Traits of Effective Management

Question: Examine about the Traits of Effective Management. Answer: Presentation: The administrative lattice or the initiative network proposed by Robert Blake and Jane Mouton calls attention to one huge viewpoint that one authority style isn't best in all circumstances. Subsequent to dissecting the administrative framework hypothesis of authority I can altogether evaluate that it is the most ideal approach to build up the aptitudes that is absent and address the issues of the individuals to move superb execution. Assessing the administrative lattice I can explicitly learn that it depends on two conduct measurements (Belasen and Frank, 2008). Right off the bat, it is a degree by which a group chief considers colleagues needs, regions of self-awareness and interests while concluding how to finish a significant undertaking. Also, the lattice has given me to comprehend the level of authoritative proficiency, solid targets and high profitability that will suit for culmination of an assignment. Dissecting the administrative lattice hypothesis, the five authority styles have given me a productive feature of every one of the five depicted styles of initiative. Right off the bat the ruined administration has productively featured that it is the most inadequate style of authority as the outcomes are low from low effectiveness individuals. In this framework the activity is finished by little interests. This framework is unsuitable in spurring the group condition and the outcomes are not in the least sufficient for example disharmony, complication and disappointment (Bernardin and Alvares, 2006). Besides, the create or die the executives which is otherwise called the position consistence or the tyrant style of authority. In this style the supervisors in control is dictatorial and works through huge guidelines, strategies and techniques and find out that discipline must be accommodated propelling the colleagues in a viable manner. The whole style of administration can give great c reation at first however will in general low the inspiration and camaraderie which influences the exhibition of the individuals which productively prompts a battle for the pioneers to hold the quality entertainers. The Theory X and Theory Y approach gives a key investigation about the authority style. In this style the outcomes are high however the workers are low because of inadequate inspirational quality. The following administration style known as widely appealing administration style, otherwise called business as usual productively determines medium outcomes by means of medium individuals (Brightford, 2006). This procedure isn't as viable in light of the fact that nonstop trade off neglects to convey superior which brings about neglecting to address the issues of the individuals. In many situations this style of initiative conveys unremarkable presentation. The Country Club Management otherwise called the pleasing style of authority is generally worried about the necessities an d sentiments of the colleagues. This prompts the workplace being loosened up that bring about enduring of profitability as there is an absence of control and heading. This style of authority conveys low outcomes by means of high individuals. The best and most predictable initiative style is the Team Management style which brings about high creation by means of high individuals. In group the board the pioneer mirrors the energy for the activity and furthermore determines whatever best should be possible for the kindred workers (Christman, 2012). This empowers to submit and be committed to the objectives, crucial vision of the association and furthermore propels the workers and individuals to extend for conveying productive outcomes. In this administration style the group administrators assumes the most critical job in organizing both the individuals just as the association needs. This empowers the colleagues to commit themselves to comprehend the motivation behind the association and decide the requirements of creation. Assessing the key possibilities of Robert Blake and Jane Mouton administration framework I productively comprehended that it gives an applied assessment of the key possibilities that are expected to build up the aptitudes in initiative style. The initiative lattice has been a significant contrast that has assisted with applying the ideas throughout my life and has helped the individual authority attributes. The best initiative style which has been the most effective in building up my administration quality is the group the executives authority style (Kirkpatrick and Locke, 2011). Being a manager in my association the group the board style of authority has given me a critical investigation about the approaches to oversee groups at a corporate level that would establish a connection with the representatives by which the association will be emphatically affected. The whole hypothesis of administration framework has upgraded my own quality by the utilization of group the executives style of authority that has empowered me to convey extraordinary outcomes and furthermore train the workers to be regarded, enabled and focused on accomplishing the targets and objectives of the association. Actualizing the group the board style of authority has not just helped me to procure the essential thoughts of administration yet it has likewise supported the creation unit of the association and has made a noteworthy decency by which the association has had the option to play out the business tasks in an engaged culture and condition (Lidh, 2013). The hypothesis of X and Y has unequivocally affected me to be submitted towards the associations stake that would empower to have a huge achievement rate and make a domain that would be founded on regard and trust. This execution has additionally prompted inspiration of the workers, high fulfillment of the representatives giving noteworthy outcomes. Being a group director the appropriation of Theory Y approach on inspiration has productiv ely empowered me to distinguish the administration conduct that depend on different ways about the administration and creation direction and collaboration of workers with one another. The administrative lattice executions has helped in arranging the arrangement of groups for each office and assessing the accessible assets, required assets and securing them at whatever point required. By and large the whole hypothesis of group the board has given me to have a basic assessment of the whole model and make huge modification for the effective usage (Nichols, 2016). The whole hypothesis proposed by Robert Blake and Jane Mouton has made me comprehended the key parts of administration attributes that has empowered me to build up the key abilities which was going about as a significant disadvantage in my initiative and individual characteristic. This has empowered to be increasingly explicit and center more around directions to support the representatives and association both (Senior, 2006). References Belasen, A. furthermore, Frank, N. (2008). Contending values administration: quadrant jobs and character traits.Leadership Organization Development Journal, 29(2), pp.127-143. Bernardin, H. furthermore, Alvares, K. (2006). The Managerial Grid as a Predictor of Conflict Resolution Method and Managerial Effectiveness.Administrative Science Quarterly, 21(1), p.84. Brightford, E. (2006). The Managerial Grid.Australian Psychologist, 1(2), pp.106-115. Christman, L. (2012). Lattice Approaches for Managerial Leadership.Nursing Administration Quarterly, 6(3), p.86. Kirkpatrick, S. furthermore, Locke, E. (2011). Administration: do attributes matter?.Executive, 5(2), pp.48-60. Lidh, C. (2013). Fundamental Traits of Effective Management.Leadership Manage. Eng., 13(4), pp.249-253. Nichols, A. (2016). What do individuals want in their pioneers? The impact of initiative experience on wanted administration traits.Leadership Organization Development Journal, 37(5), pp.658-671. Senior, B. (2006). Group execution: utilizing repertory lattice strategy to increase a view from the inside.Journal of Managerial Psychology, 11(3), pp.26-32.

Pirate Ships - History and Culture

Privateer Ships - History and Culture During the supposed Golden Age of robbery (around 1700-1725), a huge number of privateers threatened transportation paths everywhere throughout the world, especially in the Atlantic and Indian Oceans. These merciless men (and ladies) required great boats to have the option to run down their prey and break from privateer trackers and naval force vessels. Where did they get their boats, and what made for a decent privateer make? What Was a Pirate Ship? In one sense, there was nothing of the sort as a â€Å"pirate† transport. There was no shipyard where privateers could proceed to commission and pay for a privateer boat to their details. A privateer transport is characterized as any vessel whose mariners and group are occupied with theft. In this way, anything from a pontoon or kayak to an enormous frigate or warship could be viewed as a privateer vessel. Privateers could and used extremely little pontoons, even canoesâ when nothing else was within reach. Where Did Pirates Get Their Ships? Since nobody was making ships only for robbery, privateers needed to some way or another catch existing boats. A few privateers were crew members on board maritime or trader vessels who took over by uprising: George Lowther and Henry Avery were two notable privateer commanders who did as such. Most privateers essentially exchanged boats when they caught one that was more fit for sailing than the one they had been utilizing. Some of the time fearless privateers could take ships: Calico Jack Rackham was cornered by Spanish gunships one night when he and his men paddled over to a sloop the Spanish had caught. Toward the beginning of the day, he cruised away in the sloop while the Spanish warships shot up his old boat, despite everything moored in the harbor. What Would Pirates Do With a New Ship? At the point when privateers got another boat, by taking one or by trading their current boat out for a superior one having a place with their casualties, they generally rolled out certain improvements. They would mount the same number of guns on the new boat as they could without essentially easing back her down. Six guns or so was the base that privateers jumped at the chance to have ready. The privateers generally changed the gear or ship’s structure with the goal that the boat would cruise quicker. Payload spaces were changed over into living or dozing quarters, as privateer sends as a rule had more men (and less load) installed than vendors vessels. What Did Pirates Look for in a Ship? A decent privateer transport required three things: it should have been secure, quick, and very much furnished. Stable boats were particularly vital for the Caribbean, where decimating tropical storms are a yearly event. Since the best ports and harbors were generally untouchable to privateers, they frequently needed to brave tempests adrift. Speed was significant: in the event that they couldn't run down their prey, they could catch nothing. It was additionally important to surpass privateer trackers and naval force ships. They should have been all around outfitted so as to win battles. Blackbeard, Sam Bellamy, and Black Bart Roberts had monstrous gunboats and were fruitful. Littler sloops had points of interest too, be that as it may. They were snappy and could enter shallow bays to avoid searchers and sidestep interest. It was likewise important to pitch delivers every now and then. This is the point at which the boats were deliberately stranded with the goal that the privateers could clean the structures. This was anything but difficult to do with littler ships yet a genuine task with bigger ones. Acclaimed Pirate Ships <img information srcset=https://www.thoughtco.com/thmb/d5j6kbbyN1eJtfg65oLGQ0uQcFg=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-51097428-5c51c07146e0fb00014a2f71.jpg 300w, https://www.thoughtco.com/thmb/XAerCwn9kYKZoUz6W3eDTAgZcc0=/597x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-51097428-5c51c07146e0fb00014a2f71.jpg 597w, https://www.thoughtco.com/thmb/29yFStr_rzMBKtiwTPus32srYgw=/894x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-51097428-5c51c07146e0fb00014a2f71.jpg 894w, https://www.thoughtco.com/thmb/pL-Fs-jR4YuktaFFhnOpRE5nvB4=/1489x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-51097428-5c51c07146e0fb00014a2f71.jpg 1489w information src=https://www.thoughtco.com/thmb/x8lig8MIz2v50t-LOt6Zpe6E-FA=/1489x1181/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-51097428-5c51c07146e0fb00014a2f71.jpg src=//:0 alt=Model Of Queen Ann's Revenge class=lazyload information click-tracked=true information img-lightbox=true information expand=300 id=mntl-sc-square image_1-0-21 information following container=true /> Model Of Queen Anns Revenge Blackbeard The Pirates Flagship On Display At The Maritime Research. John Pinedaâ /Getty Images 1. Blackbeards Queen Annes Revenge In November of 1717, Blackbeard caught La Concorde, a gigantic French slaving transport. He renamed her Queen Annes Revenge and refitted her, mounting 40 guns ready. The Queen Annes Revenge was one of the most remarkable ships around at that point and could go head to head with any British warship. The boat steered into the rocks (some state Blackbeard did it purposefully) in 1718 and sank. Specialists accept they have discovered it in the waters off of North Carolina. A few things, for example, a stay, chime, and spoon have been found and are shown in historical centers. <img information srcset=https://www.thoughtco.com/thmb/HmIsYntpMmwoWfQnP3zZz4mpzGc=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-173358489-5c51c2ddc9e77c0001d7be0b.jpg 300w, https://www.thoughtco.com/thmb/ZUd8_oAKG8Ob0GF39OB8tdFeCQ0=/608x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-173358489-5c51c2ddc9e77c0001d7be0b.jpg 608w, https://www.thoughtco.com/thmb/0UzkZmezCyg9Soq8rGwjys0apOI=/916x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-173358489-5c51c2ddc9e77c0001d7be0b.jpg 916w, https://www.thoughtco.com/thmb/01VbERca_7nag29jm20vgn0YXhg=/1533x0/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-173358489-5c51c2ddc9e77c0001d7be0b.jpg 1533w information src=https://www.thoughtco.com/thmb/J5yCwc6FxNDPQq9lQUWC32IMpnI=/1533x1135/filters:no_upscale():max_bytes(150000):strip_icc()/GettyImages-173358489-5c51c2ddc9e77c0001d7be0b.jpg src=//:0 alt=Captain Bartholomew Roberts, etching. class=lazyload information click-tracked=true information img-lightbox=true information expand=300 id=mntl-sc-square image_1-0-25 information following container=true /> Commander Bartholomew Roberts, etching. Culture Club/Getty Images 2. Bartholomew Roberts Royal Fortune A large portion of Roberts leaders were named Royal Fortune, so once in a while the authentic record gets a touch of confounding. The biggest was a previous French battleship that the privateer had refitted with 40 guns and kept an eye on by 157 men. Roberts was on board this boat during his portentous last fight in February of 1722 3. Sam Bellamys Whydah The Whydah was a gigantic trader transport caught by Bellamy on her first trip in 1717. The privateer altered her, mounting 26 guns ready. She was wrecked off of Cape Cod not long after she was taken, be that as it may, so Bellamy didn't do a lot of harm with his new boat. The disaster area has been found, and specialists have discovered some exceptionally fascinating things which have permitted them to get familiar with privateer history and culture. Sources Cawthorne, Nigel. A History of Pirates: Blood and Thunder on the High Seas. Edison: Chartwell Books, 2005. Cordingly, David. New York: Random House Trade Paperbacks, 1996 Defoe, Daniel (Captain Charles Johnson). A General History of the Pyrates. Altered by Manuel Schonhorn. Mineola: Dover Publications, 1972/1999. Konstam, Angus. The Pirate Ship 1660-1730. New Vanguard, First Edition version, Osprey Publishing, June 20, 2003. Konstam, Angus. The World Atlas of Pirates. Guilford: the Lyons Press, 2009 Woodard, Colin. The Republic of Pirates: Being the True and Surprising Story of the Caribbean Pirates and the Man Who Brought Them Down. Sailor Books, 2008.

Reading Pathway Oliver Sacks

Reading Pathway Oliver Sacks In January of this year, neurologist and author Oliver Sacks was diagnosed with terminal cancer. He died on August 30th. Gratitude  (2015) puts together Sacks’ final four essays, all originally published in the New York Times, in a beautiful, poignant tribute to his legacy. The first of the essays was written in 2013, before his terminal diagnosis, and the final three were written after. All four deal with the subjects of aging, disease, reflection, and death with Sacks’ signature sharpness and humanity. Sacks was born in England in 1933, received his medical degree from The Queen’s College, and then moved to the United States. He lived first in California and then moved to New York City in 1965 and remained there for most of his life. He is the author of thirteen books that deal with a wide range of subject matter; mostly relating to the patients he interacted with over the course of his career as a neurologist. The New York Times called Sacks a “poet laureate of contemporary medicine.” In the introduction to his book The Man Who Mistook His Wife for a Hat and Other Clinical Tales, Sacks discusses his own approach to writing about his patients that I think sums up perfectly what is so great about his books: I feel myself a naturalist and a physician both; and that I am equally interested in diseases and people; perhaps, too, that I am equally, if inadequately, a theorist and a dramatist, am equally drawn to the scientific and the romantic, and continually see both in the human condition…” Sacks flawlessly blends the personal and the human with the medical. When reading his books you get a palpable sense of the man’s huge capacity for both scientific curiosity and for empathy. Sacks clearly loves the brain and the patient in equal measure which makes for medical writing that is rich with love, excitement, and compassion. As with any author with a large body of works that spans many years, it can be hard to know where to begin. Here is what I suggest: Start with Hallucinations (2012): For many people, when they hear the term “hallucinations” they automatically think: crazy, schizophrenia, insanity. What makes this book so interesting is that Sacks writes about hallucinations that do not fit this stereotype. Hallucinations are much more common than most people realize and Sacks catalogues and explores an extensive list of causes including sensory/sleep deprivation, injury, disease, epilepsy, dementia, fevers, migraines, intoxication, grief, and loss of vision, hearing, or smell. I suggest that you start with this book because it is the perfect storm of everything that is great about the writing of Oliver Sacks: fascinating, compassionate case histories of patients with a huge range of clinical presentations of hallucinations, thoughtful discussion of the role that hallucinations have played in our culture and throughout history, reflections on what hallucinations teach us about the workings of the brain, and deeply personal acc ounts of Sacks’ own history with drugs and hallucinations. Next, particularly if you liked how Sacks used the subject of hallucinations to teach about the brain and about human nature, read Musicophilia: Tales of Music and the Brain (2007): In this book Sacks explores the brain through the lens of music with his signature combination of storytelling and science. Sacks explores the unique, powerful connection between music and the human brain from a man who is struck by lightning and is seized suddenly with an obsession with playing the piano, to patients who hallucinate music, to people with perfect pitch, to the success of music therapy, to the way that songs get “stuck in your head.” Next, particularly if you are most interested in the case studies in the previous books, read The Man Who Mistook His Wife for a Hat and Other Clinical Tales (1985): This collection of case histories is probably Sacks’ best known book. The term “clinical tales” is a great way to sum up this book because each chapter literally tells the story of a patient struggling with a neurological disorder. The stories are all at once tragic, bizarre, and captivating, and, from the man who left Sacks’ office and tried to pick up his wife’s head and put it on as a hat, to the twins who could instantly tell you what day of the week any date in the next sixty thousand years would fall on, to an elderly man who thinks he is still a teenager in 1945, they are all told with sensitivity and insight. Be warned that, as it was written in 1985, some of the language is a little outdated. Next read the book that inspired the movie with Robert DeNiro and Robin Williams, Awakenings (1973): In the mid-1960s while working at Beth Abraham Hospital, Dr. Sacks prescribed a group of post-encephalitic patients L-DOPA, and the results were striking. Suddenly, patients who hadn’t moved in decades awoke and began to talk and walk. However, the “miracle” was not as simple as at first believed, and many patients began to suffer serious and unpredictable side effects. This book is the story of the individual patients who Sacks treated with the drug. The book is thrilling and nuanced, and, as always, patient-focused and full of humanity. Now that you are completely in love with Oliver Sacks, read On The Move: A Life (2015): Published in April of this year, this is Sacks’ autobiography and it is truly incredible in its depth and honesty. Oliver Sacks was so many things at once: a doctor, a writer, a lover of motorcycles and music and weightlifting, a man who was in many respects shy but who conducted deep, passionate friendships, and a person of such absolute energy and brilliance and love. I could not get enough of this book. Sacks’ autobiography is written with candor and humor and is a must-read for any fans of his work. Sign up for True Story to receive nonfiction news, new releases, and must-read forthcoming titles. Thank you for signing up! Keep an eye on your inbox.

John Dewey Essay - 1595 Words

John Dewey was one of the greatest minds in history. A philosopher, his concern was democracy and its ideals. A thinker about the problems in education. A prominent voice in America, commanding the admiration of those who agreed with his views, and respect for his mind even from those who did not. The man: John Dewey, an American philosopher. Dewey’s pedagogy was one with three distinctive traits: it was democratic in that it called for pluralism. It was a follower of the scientific method in that it was a systemic approach at solving problems and forming judgments, both practical and moral. It prized directed experience as an ongoing process of means as ends and ends as means. These three traits of Dewey’s philosophy are tied to all†¦show more content†¦For Dewey, schools were responsible for developing democratic dispositions and tools: acute social awareness; critical assessments of existing social institutions; skepticism; voluntary cooperation. In the end, the best tool for democracy, which was highly democratic in Dewey’s view, was the scientific method. Dewey saw in democracy, aided with these tools of enlightenment, the social structure most capable of growing, progressing, in an ethical and humane way. He wrote, â€Å"As a society becomes more enlightened, it realizes that it is res ponsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is the chief agency for the accomplishment of this end† (DE, 20). The school was for much of Dewey’s life the primary source of progress in a dynamic democracy. Because Dewey’s faith in democracy was so strong, and because he was not so optimistic to think that people would always and naturally make good decisions, he was compelled to put education high on his list of social priorities. Dewey felt that it was essential that the public be enlightened with knowledge; moreover, Dewey laid more emphasis on judgment than the mere accumulation of facts: people were to have the best method of forming good judgments. That method was the scientific method. Pointing out that â€Å"emotions andShow MoreRelatedWilliam James And John Dewey930 Words   |  4 PagesWilliam James, and John Dewey are well-known for their contributions to early psychology. Both were highly influential in the transition from mental philosophy to scientific psychology. This transition involved moving from a narrow focus of consciousness structure to the psychological study of the purpose, and processes of human functioning. These psychologists used their own reflections to attempt the separation of conscious experience into elements. James conceived a more practical, and dynamicRead MoreEducational Philosophy of John Dewey Essay702 Words   |  3 PagesThe Educational Philosophy of John Dewey John Dewey is known as leader of the progressive movement in the history of the American education system and his book, Democracy and Education: an introduction to the philosophy of education, could be used as a textbook to teach the foundations of the movement. Discrediting all previous educational and philosophic approaches as intellectually incomplete or inaccurate, Dewey first presents a new perspective on the nature of knowledge, education, societyRead MoreJohn Dewey And Traditional Education1832 Words   |  8 PagesThrough reading the theories of John Dewey, it’s become clear that his primary concern was that the traditional education model that was available in his time-period; which schooled students in basic subject matter, however, did not take on the task of teaching problem solving techniques. 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The Philippine Tourism Industry Analysis - 5195 Words

THE PHILIPPINE TOURISM INDUSTRY ANALYSIS I. SCANNING OF THE EXTERNAL ENVIRONMENT A. OPERATING ENVIRONMENT 1. ECONOMIC INDICATORS Income, employment, balance of payments and investments are all the positive impacts of the tourism industry. The industry generates income through salary, wages, loan and interest. The amount spent by tourists though their currency in the accommodation, food and beverage and other tourism services and products,once they visited in our country, becomes our tourist receipts. Tourism brings new money into the economy. Tourist money is returned to the local economy as it is spent over and over again. As shown in the multiplier effect, the salary that an employee receives from the business can be used for†¦show more content†¦This would then lead to the improvement of health conditions and allows the area to control disease. However, congestion results from saturation making an area crowded and supply of resources limited for locals. A change in social structure and behavior also result due to the emergence of new jobs. Women or wives can work with high paying jobs compared with their husbands. Opportunity to travel for work results from separation of family. Tourism can positively affect culture in terms of preserving and restoring our cultural heritage as being showcased in trade, museums, galleries and festivals. It helps the country revive traditional facts and artifacts. Because of tourism sectors and their activities such as promotions and marketing, planning and development etc., we are able to cultivate our cultural pride and identity.The desire to experience other culture and interact with other nationalities through learning foreign languages, we come to have cross cultural exchange. 3. TECHNOLOGY TRENDS Technological advancements are indispensible in the tourism industry as the service providers have to continuously update themselves with innovations to supply the changing needs and wants of the travellers. The airline sector has the Global Distribution System (GDS) that provide alliances with airlines having central airline operations through Amadeus, Galileo and Abacus. The e-ticket and e-receipt provide convenience of passengers in efficiency ofShow MoreRelatedAeta Tribes1067 Words   |  5 Pagesparallel with what they were before and what they are now. Tourism promotes international camaraderie. It promotes experience and proper understanding of the culture and the lifestyle of foreign countries. Unfortunately, these activities expose the indigenous culture of one’s country to foreign influences which lead to cultural degradation. 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The Business Process Outsourcing Industry Free Essays

The current study aims to contribute to the dearth of literature on the motivational factors that influence the motivation of Indian business process outsourcing professionals who are deployed to the UK. The study further acknowledges the need to address the peculiar motivational needs of different professions operating amongst distinct industries. Because the business process outsourcing industry is a sunshine industry that holds much promise of progress, key players within this realm must be able to address all the concerns of consultants which they deploy offshore to ensure greater probability of success of offshore projects. We will write a custom essay sample on The Business Process Outsourcing Industry or any similar topic only for you Order Now The results of a survey with 60 BPO professionals in the UK suggest that the highest ratings for motivational factors are clarity of instructions with tasks; presence of clearly-defined and performance-based indicators; and presence of clear, well-defined goals. Notably, all factors are under the rule enforcement cluster of Katz Kahn’s model of motivation. The respondents also expressed that the lowest motivational factors are competitive pay; having loyalty as a basis for rewards; and having seniority as a criterion for reward. All these items belong to the cluster of external rewards. Logically, the highest rated motivation cluster is rule enforcement, while the lowest rated is external rewards. Based on the stepwise regression results, the positive, significant predictors of overall motivation include skills development, having realistic job expectations, lessened absenteeism as a result of motivation, seniority as a criterion for reward, and requiring less instruction or independence. All factors are positively correlated with overall motivation, except for having realistic job expectations, which has a negative correlation with the dependent variable. This means that as job expectations become more realistic, there is a tendency for overall motivation to decrease correspondingly. Motivational Factors of Indian Offshore Consultants in the UK: An Empirical Study Introduction Numerous empirical researches have focused on the study of motivation and job satisfaction of employees in western contexts, but few have focused on Indian BPO employees. Parikh Ghosh (2006) have emphasized that reward perceptions of collectivist culture employees are strongly determined by the nature of their cultural heritage and that they put greater premium on the good of the many rather than on their personal interests. The effects of culture are further discussed by Thomas Philip (1994) in his study of management in India, investigated the applicability of Western motivational theories in the context of India. These researches, among others, point out to the diverse array of factors that influence reward perceptions, and ultimately affect employee productivity. The current study aims to contribute to the dearth of literature on the motivational factors that influence the motivation of Indian business process outsourcing professionals who are deployed to the UK. The study further acknowledges the need to address the peculiar motivational needs of different professions operating amongst distinct industries. Because the business process outsourcing industry is a sunshine industry that holds much promise of progress, key players within this realm must be able to address all the concerns of consultants which they deploy offshore to ensure greater probability of success of offshore projects. Justification of the Study Culture and cognition exert a strong impact on the psychological work expectations and ensuing attitudes of employees. There are various variables that influence the job satisfaction of employees and these have been empirically investigated across countries (Earley, 1993). Despite the voluminous literature on job satisfaction, there is a dearth of studies that focus on the reward systems accorded to employees from collectivist cultures such as India (Graf et al, 1990), much more in the more specific context of BPO industry, investigating the applicability of Western reward systems in their context. Past empirical studies have focused on a comparison between Western and Eastern employees’ reward perceptions (Dubinsky, 1994). These studies have found that such perceptions are significantly affected by their respective cultures, and the norms that come with it. Values, in turn, will affect the appeal that certain rewards have on the members of the sales force. It is critical for organisations to be aware of the most appropriate rewards strategies because this have a direct effect on the sales person’s performance and productivity (Dubinsky, 1994). There has been no study to date that has focused specifically on the perception of rewards of BPO offshore consultants deployed to the United Kingdom. This study will permit timely and appropriate considerations in drafting the most optimal reward system for this group. This is the rationale for carrying out the current study. Review of Related Literature Revisiting the Process Theories of Motivation Process theories present viable explanations for the factors that have an impact on a person’s motivation, particularly on why he selects one course of action over another. These are categorized into cognitive and non-cognitive groups. Cognitive theories assert that behaviour engages mental processes while non-cognitive theories propose that these are caused more by situational factors. The primary cognitive theories include equity, goal setting, and expectancy theories which all emphasize the perceptions of results that are an effect of a specific course of action (Adams, 1965). The first cognitive theory, equity theory suggests that motivation is a type of exchange in which persons use internal equilibrium in choosing a course of behaviour. It projects that employees will select the option which they evaluate as most fair. The parts of the theory include inputs, outcomes, comparisons, and results. By definition are the traits that a person brings to the situations and the tasks that are necessary. On the other hand, outcomes are what the person benefits from the situation. The third component, comparisons is what transpires when the person weighs their inputs to some benchmark standard. Results or outcomes consist of the attitudes and behaviours that stem from their comparison, with the latter being perceived as equitable for equilibrium within the individual to exist (Adams, 1965). The next type of cognitive theory, goal setting theory, presents that individuals target goals and those enterprises may exert impact on their course of action by influencing these targets. The primary parts of such theory include intentions, performance standards, goal acceptance, and the effort expended. The aggregate effect of these components determine motivation. The engagement of an individual in goal setting is expected to enhance his sense of engagement and dedication to the company. Group setting is perceived to be less effective than individual goal setting because it lessens accountability for goal accomplishment. The objective or the goal is the most critical component of this theory; and such are deemed more effective when set with reasonable difficulty. While engagement in the setting of objectives enhances the likelihood of satisfaction, it does not necessarily result in more optimal performance (Mitchell, 1979). The third cognitive theory is expectancy theory, which asserts that individuals select the course of action which they perceive will yield the most optimal benefit. It further says that employees will seek different courses of action and finally select the alternative which will cause them to reap a desired outcome or reward. The theory has lent itself substantially to empirical testing and it has good predictive validity in making predictions about choice of jobs, satisfaction with work, and to a lesser degree the effort that the person will exert at work. In addition, the theory indicates that the individual’s expectations of being rewarded is as critical as his perception of the relationship between his actions and the rewards which he anticipates from the enterprise. Another implication of the theory is the uniqueness of individuals in the way rewards appeal to them; as such, companies must be prudent in being able to offer rewards which are deemed appealing by their employees (Mitchell, 1980). In connection with this, Hartog et al (1999) asserts that the perceptions of the social environment is influenced by the culture of the beholder. In effect, the ideal traits of leaders vary across cultures. Hunt, Boal and Sorenson (1990) propose that societal culture has an important impact on the development of superordinate category prototypes and implicit leadership theories. They hold that values and ideologies act as a determinant of culture specific superordinate prototypes, dependent on their strength. There is premium attached to a more profound comprehension of the manner in which leadership is manifested across different cultures. Thus, there is also a need for empirical research in this area to be able to understand the distinctions of leadership behaviour and its efficacy across cultures (House, 1995). Hartog et al (1999) asserts that there are various cultural profiles that have been culled from Hofstede’s framework of cultures and which have garnered various testable hypotheses on cross-cultural leadership. These encompass the dimensions of uncertainty avoidance, power distance, masculinity-femininity, individualism-collectivism, and future orientation. There are cultures which are distinguished by strong uncertainty avoidance, and which put high importance on leaders’ compliance to protocol, rules, and customs. This is not too applicable for low uncertainty avoidance cultures (Hartog et al. , 1999). In low uncertainty avoidance cultures, innovation is encouraged. Moreover, paternalistic cultures espouse leaders who are authoritative, as compared to maternal cultures. The latter prefer leaders who are engaging and sensitive as opposed to directive (Hartog et al. , 1999). In the study conducted by Gerstner and Day (1994), they have investigated the differences in leadership prototypes. In particular, the respondents were asked to rate 59 leadership traits. There were 35 American students and between 10-22 offshore students from seven nations; the results suggest that the strength of leader trait associations were distinct across cultures and native country. Considering the constraints of limited sample size, having to enlist students as respondents, and selecting offshore students who were then studying in the United States as representatives of other cultures, and having an unvalidated trait rating tool, there have been reliable distinctions found in their perceptions of leadership traits (Hartog et al, 1999). How to cite The Business Process Outsourcing Industry, Essays

The Summer of the Beautiful White Horse Essay Example

The Summer of the Beautiful White Horse Essay This short story is a part of a book written by William Saroyan that centers on Aram, a nine-year-old boy from the Garoghlanian family. The Garoghlanian family is a tribe of Armenian descent that has immigrated to California. In this tribe they value honesty above all else â€Å"most important of all, though, we were famous four our honesty† (p. 160). Aram and his cousin Mourad went on an adventure during a summer season; it emphasized the tribe’s behavior which ran on their own sense of morality but not according to the laws of society. In this story, Saroyan brought out the theme redemption through action. In other words, redeeming or restoring the Garoghlanian family’s name through a kind act. This story also shows how in the Garoghlanian family, material wealth is not important to the tribe members. What’s important is being true to one self and to the family and it is what makes a man good. Aram reflected innocence. According to him the world was full with imagination and life was beautiful with mysterious dreams. At nine years old he was trying to find a way to integrate the culture of the family or the tribe with the culture of his life in this new land. However, his earliest memories were about horses and the desire to ride them. Due to the fact that the family was poor, it was a mystery for people to understand how they eat everyday let alone afford a horse. Therefore, Aram could not believe his eyes when cousin Mourad showed up sitting on a beautiful white horse to his window. Despite the tribe was poverty-stricken; it remained famous for their honesty. We will write a custom essay sample on The Summer of the Beautiful White Horse specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Summer of the Beautiful White Horse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Summer of the Beautiful White Horse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As a result Aram refused to believe that cousin Mourad had stolen the horse. Sadly, Aram realized that the horse was stolen. However, according to him stealing a horse for a ride was not necessarily stealing, as it was not considered as stealing money or selling the horse â€Å"For all I knew, maybe it wasnt stealing at all. If you were crazy about horses the way my cousin Mourad and I were, it wasnt stealing† (p. 160). They decided to keep the horse a secret and hide it in order to learn to ride. To Aram, cousin Mourad was a free spirit even though he was considered the crazy streak of the tribe. Cousin Mourad reflected life and wilderness; he had a way with animals, especially with horses. He was a good horse rider. He was not in the world by mistake â€Å"†¦he enjoyed being alive more than anybody else†¦Ã¢â‚¬  (p. 160). He was considered the natural descendant of their uncle Khosrove. Given that in the tribe â€Å"a man could be the father of his sons flesh, but that did not mean that he was also the father of his spirit† (p. 161). In other words, cousin Mourad was carefree as uncle Khosrove and people often dismissed their behavior. Riding horses was significant to Aram and cousin Mourad, it was a wonderful feeling. In the days that follow they rode and they let the horse run as long as it felt like running. After all, when Aram wanted to ride alone it was up to the horse according to cousin Mourad. However, every time Aram tried to ride the horse alone he leaped over grape vines and small trees and threw him and ran away. Regardless, he was determined to ride like cousin Mourad. One day Aram and cousin Mourad was taking the horse to the farm at which they have been hiding it. They came face to face with the farmer John Byro the horse’s owner. After careful examination he concluded that this white horse was identical to the one that was stolen from him many weeks ago. Nevertheless, since the Garoghlanian tribe was known for its honesty he refused to accuse them, he showed compassion and wisdom, for â€Å"a suspicious man would believe his eyes instead of his heart† (p. 164). Aram noted that cousin Mourad looked ashamed even though he did not admit to anything. The next day they brought the horse back to the owner’s farm. Later that day John Byro visited the Garoghlanian family home and told them about his horse which was mysteriously disappeared from his farm and had returned, not only that, the horse was better trained and well-tempered. The horse represented several things to Aram and Mourad in Saroyans story. The first would be a sense of indescribable beauty. It was magnificent, lovely and exciting. Second of all they were mesmerized by the presence of the horse and decided to fulfill their passions and interests. Being hesitant at first, Aram gave in knowing that his behavior could potentially disrupt the balance in the family. In other words it could tarnish the family good reputation. On the other hand, cousin Mourad completely let his passion and interest namely animals guided him. After the encounter with John Byro, they quickly realized their mistake and guilt led them to return the horse and redeemed the family’s name. Overall, the Garoghlanian family was still known for their honesty, John Byro found his lost horse better than it was before and Aram and cousin Mourad fulfilled their dreams.

ACT Writing Rubric Full Analysis and Essay Strategies

ACT Writing Rubric Full Analysis and Essay Strategies SAT / ACT Prep Online Guides and Tips What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements. feature image credit: A study in human nature, being an interpretation with character analysis chart of Hoffman’s master painting â€Å"Christ in the temple†; (1920) by CircaSassy, used under CC BY 2.0/Resized from original. ACT Essay Grading: The Basics If you've chosen to take the ACT Plus Writing, you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders, who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12. NOTE: From September 2015 to June 2016, ACT Writing scores were calculated by adding together your domain scores and scaling to a score of 1-36; the change to an averaged 2-12 ACT Writing score was announced June 28, 2016. The Complete ACT Grading Rubric Based on ACT, Inc’s stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website, and there's more general information about each of the domains here. The columns in this rubric are titled as per the ACT’s own domain areas, with the addition of another category that I named ("Mastery Level"). ACT Essay Rubric - Scoring Guide Raw Score [Mastery Level] Ideas and Analysis Development and Support Organization Language Use 0 Blank, Off-Topic, Illegible, Not in English, or Void 1 demonstrate little or no skill in writing an argumentative essay. The writer fails to generate an argument that responds intelligibly to the task. The writer’s intentions are difficult to discern. Attempts at analysis are unclear or irrelevant. Ideas lack development, and claims lack support. Reasoning and illustration are unclear, incoherent, or largely absent. The response does not exhibit an organizational structure. There is little grouping of ideas. When present, transitional devices fail to connect ideas. The use of language fails to demonstrate skill in responding to the task. Word choice is imprecise and often difficult to comprehend. Sentence structures are often unclear. Stylistic and register choices are difficult to identify. Errors in grammar, usage, and mechanics are pervasive and often impede understanding. 2 demonstrate weak or inconsistent skill in writing an argumentative essay The writer generates an argument that weakly responds to multiple perspectives on the given issue. The argument’s thesis, if evident, reflects little clarity in thought and purpose. Attempts at analysis are incomplete, largely irrelevant, or consist primarily of restatement of the issue and its perspectives. Development of ideas and support for claims are weak, confused, or disjointed. Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify the argument. The response exhibits a rudimentary organizational structure. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleading or poorly formed. The use of language is inconsistent and often unclear. Word choice is rudimentary and frequently imprecise. Sentence structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsistent and are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding. 3 demonstrate some developing skill in writing an argumentative essay The writer generates an argument that responds to multiple perspectives on the given issue. The argument’s thesis reflects some clarity in thought and purpose. The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. 4 demonstrate adequate skill in writing an argumentative essay The writer generates an argument that engages with multiple perspectives on the given issue. The argument’s thesis reflects clarity in thought and purpose. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. The analysis recognizes implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. 5 demonstrate well-developed skill in writing an argumentative essay The writer generates an argument that productively engages with multiple perspectives on the given issue. The argument’s thesis reflects precision in thought and purpose. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. The analysis addresses implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. 6 demonstrate effective skill in writing an argumentative essay The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument’s thesis reflects nuance and precision in thought and purpose. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer’s argument. Transitions between and within paragraphs strengthen the relationships among ideas. The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. ACT Writing Rubric: Item-by-Item Breakdown Whew. That rubric might be a little overwhelming - there's so much information to process! Below, I’ve broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like. Ideas and Analysis The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain: Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation. Based on this description, I've extracted the four key things you need to do in your essay to score well in the Ideas and Analysis domain. Choose a perspective on this issue and state it clearly. Evaluate how true (or untrue) each (of the three given) perspectives is Analyze each perspective. Compare the remaining two perspectives to the perspective you have chosen. There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is. Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the hassle of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to the perspectives provided by evaluating how correct each perspective is and analyzing the implications of each perspective. Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to each of the three given perspectives, we do NOT recommend it. 40 minutes is already a pretty short time to discuss three different points of view in a thorough and coherent manner - discussing four is nigh-on impossible. To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided: Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Perspective One: What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. First, in order to "state...your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"): Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best - think, create, and move the world forward. Next, you need to evaluate how true/untrue each perspective is. Since you've already decided you agree with Perspective Two, you presumably think that perspective is true, which will save some work. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would, again, show a more nuanced understanding: In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks. To analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they’re better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." In contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions." Finally, you must compare the other two perspectives to your perspective throughout your essay, including in your intitial argument. Here's what a 3-scoring essay's argument would look like: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be. And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like: Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best - think, create, and move the world forward. Again, to summarize what you need to do to score well in the Ideas and Analysis domain: Choose a perspective that you can support Evaluate how true/correct each perspective is Analyze the implications of each perspective Compare the other two perspectives to your own (with analysis and evaluation folded in). To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support. Development and Support Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]: Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples. They help the reader understand their thinking about the issue. The bolded part is the aspect of the ACT Writing rubric that’s most changed from the old ACT essay. You must not only use logical reasoning, but also employ detailed examples to support and explain your ideas. Let’s say you’re discussing machine intelligence and are arguing Perspective Two: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you’re going to have to come up with reasons for why you agree with this perspective and examples that support your thinking. Here's an example from an essay that would score a 3 in this domain: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly. Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly. The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). In order to develop this example further (and incorporate the â€Å"This efficiency leads to a more prosperous and progressive world for everyone† facet of the perspective), I would need to expand my example to explain why it’s so important that multiple copies of precisely replicated documents be available, and how this affects the world. World Map - Abstract Acrylic by Nicolas Raymond, used under CC BY 2.0/Resized from original. Organization Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website: Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion. Making sure your essay is logically organized relates back to the â€Å"development† part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay. Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Intelligent machines don’t really challenge ideas about humanity (analyze perspective 1) Paragraph 3: On the other hand, intelligent machines can help us (analyze perspective 2) Paragraph 4: Machines are not making the world worse (analyze perspective 3) Paragraph 5: Conclusion An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Machines help us because [evidence] (discussion of perspective 2) Paragraph 3: Some argue that machines are hurting us, but here’s my contrary evidence (comparison of perspective 1 and perspective 2) Paragraph 4: While I do believe that machines are advantageous, this advantage lies in what they can do for us, not what they reveal about us (comparison of perspective 3 and perspective 2) Paragraph 5: Conclusion In this example, the unifying idea is that machines are helpful (and it’s mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together. Here are my Top 5 ACT Writing Organization Rules to follow: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow). Make sure that you unify your essay with one main idea. Do not switch arguments partway through your essay. Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write, you can try using a paragraph symbol,  ¶, at the beginning of each paragraph as a last resort (if you can't write smaller). Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen relationships among ideas" (source). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument. Language Use The final domain on the ACT Writing rubric is Language Use. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use: Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively. I tend to think of this as the â€Å"be a good writer† category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing. There are three main parts of this domain: Grammar, Usage, and Mechanics Sentence Structure Vocabulary and Word Choice I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice. Grammar, Usage, and Mechanics At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" (ACT.org). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop. Here's an example from an essay that scored a 3 in Language Use: Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over over again without getting worse. While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "" in place of "and." Now take a look at an example from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality. This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent. Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know, the explanations of the grammar rules themselves are quite helpful. Sentence Structure Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like: Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances. The sentence structures in the above example are not particulary varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay: Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy. For whatever reason, I find that when I’m under time pressure, my sentences maintain variety in their structures but up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as â€Å"supporting persons of the elderly persuasion† during a hastily written psychology paper. I’ve found the best ways to counteract this are as follows: 1. Look over what you’ve written and change any weird wordings that you notice. 2. If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you’ve written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself. Vocabulary and Word Choice The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected): Machines are good at doing their jobs quickly and precisely. Compare that to this sentence from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence: â€Å"Machines are often instrumental in ramifying safety features.† The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand. untitled is also an adjective by Procsilas Moscas, used under CC BY 2.0/Resized and cropped from original. How Do I Use the ACT Writing Grading Rubric? Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep. Use the ACT Writing Rubric To...Shape Your Essays Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say! Because I’m an Oldâ„ ¢ (not actually trademarked), and because I'm from the East Coast, I didn’t really know much about the ACT prior to starting my job at PrepScholar. People didn’t really take it in my high school in my day, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay). Basically, by reading this article, you’re already doing better than high school me. Vale_Youth_Art_Project_100 by Bureau of Land Management Oregon and Washington, used under CC BY 2.0/Resized from original. An artist’s impression of L. Staffaroni (at age 16) (look, junior year was/is hard for everyone). Use the ACT Writing Rubric To...Grade Your Practice Essays The ACT can’t really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website, but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint. The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay. Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes. If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Go here to learn more! What’s Next? Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step? (Trick question: obviously you should do this.) Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score, information about the best ACT Writing template, and advice on how to get a perfect score on the ACT essay. Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform. Included in the platform are 5 practice tests, with 5 practice essays that are graded by experts here at PrepScholar. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We're special in having expert instructors grade your essays and give you custom feedback on how to improve. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How to Conjugate the Irregular French Verb Offir

How to Conjugate the Irregular French Verb Offir Offrir  (to offer, to provide, to give) is an irregular French -ir verb. Below are simple  conjugations  of the verb  offrir; the conjugation table does not include compound tenses, which consist of  a form of the auxiliary verb avoir with the past participle offert. Within irregular  -ir  verb conjugations, there are some  patterns. Two groups exhibit similar characteristics and conjugation patterns. Then there is a final, large category of extremely irregular  -ir  verbs that follow no pattern. Offrir is an Irregular -ir- Verb Offrir lies in the second group of irregular  -ir  verbs that display a pattern. The second group of verbs includes  couvrir,  cueillir,  dà ©couvrir,  offrir,  ouvrir,  souffrir, and all their derivatives. These verbs, surprisingly,  are all  conjugated like  regular -er verbs. Offir Is Conjugated Like  French Verbs Ending in -frir and -vrir All French verbs that end in  -frir  or  -vrir  are conjugated this way. This includes: couvrir to coverdà ©couvrir to discoverouvrir to opensouffrir to sufferrecouvrir to recover   Expressions and Usage Je peux toffrir  bien davantage. I can  offer  you much more than that.Nous devons leur  offrir  pareille possibilità ©. We need to  provide  them with the same opportunity.Jallais vous  offrir  cette maison. I was going to  give  you this house.Je vais lui  offrir  du thà ©. Im going to give him some  tea.Mais vous devez  offrir  limmunità ©. But youd have to  offer  us immunity.Jaimerais  offrir  une perspective diffà ©rente. Id like to  offer  a different perspective.Jaimerais que nous puissions  offrir  plus. I wish we were in a better position to  offer  more.Jaimerais lui  offrir  ma collection de coquillages. Id like to give  her my shell collection.offrir quelque chose en cadeau quelquun  Ã‚  to give somebody something as a presentsoffrir [pronominal reflexive]  Ã‚  to offer  / to give oneself [sexually] OR to offer ones servicessoffrir payer les dà ©gà ¢ts  Ã‚  to offer to pay for the damagesof frir [pronominal reciprocal] to give or buy each otherun seul moyen soffrait moi  [pronominal  intransitive] only one course of action was open / presented itself to me un panorama exceptionnel soffre au regard   an amazing view meets the eyessoffrir de quelque chose [pronominal transitive] to treat oneself to something Simple Conjugations of the Irregular French -ir Verb Offrir Present Future Imperfect Present participle j offre offrirai offrais offrant tu offres offriras offrais il offre offrira offrait nous offrons offrirons offrions vous offrez offrirez offriez ils offrent offriront offraient Pass compos Auxiliary verb avoir Past participle offert Subjunctive Conditional Pass simple Imperfect subjunctive j offre offrirais offris offrisse tu offres offrirais offris offrisses il offre offrirait offrit offrt nous offrions offririons offrmes offrissions vous offriez offririez offrtes offrissiez ils offrent offriraient offrirent offrissent Imperative tu offre nous offrons vous offrez

How Corporate Social Responsibility (CSR) affects consumer behaviour - Literature review

How Corporate Social Responsibility (CSR) affects consumer behaviour - The case of Mercedes Benz - Literature review Example The study by Fahlquist (2008) points out that those in industrialized countries are sufficiently knowledgeable about roles in related issues. These citizens chose to function in ways which contribute to issues or their corresponding solutions. In effect, individuals have now become more morally responsible in managing their environmental issues (Fahlquist, 2008). Since such obligation mostly relates to citizenship, it has assisted in accomplishing obligations supporting elements of citizenship. Consumer citizens often functions beyond their interests as consumers and are responsible for the long-term issues beyond themselves (Varney, 2002). The highlight of consumer responsibility is for citizens considering the impact of their purchasing choices, for themselves, but also the outside world. As corporations have been prompted to apply practices relating to CSR, consumers are also responsible for applying purchase votes to ensure favourable social results (Dickinson and Carsky, 2005). Consumers have specific stages of responsibility which they also express in terms of preferences in relation to socially favourable features or more extensive CSR qualities, thereby including new products and supporting new socially effective factors for production and consumption (Vogel, 2005). Corporate actions which assess company and their social and environmental actions which exceed legal and regulatory standards are usually based on a business case where consumer views and demands impact on corporate social responsibility and sustainability resources (Barnett, 2007). Still, findings from different studies are not consistent (Margolis, et.al., 2008). Moreover, reviews of such research relating to consumer impact imply how CSR influences consumer behaviour (Bhattacharya and Sen, 2004). Although CSR has significant implications on marketing functions including advertising and branding, not much is known about the impact on consumer

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

Statistic - Essay Example Among the sample we questioned, a majority of them, 66.7% representing 20 individuals were of the opinion that type II diabetes mellitus is a dangerous disease. Only 1 subject represents a meager 3.3 of the total sample population disagreed. This indicates that diabetes mellitus, type II is feared by more than half of the population as a dangerous disease and only a significantly low proportion of the total population are of the opinion that the disease is not that dangerous. This information is well represented in the Table 1 below. The causes of type II diabetes were listed as genetic factors, obesity, a poor diet or, in some cases, vitamin D insufficiency. Consequently, the study sought to identify from the sample population what was their opinion on the cause of the diabetes among these four factors. Interestingly, more than half, 56.7%, representing 17 subjects in the sample linked type II diabetes to obesity. However, a few individuals linked the disease to a poor diet or genetic factors. It should be noted that vitamin D and poor diet may be intertwined since both have to do with one’s eating habits. In this regard, 30% of the subjects of this study linked these two factors to the disease. Therefore, inferring from these statistics, it is true that obesity leads as a major cause of type II diabetes mellitus with poor diet coming a distance second (see Table 2 below). Personal measures taken to prevent type II diabetes were also investigated in this study. These factors majored on habits/behaviors aimed at preventing type II diabetes, namely, exercise, diet, and enough sleep (sleeping early). Of the personal initiatives, 14 subjects, representing 46.7% of the survey subjects, exercised so as to curb the disease, whereas only 23.3% were of the opinion that sleeping early could prevent type II diabetes mellitus (see below Table 3, a pie chart