Look at the food label below, though, and you’ll see a list of several chemicals that your cells cannot use. These chemicals may be added to keep the food from spoiling, give the food a flavor or texture that makes it taste better, or add color to the food/drink to make it look more appetizing so you will buy it. Many of the foods and drinks you buy each day would be clear or white with out the addition of food dyes (artificial colorings).Knowing this, we can ask what food dyes are used to make Kool-Aid, for example, look appetizing? Without food dyes, ALL flavors would be clear. In order to identify the food dyes in Kool-Aid, you must first separate them, and you will do this using paper chromatography. II. Materials: †¢ 2 chromatography tubes †¢ 2 strips of chromatography paper †¢ Lemon-lime Kool-Aid solution †¢ 1 pencil †¢ 2 toothpicks †¢ Grape Kool-Aid solution †¢ Solvent (alcohol, salt, water) †¢ ruler III. Procedure: DAY I: Separation of Chemicals 1. Obtain all the supplies you need (at supply table). 2.Cut 2 strips of chromatography paper so that each is about an inch longer than the tubes. 3. Cut one end of each paper strip to form a point (see drawing 1). 4. Draw a straight line across each strip an inch above the bottom of the tip. 5. Label the top of one strip â€Å"GRAPE† the other â€Å"LEMON-LIME. â₠¬  6. Use a toothpick to place a dot of grape Kool-Aid on the center of the line you drew (see drawing 1). Do the same with the lemon-lime Kool-Aid. 7. Poke a toothpick through the opposite end of the strip (see drawing 2). 8. Add a small amount (about 1/2 inch) of solvent to the 2 tubes. 9.Lower each strip into a tube so that the tip of the paper touches the top of the solvent. DO NOT LET THE DOT OF KOOL-AID TOUCH THE SOLVENT DIRECTLY. (see drawing 2). The solvent will begin to move up the strip, dissolve the food dyes, and carry them upwards. 10. Leave the strips in the tubes for 30 minutes. 11. Remove the strips and immediately make a PENCIL mark on each to show where the level of solvent stopped rising. Place the strips on a tray so they can dry overnight. 12. CLEANUP: Pour the solvent back into the solvent beaker. Rinse the tubes out. Return all your supplies to the supply table. DAY II: Identify Unknown Food Dyes 1.There are only 7 different food dyes that have been approved for use in foods and drinks. Table 1 in the data section lists these 7 dyes and some important information that you will need in order to identify the dyes present in 2 flavors of Kool-Aid. 2. Look closely at your chromatography strips. The mixture of food dyes in your sample should now be separated. Because the food dyes have different chemical properties, each will dissolved in the solvent and move up the strip at different rates. How many different food dyes are present in each Kool-Aid flavor? (look closely: sometimes 2 dyes overlap and produce what may look like a 3rd dye).Record the number of dyes present in Table 2. 3. In order to identify the food dyes in each Kool-Aid flavor, you will need 2 pieces of information: the color and Rf value of each dye. First, record the color of each separated dye in Table 2. 4. Now, calculate the Rf value for each separated dye as follows: a. Using a pencil, lightly draw a circle around the darkest area of color for each food dye (ignore the lighter colorâ€Å"tails†). b. Measure the distance (in cm) from the starting point (in the center of the line you drew) to the center of the circle you just drew (see drawing). Record this distance in Table 2. . Measure the distance (in cm) that the solvent moved (from the original line to the mark you made yesterday indicating where the solvent stopped rising see drawing). Record this distance in Table 2. d. To calculate the Rf value, divide the distance the dye moved by the distance the solvent moved. Record this value in Table 2. 5. Using Table 1, identify specifically which dyes are present in grape and lemon-lime Kool-Aid. Record this in Table 2. 6. CLEANUP: Once you have collected all of your data, you may keep or throw away your chromatography strips. Return the rulers to the supply table. IV.Data Observations: Table 1: Colors and Rf values of 7 food dyes COLOR Rf FOOD DYE Blue 0. 8-1. 0 Blue #1 Blue 0. 45-0. 65 Blue #2 Bright pinkish-red 0. 5-0. 65 Red #3 Light red 0. 67-0. 85 Red #40 Yellow 0. 4-0. 7 Yellow #5 Orange 0. 8-0. 9 Yellow #6 Green 0. 65-0. 75 Green #3 Table 2: Food Dye Characteristics obtained from chromatography experiment Color of each Distance each Distance Rf of each Kool-Aid # of Dye Dye Moved Flavor Dyes Solvent Dye (cm) Moved (cm) Name of Dye Grape 1 2 3 1 2 3 LemonLime V. Analysis/Follow-Up Questions: 1. What food dyes were present in grape Kool-Aid? 2. What food dyes were present in lemon-lime Kool-Aid? . Scenario: You have a mixture of 2 food dyes (Red #3 and an unknown). You separate the two dyes using paper chromatography. The Rf value of the unknown dye is 0. 75. Would the unknown dye travel further than the Red #3 dye? Explain you answer. 4. Explain why it is important the mark the solvent level on the chromatography paper when you finished your experiment on Day 1. 5. Find 3 different food or drinks that contain artificial coloring. Read the nutrition label on each and complete Table 3 below. Table 3: Food Dyes Pre sent in Various Food and Drink Samples Name of Food/Drink Brand Name Color Food Dyes Present Chromatography Food Coloring and Food Dyes Essay Example Chromatography: Food Coloring and Food Dyes Essay When working in a lab, scientists often need to identify different molecules that are present in a sample they are studying. There are many ways to identify unknown molecules/chemicals in a sample. The method you will be using today is called Paper Chromatography and consists of 2 steps. First, you will separate the unknown chemicals and then you will identify them. This process can also be applied to the food we eat everyday.When you eat food or drink liquids you are trying to get important chemicals to your cells. (chemicals that your cells might use for energy or maybe to build more cells. ) Look at the food label below, though, and you’ll see a list of several chemicals that your cells cannot use. These chemicals may be added to keep the food from spoiling, give the food a flavor or texture that makes it taste better, or add color to the food/drink to make it look more appetizing so you will buy it. Many of the foods and drinks you buy each day would be clear or white with out the addition of food dyes (artificial colorings).Knowing this, we can ask what food dyes are used to make Kool-Aid, for example, look appetizing? Without food dyes, ALL flavors would be clear. In order to identify the food dyes in Kool-Aid, you must first separate them, and you will do this using paper chromatography. II. Materials: †¢ 2 chromatography tubes †¢ 2 strips of chromatography paper †¢ Lemon-lime Kool-Aid solution †¢ 1 pencil †¢ 2 toothpicks †¢ Grape Kool-Aid solution †¢ Solvent (alcohol, salt, water) †¢ ruler III. Procedure: DAY I: Separation of Chemicals 1. Obtain all the supplies you need (at supply table). 2.Cut 2 strips of chromatography paper so that each is about an inch longer than the tubes. 3. Cut one end of each paper strip to form a point (see drawing 1). 4. Draw a straight line across each strip an inch above the bottom of the tip. 5. Label the top of one strip â€Å"GRAPE† the other â€Å"LEMON-LIME. â₠¬  6. Use a toothpick to place a dot of grape Kool-Aid on the center of the line you drew (see drawing 1). Do the same with the lemon-lime Kool-Aid. 7. Poke a toothpick through the opposite end of the strip (see drawing 2). 8. Add a small amount (about 1/2 inch) of solvent to the 2 tubes. 9.Lower each strip into a tube so that the tip of the paper touches the top of the solvent. DO NOT LET THE DOT OF KOOL-AID TOUCH THE SOLVENT DIRECTLY. (see drawing 2). The solvent will begin to move up the strip, dissolve the food dyes, and carry them upwards. 10. Leave the strips in the tubes for 30 minutes. 11. Remove the strips and immediately make a PENCIL mark on each to show where the level of solvent stopped rising. Place the strips on a tray so they can dry overnight. 12. CLEANUP: Pour the solvent back into the solvent beaker. Rinse the tubes out. Return all your supplies to the supply table. DAY II: Identify Unknown Food Dyes 1.There are only 7 different food dyes that have been approved for use in foods and drinks. Table 1 in the data section lists these 7 dyes and some important information that you will need in order to identify the dyes present in 2 flavors of Kool-Aid. 2. Look closely at your chromatography strips. The mixture of food dyes in your sample should now be separated. Because the food dyes have different chemical properties, each will dissolved in the solvent and move up the strip at different rates. How many different food dyes are present in each Kool-Aid flavor? (look closely: sometimes 2 dyes overlap and produce what may look like a 3rd dye).Record the number of dyes present in Table 2. 3. In order to identify the food dyes in each Kool-Aid flavor, you will need 2 pieces of information: the color and Rf value of each dye. First, record the color of each separated dye in Table 2. 4. Now, calculate the Rf value for each separated dye as follows: a. Using a pencil, lightly draw a circle around the darkest area of color for each food dye (ignore the lighter colorâ€Å"tails†). b. Measure the distance (in cm) from the starting point (in the center of the line you drew) to the center of the circle you just drew (see drawing). Record this distance in Table 2. . Measure the distance (in cm) that the solvent moved (from the original line to the mark you made yesterday indicating where the solvent stopped rising see drawing). Record this distance in Table 2. d. To calculate the Rf value, divide the distance the dye moved by the distance the solvent moved. Record this value in Table 2. 5. Using Table 1, identify specifically which dyes are present in grape and lemon-lime Kool-Aid. Record this in Table 2. 6. CLEANUP: Once you have collected all of your data, you may keep or throw away your chromatography strips. Return the rulers to the supply table. IV.Data Observations: Table 1: Colors and Rf values of 7 food dyes COLOR Rf FOOD DYE Blue 0. 8-1. 0 Blue #1 Blue 0. 45-0. 65 Blue #2 Bright pinkish-red 0. 5-0. 65 Red #3 Light red 0. 67-0. 85 Red #40 Yellow 0. 4-0. 7 Yellow #5 Orange 0. 8-0. 9 Yellow #6 Green 0. 65-0. 75 Green #3 Table 2: Food Dye Characteristics obtained from chromatography experiment Color of each Distance each Distance Rf of each Kool-Aid # of Dye Dye Moved Flavor Dyes Solvent Dye (cm) Moved (cm) Name of Dye Grape 1 2 3 1 2 3 LemonLime V. Analysis/Follow-Up Questions: 1. What food dyes were present in grape Kool-Aid? 2. What food dyes were present in lemon-lime Kool-Aid? . Scenario: You have a mixture of 2 food dyes (Red #3 and an unknown). You separate the two dyes using paper chromatography. The Rf value of the unknown dye is 0. 75. Would the unknown dye travel further than the Red #3 dye? Explain you answer. 4. Explain why it is important the mark the solvent level on the chromatography paper when you finished your experiment on Day 1. 5. Find 3 different food or drinks that contain artificial coloring. Read the nutrition label on each and complete Table 3 below. Table 3: Food Dyes Pre sent in Various Food and Drink Samples Name of Food/Drink Brand Name Color Food Dyes Present

10 Useful Apps You’re Not Using That You Need to Download

10 Useful Apps You’re Not Using That You Need to Download You’re already tethered to your smartphone, why not start making the best of it? You might think you know everything there is to know about your phone, and possibly that it knows everything it needs to know about you, but there are still plenty of ways it can surprise you- and even help to make your work and play run that much more smoothly. Here are a few amazing apps you may have overlooked. Check out some of these hidden gems to unlock even more potential in your person-to-smartphone relationship.1. ClipsFree! Like the idea of Snapchat sometimes, but can’t commit? Apple’s Clips lets you shoot still and video shots with wacky filters. Add in Live Titles, which are subtitles you create simply by speaking, and you’re in business. It’s Snapchat for grown-ups and the terminally ironic.2. ProshotWant to improve your photography skills? No matter your skill level, this app can help you unlock advanced features in your device to help you take higher qual ity photos with better focus and light.3. GoodlookNever know what to wear? Keep up with the trends with daily looks and useful fashion and beauty tips. Figure out what to shop for and how to combine the clothing you already have to stay on trend.4. Remote MouseTurn your phone into a remote for your computer. Say your keyboard is low on battery, but you want to watch a movie or give a presentation? No problem!5. App DetoxWe all have that app- or those 10  apps- that eat up all of our time. Android users, you’re in luck. This app helps you distance yourself from your smart phone by blocking access to certain apps for a time period of your choosing. Very useful when you need to study or work and can’t be checking Twitter every five minutes.6. Moleskine TimepageLove having everything on your device, but miss the stylish days of your old Moleskine planner? Now you can have it all. A smart calendar/planner that is as stylish as it is functional and sexier than its counterp arts. Works with existing calendars like iCloud, Facebook, and Google.7. Just Press RecordNot impressed with Voice Memos anymore? Try this one-tap recording app that works across Apple products and even boasts built-in transcription for note taking- in multiple languages. You can even search your recordings for specific terms. You’re welcome.8. PatronusA personal security app named after a spell in Harry Potter? Yes please. With mobile 911 service (much more accurate than cell tower locations!) and location sharing, plus an â€Å"On My Way† feature that lets you share your location, destination, and progress with your contacts. It takes a village!9. SignalMove to fully encrypted communication in this scary world. WhatsApp is a bit behind the ball on this, so go straight to the source with Signal. It’s free all-in-one messaging with voice call functionality. You can even send media with the same protections. This one is very easy to use and is open source.10. Cla p! Phone FinderLose your phone a lot, only to find it by your toaster where you left it? This combines the find-your-phone technology with the old clap-on-clap-off satisfaction. Simply clap your hands to activate your phone to produce a customizable sound. Bonus? This app consumes very low amounts of battery power, so it won’t drain you while it runs.

Nursing Care Reflexive Practice Personal Statement

Nursing Care Reflexive Practice - Personal Statement Example Sometimes we just need somebody to talk to so that we can unload what has been bothering us. Once, I have gained her trust then she can tell me more personal things -- things that may have a direct or indirect relation to what caused or is causing her illness. It is an established fact that cases of abuse in the home, school or workplace has been discovered due to the incident reports, record keeping, and even private journals of nurses. The primary requisite to become a confidant is to win the patients trust. FHCHS has observed that "for a patient to disclose private or embarrassing details about their physical or mental condition, they need to first trust that their nurse will treat them with dignity and respect." Knowing my role and what I have to achieve, I had to act within the indeterminate time that I have been given. There is no certainty how long Ms. Smith will be staying in the hospital so I had to act immediately. The first task is to break the ice between us. This proved to be quite difficult because of her unresponsiveness. I tried to spend more time in her room to check on her, straighten her beddings, move the curtains to allow a patch of sunlight in the mornings, at times just to say "hi!" or to ask if she needed anything. I had even gotten into the habit of passing by the minute I started my rounds and even at the end of my shift. I had hoped that this would break the ice. But nothing happened. I tried to make a connection through the visitors that came. But even when she saw that her family and I were in good terms, she still remained unresponsive. Her family welcomed my sincerity and advice. They would even call or pass by during my break hours to just talk. For me, these talks gave me a deeper understanding of Jane. I felt relieved to find out from her relatives that she was just reserved because she was the cautious type and not because she was judgmental of other persons. I also found out that we shared certain commonalities that I know co uld be points of conversation that can make our friendship work if she just reaches out. She made the first move today. Today she smiled as I entered her room. I smiled back and instantly knew that things were going to be different. As I straightened the covers of her bed, she asked that I sit next to her. I cracked a joke to keep the happy atmosphere afloat. Perhaps she just wanted to say farewell since the Consultant has given approval for her to go home. I was surprised that she suddenly opened up. She had started to tell me of her situation at home. But as sudden as she started she also suddenly clammed up when the ward nurse asked for my assistance. I excused myself for I had to first see to the task at hand. I tried to finish fixing the beddings in the ward as fast as I could so that I can continue with my conversation with Jane. I was excited to go see her again hoping that I have finally gained her trust. But when I came into the room, she was again reserved. I tried to coax a conversation out of her by again starting a joke but she did not respond to that. It appears I have lost the momentum. I lost the opportunity to be a friend, to be a confidant and to help her emotionally. I felt so sad because I know that I could have helped her. My feeling

Smoking cigarettes is deadly Essay Example | Topics and Well Written Essays - 500 words

Smoking cigarettes is deadly - Essay Example Over half of all long-term smokers eventually die of a smoking-related disease. Smoking affects many parts of the body; both internally, e.g. increased risk of infertility, impotence and reduced sperm count, and externally, e.g. dry skin, smelly breath and stained teeth. In the short-term, smokers are prone to suffer from a shortness of breath as less oxygen gets transported to the lungs. Long-term, there is increased risk of respiratory problems, e.g. chronic bronchitis, emphysema and chronic asthma. Smokers also have lower level of antioxidants in the blood to repair damaged cells than non-smokers. This makes them less immune to viruses, which weaken their natural defences. The Surgeon General Report (2010) also highlights that thousands of non-smokers die each year from heart disease, lung cancer and respiratory infections due to breathing in second hand smoke. The scientific link between health risks and second hand smoke is now so strong that a number of countries including the UK have banned all forms of smoking in public places such as restaurants and cinemas. I now wish to turn my attention to 2 of the most well known harmful effects of smoking. Firstly, 85% of lung cancer cases are caused by smoking and Martin (2005) states that it’s the leading cause of cancer death amongst smokers.

Importance of Monitoring Assessment Record keeping and Reporting

Importance of Monitoring Assessment Record keeping and Reporting Over the course of the previous 30 years assessment has been a major focus of educational discussion and research. It is generally accepted that assessment is a vital part of a teachers role which needs to be carefully considered. According to Kellough and Kellough (1999, p. 417), Teaching and learning are reciprocal processes that depend on and affect one another. Thus, the assessment component deals with how well the students are learning and how well the teacher is teaching. Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning. Although this is a fairly broad definition, it does allude to the wider importance of assessment. Assessment is used to measure teaching and learning and to inform future practice by individuals on various levels related to education: Pupils to identify current achievement, attainment and areas for progression. Parents / carers can identify and aid student progression; additionally understanding individual and school performance compared to national standards. Teachers to identify areas of strength and weakness in their pupils skills and knowledge, thus informing planning, providing work of an appropriate challenge, covering the national curriculum and ensuring progression. Senior Leaders / Governors to identify schools areas of strength and areas of development with regard to national standards and additionally to local issues and demographics thus informing the school development plan. Government can use a variety assessment data and statistical testing to measure school performance, identifying good / best practice or areas which may need closer monitoring and support. The assessment process clearly provides an extensive range of uses for many people associated with education and schools. It is important to break the assessment process down into two widely accepted strands, assessment of learning (AOL) and assessment for learning (AFL). AOL is characterised by the use of tests, targets and exams whereby pupils receive a fixed mark, grade or exam result (e.g. the end result of a GCSE exam) (ONeill Ockmore, 2006). In comparison, AFL is concerned more with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue (Assessment Reform Group, 1999; 2002). The purpose of AOL is to report on the achievement and attainment of pupils at a given time or stage within their learning (Harlen 2007), the term summative assessment is commonly used. Summative assessment refers to measuring the total sum of learning at a given point in time. It uses end of topic, end of key stage or end of qualification assessments to provide data which can be used to assess learning or to compare performance to national standards. These comparisons can be in different areas such as comparison to peers (normative assessment), pupils past achievements (ipsative) or set criteria (criterion referenced e.g. National Curriculum level descriptors) (Riding and Butterfield 1990). Clearly, assessing achievement encompasses ipsative assessment, assessing pupils progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tab les. Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy. Criterion referenced assessment is a common feature of most summative / AOL tasks now employed. Students are marked and ranked against a given criteria, a set benchmark; this may be a mark scheme for a GCSE or National Curriculum level descriptors correlated to specific year group for key stage 3 (National Curriculum testing). Criterion referenced assessments are believed to be much fairer and more objective than normative assessment (Dunn et al 2002) as all students are measured against the criterion given. This however provides some positive and negative features for those involved; teachers will become familiar with content to cover allowing adaption of teaching and experimentation to find best practice and hopefully improve learning. Students should be aware of standards and expectations that they must meet (linking with AFL) allowing for focus and attention to be paid to particular areas. Both teachers and students can familiarise with grade boundaries and nature of questions as ked. Finally at a LA or Government level an objective comparison can be made from school to school, town to town or demographic to demographic. Unfortunately the positives can have a negative aspect. Teachers and students may teach and learn to the test resulting in a poor understanding of the subject but excellent grades being attained by coached pupils. This can lead to inaccurate or insignificant comparisons being made by LA or Government and incorrect inferences being made. Coaching or teaching to the test is somewhat of a topical issue within keys stage 2 and 3 education; with many schools choosing not to entre students into Standard Assessment Tests (SATS) at the end of key stage 2 and 3 because of aforementioned issues. As mentioned coaching for a test can provide weakness in subject knowledge resulting in overinflated expectations of a pupils ability causing problems for teachers and senior leaders. Firstly teachers will have to retest or find true baseline information allowing for effective provision and challenge of work; later difficulties can be created due to students having over estimated predicted grades or potential. This is an obvious concern for senior leadership as school results may be affected by a child not achieving potential, a potential which may be unrealistic before intervention and provision. For senior leaders at key stage 2 and 4 the figures could produce a rather insignificant league table of results affecting reputation and i ntake. Such problems are trying to be resolved with alternative forms of testing. The Middle Years Information System (MidYis) test is now commonly used. Midyis tests are sat with no prior preparation and are designed to test ability and aptitude for learning rather than achievement (http://www.cemcentre.org/midyis). The tests are available for students at the end of key stage 2 and 3 and have good correlations with attainment. The test measures a whole host of skills including reading, writing, maths, perception and skills such as visualisation, block counting and spatial awareness. As no prior preparation is involved, teaching to the test is removed. Many schools now deploy assessment points throughout the year to monitor progression of pupils. There are many ways of collecting this data to monitor progression. Some schools may use the discretion of the teacher to produce a level based on their professional judgement; this can be done for academic ability / achievements and also personal qualities such as effort level. Additionally data can be produced from blanket assessments across faculties for particular year groups; or again with discretion of teachers to provide an assessment for their particular classes. Both rationales have merits and drawbacks to be considered before advancing with a particular methodology. Indeed at key stage 4, summative assessments are mainly produced by or with reference to qualifications being studied by pupils. Qualification boards provide the criteria to judge students objectively within cohorts studying the same qualification; however differences in qualification expectations are vast. There is great provision set aside for young people in an attempt to ensure every child can achieve, make a positive contribution and ultimately develop and become employed. Depending on demographics and catchment the provision made by the school will vary greatly. A more affluent catchment area consisting of employed families with a higher regard for education is more likely to encourage academic achievement and qualifications, such as triple award science and GCSE qualifications; providing a more academic qualification base instead of a more skills, practical base. From limited experience these differences have been apparent; with a more affluent lead school offering a wider ran ge of academic qualifications and GCSEs compared to a more deprived second school which provided a whole host of alternative qualifications such as BTEC, OCR National or applied GCSEs. Indeed this reflects engagement and choice from students but also shows the judgments which must be made by schools to match students to appropriate qualifications and assessments. Due to the nature of KS4 assessment teaching to the test is not an option. Skills based, practical qualifications often involve students producing evidence of meeting benchmark standards or gaining experience. The more academic qualifications ask questions in a variety of ways, including open questions, forcing students to understand their subjects. There is some discrepancy and controversy in data being produced at the end of key stage 4 due to GCSE equivalent qualifications. Schools currently use equivalents as a part of the data produced for Key stage 4 A-C grades; with many arguing that equivalents do not have the same rigour as GCSEs, an issue currently being reviewed at Government level by Professor Alison Wolf on behalf of the Department of Education. The data being produced at the end of key stage 4 via summative assessment plays a vital role in school performance. RAISEonline provides analysis of school and pupil performance data with aims of allowing school to better self evaluate, provide common data analysis for schools, LA, inspectors and school improvement partners and better support teaching and learning; it will enable schools to examine context, attainment and value added data explore hypotheses about pupil performance and moderate pupil targets (https://www.raiseonline.org/About.asp). The subjects mainly covered by RAISEonline are English, Maths and Science with some information on all GCSE subjects at the end of Key Stage 4. The document can provide a comparative of the school relative to national standards not only on attainment but also context and demographics. It is possible to see percentage of pupils on free school meals indicating deprivation, looked after children, percentage of pupils from ethnic backgrounds or that has Special Educational Needs status; all of which bring about varied challenges for schools. This allows schools to be put into to context in terms of pupils, catchment and demographics. Additionally prior attainment can be considered. Those schools with a higher than average number of pupils achieving a level 4 (on average) and a lower than average achieving a level 5 at the end of Key Stage 3 will find it more difficult to achieve a higher percentage of A-C grades (as with second school experience). This may result in more intervention being made for a larger number of students on C/D borderline to help increase attainment levels. RAISEonline uses an average point score (each level given an equivalent number to allow for statistical testing) to provide a picture of the attainment of pupils of all abilities. This can be used as mentioned above or it can be used to identify groups which may need more assistance e.g. a high score for GCSE points but low A-C points would suggest many students received qualifications for GCSE or equivalents but only managed 4 or less and not 5. This may suggest that middle ability students need to be extended further to achieve a C or that equal opportunities could be better promoted as other schools on average attain more C grades. At the lead school, average point score for English, Maths and Science is consistent with the national average however A*-C score is higher, this may suggest that middle ability students are focused on more for the core subjects with optional subjects being better resourced and focused to achieving higher grades. The final piece of RAISEonline data I will consider is the Contextual Vale Added (CVA) score. CVA is a prediction of attainment that accounts for pupil background, prior attainment, demographical or situational difficulties (as mentioned). If a school has a high CVA score (as with second school) it would suggest that the school is making very good progress with students, this may not be reflected in the average point score for A-C grades; but catchment area of pupils will limit that potential. If a school is very high in CVA it would suggest that the pupils are making more progress than predicted compared to national average. If this is not the case, further investigation can be complete to determine areas which need more attention and support to raise attainment, thus affecting the school development plan; an area which should continually evolve with the use of RAISEonline data. Over the next few months and years RAISEonline itself is likely to be adapted and evolved as current gove rnment reviews will change how schools and education is measured. The aforementioned Wolf Review will focus on vocational qualifications to determine which are sufficiently rigorous and useful to students and economic society. The recently released White Paper The Importance of Teaching is set to change how schools are measured; with an inclusion of Science to English and Maths as a floor target. The paper also outlines the importance of GCSEs and the movement away from vocational qualifications; rendering such vocational or alternative qualifications as obsolete and ineffectual. Within the exploration of summative assessment, there have been improvements in my knowledge of the range of assessments (Q12 appendix 2), which have incorporated the assessment requirements for those who I need to teach and their qualifications (Q11 appendix 1). The range is vast and importance must be placed on suiting the student to the qualification, considering rigour of qualification, strengths of the student and their aspirations. This is particularly important for student attainment and achievement and also school performance. Due too much of the data generated in summative assessment being used to provide data for statistical analysis (Q13 appendix 3); its importance must not be undervalued. Having accurate information on student ability, school context and issues can only serve as a benefit for teachers, a benefit which should be maximised. The information can be used coherently as part of the teaching and learning process, raising standards and levels of attainment. The second strand of assessment, Assessment For Learning (AFL), is very different to AOL. AFL is more concerned with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue, rather than assess the learning taken place Assessment Reform Group, 1999; 2002). The term formative assessment is commonly used in place of AFL being described by Bell and Cowie (2001) as assessment which is intended to enhance teaching and learning. An analogy of making soup describes the difference most clearly; when a soup is being prepared, the cook tastes the soup, adjusting amounts of ingredients and determining what needs to be added, this is formative assessment. When the soup is served and tasted by customer that is summative assessment (Guskey 2000, cited in Lund and Tannehill 2010 p86). AFL is usually an informal process, entrenched in all facets of teaching and learning (Black et al 2003). As figure 1 illustrates, formative assessment can be best described as an ongoing process that interlinks with other elements such as planning, teaching and learning (Casbon and Spackman, 2005) Figure 1. The plan-teach-learn-assess cycle (cited Bailey, 2001 p141) The cycle illustrated reflects the relentless approach needed by teachers to meet best practice. Assessment must be used in order for the teacher to glean understanding of ability and set appropriately challenging work. This clearly links to planning to organise such work, allowing effective teaching and progressive learning. As teachers glean this knowledge of the group, they often require baseline data to assist their own judgments. Diagnostic Assessment (DA) is often used; it involves teachers assessing pupils progress against a given criteria (a potentially summative task), allowing them to become informed about their next steps in planning for effective learning (a largely formative task). There is debate over DA forming a part of formative assessment, summative assessment or being an individual, separate entity. In my opinion, due to its very nature of ascertaining previous knowledge, strengths, weaknesses and skills to inform planning, it is a part of the assessment for learni ng process. Indeed the DA may be an overlapping area of the 2 strands of assessment; completed in a more summative or formative way, largely depending on teaching style and preference. Upon completion of DA, the continual cycle mentioned above will become an inherent focus for the teacher. As emphasised by ONeill Ockmore (2006), assessment should not be viewed as a separate entity, but rather an imbedded principle as the other elements are dependent on this to develop and progress effectively. Using the levels ascertained in summative or diagnostic assessment, the teacher can then enhance learning and future attainment. An influential paper by Black and Wiliam (1998) Inside The Black Box; raising standards through classroom assessment showed formative assessment to have a pivotal role in raising standards, particularly when students are actively involved in the assessment process; and the results of assessments are used to inform planning. This information is invaluable to teachers. As mentioned via the learning cycle assessment is vital to inform planning and thus facilitating effective teaching and learning. By incorporating students into the process, focusing o n quality of learning and feedback, educational and learning standards can be raised. Additionally, Black and Wiliam (1998) explored developmental areas for improvement; providing some indication of evidence to support particular improvements of formative assessment methodology; indicating that the process requires further developments. The Assessment Reform Group (ARG) attempted to provide such developments; as a follow up to Inside The Black Box, the ARG produced Assessment For Learning: Beyond The Black Box (1999) identifying five key factors in effective AFL: providing effective feedback to pupils; actively involving pupils in their own learning; adjusting teaching to take account of assessment results; recognise the influence of assessment on pupil motivation and self-esteem, both vital to learning considering the need for pupils to be able to assess themselves and to understand how to improve. In practice, for educators, the factors clearly allude to facilitating understanding of what good learning or work is to students; they can therefore identify their stage of learning, areas to develop and how to improve. The ARG (1999) also provided risk factors with regard to assessment, factors which undermine the AFL process and should be avoided, these include; having an emphasis on quantity and presentation rather than valuing quality of learning; lowering confidence / self-esteem by concentrating on judgements and thus not providing advice for improvement; providing feedback to serve managerial / social purposes rather than helping pupils learn more effectively; working without a sufficient understanding of pupil learning needs. Building on the ARGs work and their own work in developing formative assessment Black and Wiliam et al (2002) produced Working Inside The Black Box; Assessment For Learning In The Classroom; hoping to pick up where they had left off and further develop AFL pedagogy under four main headings: Questioning To develop educators questioning skills, asking pertinent questions, allowing thought and response time for students, having follow up activities that are meaningful, and finally, only asking questions for which the teacher requires information or that the students need to think about. These are fairly simple points and a concept which can be considered and introduced to teaching practice quickly and efficiently; improving teaching and learning with a fairly immediate effect. Peer and Self Assessment Criteria for evaluating learning must be shared with and be clear to pupils; thus facilitating a clear overview of the aims of the work and what it means to be completed successfully. Pupils should be taught the habits and skills of self and peer assessment so that students can keep in mind the aims of the work and assess progress as they proceed. This will hopefully allow pupils to develop learning in a unique way which cannot be achieved in any other way. Practically this means sharing learning objectives and outcomes of lessons and activities and making self and peer assessment a common process. Revisiting aims of learning and assessing success can then be used to guide learning both for the teacher and by the student, promoting independence. Feedback Through Marking Written tasks should encourage pupils to develop and show understanding of key features of the subject studied. Written feedback should identify areas of strength, improvement and how to make that improvement; additionally providing opportunity for the improvements to be made. And finally to be effective, feedback should stimulate thinking to take place. In an area often rushed, it is clearly invaluable for teachers to consider their comments. Providing effective feedback empowers the student and allows for independent improvement; indeed, opportunities for learners to make the improvements are vital. The effective feedback concept is one which can be closely linked to peer and self evaluation. Having a consistent approach with clear criteria, making assessment and feedback a habitual process, will assist all feedback to be thought about and considered by the learner. Formative Use Of Summative Tests Summative tests should be seen to be a positive part of the learning process. Pupils should be engaged in a reflective way of the work they have done to revise effectively. This may and should involve students setting and marking questions within given criteria, to help them understand how the assessment process works and ways to improve. This can be linked closely to peer and self assessment and effective feedback once again promoting self ownership to students. It is imperative that teachers consider the formative assessment process and apply principles effectively and frequently. Teaching and learning goes hand in hand emphatically underlying the need for an open, clear process, which involves the student to think and consider at every possible opportunity. At the lead school many different activities have been engaged as part of the formative assessment process; many of which reflect the aforementioned principles and features of AFL. There is however a clear scope for improvement; especially in providing a transparent criteria for students to understand in completing their work. This does not reflect coaching to the test as mentioned in summative assessment, more of an understanding of what is expected to classify excellent work and how expectations can be met. To improve practice it is important to habitually employ the features of good AFL technique; this will assist students in becoming very aware of the learning process and their own learning needs whilst allowing teachers to facilitate the learning to maximal effect and efficiency. Within my exploration of AFL there have been vast improvements to my pedagogy and practice of assessment. The formative assessment process has immense importance to ensure effective teaching and learning (Q12 appendix 2). The AFL process can encapsulate all other forms of assessment to make the purpose more beneficial to the student; enhancing the learning cycle and thus teaching and learning. Statistical data and national information (Q13 appendix 3) can be used to inform the AFL process; likewise AFL can be used to enhance the summative process. In my opinion, AFL is one the most important aspect of classroom practice. It will allow further knowledge of students and ability, both by the student themselves and the teacher; leading to better planning, teaching and learning. This can only better serve the student and facilitate improvements in attainment. An area for development at the lead and second school was the recording of AFL. Formative assessment can provide a far more holistic picture of a child, the learning journey and performance comparatively to summative assessment. It removes individualised responses to the test condition and pressure felt at the time. Additionally, recording the formative assessment process enables teacher reflections of the learning taken place; ensuring all range and content is covered whilst facilitating better planning and enhancing the active learning cycle. This is an area which has little focus but could play a vital part in best practice for teaching and learning. A particularly important area for me is to ensure improved links between the formative and summative process. The summative process must be used in a more engaged, learning centred way stimulating thought and encompassing more AFL ideology. Thus making the learning journey more meaningful and enjoyable for students; hopefully promoting confident, motivated, independent, life long learners; of which all reach their full potential. In conclusion, all forms of assessment have merits and advantages. It is however the skill and knowledge of the teacher, in selecting the best suited assessment for the task, student ability and aims of learning which is most vital. The assessment process for the student must be transparent and informed allowing for though and reflection thus facilitating higher standards and superior learning. Appendices Appendix 1 Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Appendix 2 Q12 Know a range of approaches to assessment, including the importance of formative assessment. Appendix 3 Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

Hindenburg :: World War II History

Hindenburg Was the "Hindenburg disaster" a result of sabotage committed by the opponents of the Nazi organization? Did a bolt of lightning strike the zeppelin? Or was one of the most devastating accidents in aviation history nothing but a cunningly planned insurance fraud? Over 60 years ago, airships were the "queens of the skies." In the early 1900s, a stubborn, yet brilliant German count, Count Ferdinand von Zeppelin, took keen interest in balloon flights and was devoted to the design and construction of airships. At first, he had many difficulties and setbacks but soon his airships were able to accommodate passengers as well. This lighter-than-air vehicle will later be known as a zeppelin. Blimps and zeppelins were very different. For example, blimps did not have an internal frame; whereas the zeppelin had a "skeleton" which supported the gas bags. During the first World War, German zeppelins were used to bomb London from the air. Thus, they earned the name of "monsters of the purple twilight." Although their bombs damaged English cities, the zeppelins would often fly off course, miss their targets or be shot down by British planes. By the end of the war, so many German zeppelins have been lost that these high altitude warships were declared useless as war machines. To boost spirit, the Germans even made a song for it. Of course, I can't read German so I'll just read off the translation: Zeppelin, flieg, Hilf uns im krieg, Flieg nach England, England wird abgebrannt, Zeppelin, flieg. Zeppelin, fly, Help us win the war, Fly against England, England will be burned, Zeppelin, fly. The Hindenburg, also known as LZ-129, was one of Nazi Germany's finest airships and was the first airship to provide air service across the Atlantic. In fact, it is the largest and most luxurious zeppelin ever built. It represented the greatness of the Third Reich and its leader, Hitler. Construction began in autumn of 1931 but the Zeppelin Company ran out of money for the huge project and stopped. Hitler became the Chancellor of Germany in 1933 and quickly realized that a giant airship could be used to spread the propaganda of the new government so the Nazis provided money and quickly took control of Zeppelin Company. The Hindenburg was complete in 1936 and flew with the Olympic rings painted on its sides that year in honor of the Olympic games in Berlin.

Leadership Theory

BA365 Leadership Theory Mid Term Paper For this paper I decide to look at four of the leadership theories. The ones I chose are Trait, Contingency, Situational, and Behavioral. I will talk about the definitions of those four theories. Also I will discuss the overviews of the four theories including positives and negativities of each. Leadership Theories There is a wide and ever growing variety of theories to explain the concept and practice of leadership; to me leadership is a dynamic and complex process.Per our text book leadership is an influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes. (Daft, 2011) The theories that I will talk about simplify leadership into different theories. The first I will talk about is the Trait Theory. Trait theory assumes that people inherit certain qualities and traits that make them better suited to leadership. (Cherry, 2012) Also Trait theories often identify particular personality or behavioral characteristics shared by leaders. Cherry, 2012) Per our text book traits are the distinguishing personal characteristics of a leader, such as intelligence, honesty, self confidence, and appearance. (Daft, 2011) Contingency Theories of leadership focus on particular variables related to the environment that might determine which particular style of leadership is best suited for the situation. (Cherry, 2012) Success with this theory depends upon a number of variables and qualities of the followers and aspects of the situation. (Cherry, 2012) Situational Theories propose that leaders choose the best course of action based upon situational variables. Cherry, 2012) Per our book the Hersey and Blanchard’s extension of the leadership grid focusing on the characteristics of followers as the important element of the situation, and consequently, of determining effective leader behavior. (Daft, 2011) Behavioral theories leadership is based upon the belief that great lead ers are made, not born. This leadership theory focuses on the actions of leaders not on mental qualities or internal states. According to this theory, people can learn to become leaders through teaching and observation. Cherry, 2012) Trait Theory The trait model of leadership is based on the characteristics of many leaders both successful and unsuccessful and is used to predict leadership effectiveness. (Daft, 2011) The resulting lists of traits are then compared to those of potential leaders to assess their likelihood of success or failure. Scholars taking the trait approach attempted to identify physiological, demographic, personality, intellective, task-related, and social characteristics with leader emergence and leader effectiveness. â€Å"Trait Theory of Leadership†, 2012) Among the core traits identified are: achievement drive, leadership motivation, honesty and integrity, self-confidence, cognitive ability, knowledge of business, emotional maturity, charisma, creativi ty and flexibility. (â€Å"Trait Theory of Leadership†, 2012) Strengths of Trait Theory include: it’s naturally pleasing, and it gives a detailed knowledge and understanding of the leader element in the leadership process. (â€Å"Trait Theory of Leadership†, 2012) There are some limitations of the Trait Theory.They include: subjective judgment in determining who is regarded as a good or successful leader and the list of possible traits tends to be very long. (â€Å"Trait Theory of Leadership†, 2012) Contingency Theory In contingency theory of leadership, the success of the leader is a function of various contingencies in the form of subordinate, task, and/or group variables. (Daft, 2011) Fiedler’s contingency theory is the earliest and most extensively researched.Fiedler’s approach departs from trait and behavioral models by asserting that group performance is contingent on the leader’s psychological orientation and on three contextua l variables: group atmosphere, task structure, and leader’s power position. (â€Å"Contingency Theory of Leadership†, 2012) Fielder came up with his approach to leadership after realizing that leaders could function well if they changed their styles to suit the situation at hand. (Smith, 2012) According to Fiedler, leadership style may be defined as the way leaders and employees interact with one another. Smith, 2012) It should be noted that Fielder's theory does not cover all the possible factors affecting leadership. Some leaders may be more effective if they undergo training or gain experience on the job. Such factors have not been accounted for by the contingency theory. (Smith, 2012) Fielder was trying to say that leaders are not just successful or unsuccessful. Leaders can either be effective in certain situations and not all of them. Therefore, all individuals can become leaders if they choose the most appropriate situation to apply their leadership styles. Smit h, 2012) Additionally, it is possible to make a leader more effective by altering the following; position power, task structure and leader member relationships. Situational Theory The Situational Leadership Theory was developed by Paul Hersey and Ken Blanchard. The model shows that leadership of employees must be adapted to the skills and job maturity of the individual employee. (â€Å"What is the Situational†, 2010) The situational leadership style includes four leadership’s styles.They include telling, selling, participating and delegating. Also the situational theory includes four maturity levels. They include: M1, M2, M3 and M4. Telling is characterized by a strong leader categorizing roles for the employees, and who conducts his leadership with one-way communication. This leadership style is very autocratic, and is based upon followers being told what to do. (â€Å"What is the Situational†, 2010) Selling is characterized by a strong leader providing directi on, but there is more communication with followers.Leaders are trying to sell their messages to the followers, so that the followers understand the importance of their duties, and understand why different processes are important for the organization. (â€Å"What is the Situational†, 2010) Participating is characterized by two-way communication and shared decision making. Leaders include followers in job related aspects and in how task are to be accomplished. (â€Å"What is the Situational†, 2010) And Delegating is characterized by a leader leaving much of the decision making power to the followers.Leaders are still monitoring progress, but are not as heavily involved in decision making processes. (â€Å"What is the Situational†, 2010) The maturity level M1 is followers with this level of maturity lack knowledge, skills, or confidence to work on their own. They often need to be directed and supervised before they take on tasks. (â€Å"What is the Situationalâ₠¬ , 2010) Maturity level M2 is followers in this category are still unable to take independent responsibility for tasks, but they are generally willing to work at the task. â€Å"What is the Situational†, 2010) Maturity level M3 are followers in this category are very experienced and able to perform the task at hand satisfactorily. And they do not have the confidence to take on sole responsibility for task accomplishment. (â€Å"What is the Situational†, 2010) With Maturity level M4, followers are experienced, and believe that they are able to perform well. They are not only able and willing to perform their tasks, but are also willing to take on independent responsibility for the accomplishment of tasks.By using the situational leadership model, leaders honor the different needs of individuals, leaders may increase the learning curve of followers, and get a more skilled and motivated workforce in return. (â€Å"What is the Situational†, 2010) Behavioral Theory Behavioral approach does not focus on the internal states or mental qualities of the leaders. Based on this theory, a person can learn to be a leader through observation and teaching. This theory believed that the environment is a big factor of how a leader behaves. Most behaviorists assume that in order to understand the behavior of the leaders must be observed.Every behavior can be observed and monitored through the responses in every stimulus. The behavioral theory also assumes that the qualities of a leader are developed, and everyone starts with a clean slate. It is believed that the qualities of a leader are formed based also on the environmental factors. (â€Å"Behavioral Approach†, 2012) Conclusion So in conclusion I discussed in this paper four of the Leadership theories that we have learned about in this class. I went through and defined Trait, Contingency, Situational, and Behavioral theories.I also discussed the overviews of the four theories including positives and negativities of each theory. References Behavioral Approach. (2012). Retrieved September 20, 2012 from http://qualities-of-a-leader. com/behavioral-approach/ Cherry, K (2012). Leadership Theories – 8 Major Leadership Theories. Retrieved September 20, 2012 from http://psychology. about. com/od/leadership/p/leadtheories. htm Contingency Theory of Leadership (2012). Retrieved September 20, 2012 from http://www. utwente. nl/cw/theorieenoverzicht/Theory%20clusters/Organizational%20Communication/Contingency_Theories. doc/ Daft, R. L. (2011). The Leadership Leadership Theory BA365 Leadership Theory Mid Term Paper For this paper I decide to look at four of the leadership theories. The ones I chose are Trait, Contingency, Situational, and Behavioral. I will talk about the definitions of those four theories. Also I will discuss the overviews of the four theories including positives and negativities of each. Leadership Theories There is a wide and ever growing variety of theories to explain the concept and practice of leadership; to me leadership is a dynamic and complex process.Per our text book leadership is an influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes. (Daft, 2011) The theories that I will talk about simplify leadership into different theories. The first I will talk about is the Trait Theory. Trait theory assumes that people inherit certain qualities and traits that make them better suited to leadership. (Cherry, 2012) Also Trait theories often identify particular personality or behavioral characteristics shared by leaders. Cherry, 2012) Per our text book traits are the distinguishing personal characteristics of a leader, such as intelligence, honesty, self confidence, and appearance. (Daft, 2011) Contingency Theories of leadership focus on particular variables related to the environment that might determine which particular style of leadership is best suited for the situation. (Cherry, 2012) Success with this theory depends upon a number of variables and qualities of the followers and aspects of the situation. (Cherry, 2012) Situational Theories propose that leaders choose the best course of action based upon situational variables. Cherry, 2012) Per our book the Hersey and Blanchard’s extension of the leadership grid focusing on the characteristics of followers as the important element of the situation, and consequently, of determining effective leader behavior. (Daft, 2011) Behavioral theories leadership is based upon the belief that great lead ers are made, not born. This leadership theory focuses on the actions of leaders not on mental qualities or internal states. According to this theory, people can learn to become leaders through teaching and observation. Cherry, 2012) Trait Theory The trait model of leadership is based on the characteristics of many leaders both successful and unsuccessful and is used to predict leadership effectiveness. (Daft, 2011) The resulting lists of traits are then compared to those of potential leaders to assess their likelihood of success or failure. Scholars taking the trait approach attempted to identify physiological, demographic, personality, intellective, task-related, and social characteristics with leader emergence and leader effectiveness. â€Å"Trait Theory of Leadership†, 2012) Among the core traits identified are: achievement drive, leadership motivation, honesty and integrity, self-confidence, cognitive ability, knowledge of business, emotional maturity, charisma, creativi ty and flexibility. (â€Å"Trait Theory of Leadership†, 2012) Strengths of Trait Theory include: it’s naturally pleasing, and it gives a detailed knowledge and understanding of the leader element in the leadership process. (â€Å"Trait Theory of Leadership†, 2012) There are some limitations of the Trait Theory.They include: subjective judgment in determining who is regarded as a good or successful leader and the list of possible traits tends to be very long. (â€Å"Trait Theory of Leadership†, 2012) Contingency Theory In contingency theory of leadership, the success of the leader is a function of various contingencies in the form of subordinate, task, and/or group variables. (Daft, 2011) Fiedler’s contingency theory is the earliest and most extensively researched.Fiedler’s approach departs from trait and behavioral models by asserting that group performance is contingent on the leader’s psychological orientation and on three contextua l variables: group atmosphere, task structure, and leader’s power position. (â€Å"Contingency Theory of Leadership†, 2012) Fielder came up with his approach to leadership after realizing that leaders could function well if they changed their styles to suit the situation at hand. (Smith, 2012) According to Fiedler, leadership style may be defined as the way leaders and employees interact with one another. Smith, 2012) It should be noted that Fielder's theory does not cover all the possible factors affecting leadership. Some leaders may be more effective if they undergo training or gain experience on the job. Such factors have not been accounted for by the contingency theory. (Smith, 2012) Fielder was trying to say that leaders are not just successful or unsuccessful. Leaders can either be effective in certain situations and not all of them. Therefore, all individuals can become leaders if they choose the most appropriate situation to apply their leadership styles. Smit h, 2012) Additionally, it is possible to make a leader more effective by altering the following; position power, task structure and leader member relationships. Situational Theory The Situational Leadership Theory was developed by Paul Hersey and Ken Blanchard. The model shows that leadership of employees must be adapted to the skills and job maturity of the individual employee. (â€Å"What is the Situational†, 2010) The situational leadership style includes four leadership’s styles.They include telling, selling, participating and delegating. Also the situational theory includes four maturity levels. They include: M1, M2, M3 and M4. Telling is characterized by a strong leader categorizing roles for the employees, and who conducts his leadership with one-way communication. This leadership style is very autocratic, and is based upon followers being told what to do. (â€Å"What is the Situational†, 2010) Selling is characterized by a strong leader providing directi on, but there is more communication with followers.Leaders are trying to sell their messages to the followers, so that the followers understand the importance of their duties, and understand why different processes are important for the organization. (â€Å"What is the Situational†, 2010) Participating is characterized by two-way communication and shared decision making. Leaders include followers in job related aspects and in how task are to be accomplished. (â€Å"What is the Situational†, 2010) And Delegating is characterized by a leader leaving much of the decision making power to the followers.Leaders are still monitoring progress, but are not as heavily involved in decision making processes. (â€Å"What is the Situational†, 2010) The maturity level M1 is followers with this level of maturity lack knowledge, skills, or confidence to work on their own. They often need to be directed and supervised before they take on tasks. (â€Å"What is the Situationalâ₠¬ , 2010) Maturity level M2 is followers in this category are still unable to take independent responsibility for tasks, but they are generally willing to work at the task. â€Å"What is the Situational†, 2010) Maturity level M3 are followers in this category are very experienced and able to perform the task at hand satisfactorily. And they do not have the confidence to take on sole responsibility for task accomplishment. (â€Å"What is the Situational†, 2010) With Maturity level M4, followers are experienced, and believe that they are able to perform well. They are not only able and willing to perform their tasks, but are also willing to take on independent responsibility for the accomplishment of tasks.By using the situational leadership model, leaders honor the different needs of individuals, leaders may increase the learning curve of followers, and get a more skilled and motivated workforce in return. (â€Å"What is the Situational†, 2010) Behavioral Theory Behavioral approach does not focus on the internal states or mental qualities of the leaders. Based on this theory, a person can learn to be a leader through observation and teaching. This theory believed that the environment is a big factor of how a leader behaves. Most behaviorists assume that in order to understand the behavior of the leaders must be observed.Every behavior can be observed and monitored through the responses in every stimulus. The behavioral theory also assumes that the qualities of a leader are developed, and everyone starts with a clean slate. It is believed that the qualities of a leader are formed based also on the environmental factors. (â€Å"Behavioral Approach†, 2012) Conclusion So in conclusion I discussed in this paper four of the Leadership theories that we have learned about in this class. I went through and defined Trait, Contingency, Situational, and Behavioral theories.I also discussed the overviews of the four theories including positives and negativities of each theory. References Behavioral Approach. (2012). Retrieved September 20, 2012 from http://qualities-of-a-leader. com/behavioral-approach/ Cherry, K (2012). Leadership Theories – 8 Major Leadership Theories. Retrieved September 20, 2012 from http://psychology. about. com/od/leadership/p/leadtheories. htm Contingency Theory of Leadership (2012). Retrieved September 20, 2012 from http://www. utwente. nl/cw/theorieenoverzicht/Theory%20clusters/Organizational%20Communication/Contingency_Theories. doc/ Daft, R. L. (2011). The Leadership