Watership Down Essay

Watership Down Essay In the book Watership Downby Richard Adams, the rabbits’ culture is very much like our human culture. One similarity between rabbits and humans is that they both believe in an all-powerful god. Another likeness of the two civilizations is that they both have governmental systems. A third parallel between humans and rabbits is that they both have stereotypical societies. Three major areas of human culture, belief in gods, governmental systems, and stereotypical societies, are just a few out of many characteristics presented that show the rabbits in Watership Down are really portraying human mentality in rabbits civilization. One similarity between rabbits and humans is that the majorities of them believe in an all-powerful god. Human society mainly worships three gods; Christians look to Jesus of the Trinity, Muslims to Allah, and Buddhists to Buddha. All followers recognize that their god created the earth, and has power to govern the world. They also pray to their god in times of hardship and when giving thanks. Rabbits have a god know as Frith, who is the sun, and that he created the world and watches over all the creatures that live there. Also like humans, the rabbits in Watership Down pray to Frith in times of adversity and thank him for their good fortune. An example of this can be found on page seventy, when the rabbits give thanks to Frith for helping them find their way through the woods at night. Rabbits and humans both believe in gods because they pray to them and ask them for help in times of need. Another likeness of the two civilizations is that they both have similar governmental systems. Humans have presidents, dictators, kings, or prime ministers that execute the laws of the land by using police to enforce rules and protect citizens. Rabbits rely on a Chief Rabbits, as the head of their â€Å"warren†, or territory. Like a king, the Chief Rabbit makes all important decisions pertaining to the community. Again, like humans, rabbits also have a police force known as the Owsla. They protect the Chief Rabbit, warn the warren of dangers such as predators and bad weather, and arrest rabbits that break the law. One instance of this is when the captain of the Owsla tries to arrest a rabbit for inciting to mutiny on page thirty-five. A third similarity between rabbits and humans’ governments is how the general public feels about their leaders. Most humans are not content with their leaders, and wish they could have their own way in making laws and leading their people. Rabbits are the same in that they don’t always agree with decisions made by the Chief Rabbit, but cannot do much about their dissatisfaction. Humans and rabbits have similar forms of government to run their communities in that they are headed by one main leader, they have a police force to carry out the laws, and the general population disagrees with decisions made by their leader. A third parallel between humans and rabbits is that they both have stereotypical societies. Humans have a strong habit of classifying a person by only their first impression. Size, physique, looks, language, and even hair style can alter someone’s feelings about what kind of person another human being is. Rabbits will judge others in the same sense by their smell, looks, size, and manner. For example, on page seventy-seven, Hazel concluded that the rabbit he had just met was well-fed, rich, and aristocratic all from just his large size. Although the rabbit tuned out to be rich, he did not end up having an â€Å"upper-class† attitude towards the group of ragged travelers, as they might have thought. Humans and rabbits both live in stereotypical societies because they both judge each other on how they look and present themselves. Just a few out of many characteristics presented that show the rabbits in Watership Down are really portraying a human’s mind-set in rabbits civilization are three of the major areas of human culture: belief in gods, governmental systems, and stereotypical societies. They both believe in gods because they pray to them and ask them for help in times of need. In addition, they have similar forms of government to run their communities in that they are headed by one main leader, they have a police force to look after the population, and the general public disagrees with judgments made by their leader. Finally, the both live in stereotypical societies because how they present themselves and their looks impacts another’s judgment of their character. The rabbits in Watership Down may have the body of rabbits, but they have the mentality of humans. You can order a custom essay, term paper, research paper, thesis or dissertation on Watership Down topics at our professional custom essay writing service which provides students with custom papers written by highly qualified academic writers. High quality and no plagiarism guarantee! Get professional essay writing help at an affordable cost.

Seas and Oceans

Seas and Oceans Seas and oceans stretch from pole to pole and reach around the globe. They cover more than 70 percent of the Earths surface and hold in excess of 300 million cubic miles of water. The worlds oceans conceal a vast underwater landscape of submerged mountain ranges, continental shelves, and sprawling trenches. The geologic features of the sea floor include mid-ocean ridge, hydrothermal vents, trenches and island chains, continental margin, abyssal plains, and submarine canyons. Mid-ocean ridges are the most extensive mountain chains on earth, spanning some 40,000 miles across the sea floor and running along divergent plate boundaries (where tectonic plate are moving away from one another as new sea floor is being churned out from the Earths mantle). Hydrothermal vents are fissures in the sea floor that release geothermally heated water at temperatures as high as 750Â °F. They are often located near mid-ocean ridges where volcanic activity is common. The water they release is rich in minerals which precipitate out of the water to form chimneys around the vent. Trenches form on the sea floor where tectonic plates converge and one plate sinks beneath another forming deep-sea trenches. The plate that rises above the other at the convergence point is pushed upward and can form a series of volcanic islands. Continental margins frame continents and stretch outward from dry land to abyssal plains. Continental margins consists of three regions, the continental shelf, slope, and rise. An abyssal plain is an expanses of sea floor that begins where the continental rise ends and extends outward in flat, often featureless plain. Submarine canyons form on continental shelves where large rivers run out to sea. The water flow causes erosion of the continental shelf and digs out deep canyons. Sediments from this erosion are dumped out over the continental slope and rise onto the abyssal plain forming a deep-sea fan (similar to an alluvial fan). Seas and oceans are diverse and dynamic- the water they hold transmits vast amounts of energy and drives the worlds climate. The water they hold sways to the rhythms of waves and tides and moves in vast currents that circle the globe. Since the ocean habitat is so extensive, it may be broken down into several smaller habitats: inshore waters - the shallowest areas of the oceans that line coastal areas, formed by continental shelves. open sea - the vast deep waters of the oceans The open sea is a stratified habitat, with light filtering down a mere 250 meters, creating a rich habitat where algae and planktonic animals thrive. This region of the open sea is referred to as the surface layer. The lower layers, the midwater, the abyssal zone, and the seabed, are shrouded in darkness. Animals of Seas and Oceans Life on earth first evolved in the oceans and developed there for most of evolutionary history. It is only recently, geologically speaking, that life has emerged from the sea and flourished on land. The animal inhabitants of seas and oceans range in size from microscopic plankton to massive whales.

AIDS is a Mass Murder Essay Example | Topics and Well Written Essays - 2500 words

AIDS is a Mass Murder - Essay Example The concept revolves around knowing that many problems that come into being related to behavior are usually caused by health related problems. This is how marketing is prone of understanding the health problems of people to address the behavioral aspect of it. Social marketing has been evolved into focusing entirely on benefiting the society. It pushes for non-profit based marketing. (MacFadyen, 2003).Social marketing itself ensures that the design, implementation and control of programs seek the acceptability of a social idea or any practice that is focused entirely on a specific target group. (Kotler P. a., 1975). Social marketing has been taken in the wrong context by some people and the confusion of understanding the purpose of it became a problem. Some expected gaining the benefit of products being sold while others looked as social marketing as a campaign that would boost the sales of their products in the long run. Just like commercial marketing, the usage of social marketing is to persuade people towards protecting themselves from health hazards and environmental hazards. (Weinreich). The product is not necessarily a physical product that is being offered to the public, but instead it could be a message to the public to help them understand the dangers of a health hazard. The usage of the marketing mix may be useful in implementing an effective social marketing campaign. This technique is being used internationally by health programs in order to influence the social behavior of the people it is targeting. (Weinreich). The method of social marketing is basically adapting with commercial marketing methods to focus on the social front instead of a product promotion.(Nations). Products are made available to those who fall in the category of individuals who are paid low incomes. Condoms, for example, sometimes fall into this category and are promoted with this method to ensure that individuals are educated about birth control methods and AIDS prevention meth ods. Earlier, condoms were considered to have been purchased only by sex workers and were usually hidden behind the desk of pharmacies but with social marketing, people are being educated about the benefits of condoms and are becoming a product of normal usage. With this development, social marketing programs can also help populations overcome problems and lead of effective HIV/AIDS prevention. (Nations). There have also been misunderstandings among people about how social marketing programs compete with the public health sector system. This is incorrect; such programs are only existent to support the public health sector. These programs, in fact, pressurize the public health sector to improve their services and utilize their resources more effectively and efficiently. They also help individuals who fear going in public and purchasing condoms. (Nations). This awareness increase in the understanding of AIDS/HIV with such programs has started to show a relatively promising impact on l imiting the disease. Now the impact is majorly on increasing the confidence level of the high-risk individuals which would require tackling barriers in communication and understanding. AIDS protection programs are trying to destroy the social stigma that has been created. This is by discouraging people from discrimination and to prevent them from getting to such a point where individuals with AIDS are embarrassed to be seen in public. Destroying the social stigma that has been created is the core step to understanding and assessing the risks involved with HIV/AIDS. Public

Trafficking Paper Final Essay Example | Topics and Well Written Essays - 2250 words

Trafficking Paper Final - Essay Example The issues of migration, consent, and working conditions of all trafficked persons are among the concerns pointed out by both sides of the debate. Interestingly, â€Å"while the understanding of trafficking and its definitions have expanded, discussions of trafficking are often still limited to its most salacious aspects, verging at times on voyeurism.† (Ditmore, 2005a) â€Å"Laws on prostitution vary significantly from one country to another but generally fall into 3 categories: prohibition, which makes all prostitution illegal; regulation, which legalizes and regulates prostitution; and abolition, which decriminalizes prostitution.† (Barry, 1995) Nevertheless, given all these policies and their good intentions, the human rights of the trafficked person are still ignored. As one author put it responsive action to the problem of human trafficking is still better than new laws, national or international. (Barry, 1995) In the 19th century, the military was often ineffective due to venereal disease. Not surprisingly, this was traced to their sexual activities with prostitutes. As a result, the immediate focus of the government was to prevent the contamination but without impinging on the soldiers’ sexual behaviors. A place was set up where public prostitutes were registered and required to have semi-weekly examinations. Trafficking, which was synonymous to prostitution that time, was to be regulated because it was a way of passing on the disease to the military personnel. However, the Act only applied to women. (Barry, 1995, p.93) â€Å"The Contagious Diseases Acts were designed to protect the health of the military men by subjecting any woman whom the special Morals Police identified as a prostitute to a â€Å"surgical examination,† which involved the use of crude instruments for special vaginal examinations by often cruel doctors.† The

American literature Essay Example for Free

American literature Essay Instructor Information Instructor: Mrs. Katy Kownacki Office: Online! Office Hours: immediately following class sessions. Office Telephone: (571)344-3234 E-mail: [emailprotected] edu Course Description The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by  locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. Students are required to take the English 11Standards of Learning End of Course Test. Prerequisite/Co-requisite: English 10 Textbook Course Materials Required Texts †¢Elements of Literature, Fifth Course Enhanced  ©2007 (http://my. hrw. com) †¢Elements of Language, Fifth Course  ©2004 (http://my. hrw. com) †¢The Great Gatsby by F. Scott Fitzgerald. http://ebooks. adelaide. edu. au/f/fitzgerald/f_scott/gatsby/ Other Readings oThe Crucible is found in the online textbook oOther readings will be made available in the FCPS Online Campus Learning  Modules. Page 1 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Course Requirements †¢Computer with Internet connection (DSL, LAN, or cable connection desirable) †¢Headphones and microphone †¢Word processing program (Microsoft Word recommended) †¢Account access to FCPS 24/7 Course Structure This course will be delivered entirely online through the FCPS 24/7 and Elluminate. You will use your student account to login to the course from FCPS 24/7 (http://fcps. blackboard. com). In your FCPS Online Campus course, you will access online lessons, course materials, and resources. At a designated time during the week, we will participate in a synchronous activity using our virtual classroom, Elluminate. In addition to traditional writing and vocabulary assignments, activities will consist of chats, blogs, discussion forums, emails, journaling, and wikis. FCPS Online Campus Access To access this course within FCPS 24/7, you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox). To ensure that you are using a supported browser and have required plug-ins, you must finish the prerequisite technology mini-course before starting the online English 11 course. Refer to the FCPS Online Campus welcome letter for instructions. Technical Assistance If you need technical assistance at any time during the course, call Presidium 1-866-434-8880. Also email your instructor about the problem. You will need to find an alternate means to access the course (a friend’s computer, a parent’s computer, the library, etc). Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the student’s responsibility to check FCPS 24/7 for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or through instructor’s email. English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 2: COURSE OBJECTIVES †¢COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY oUse a variety of oral-communication skills and provide accurate evidence to give informative and persuasive oral presentations. oCritique and assess the effectiveness of persuasive presentations by others. oExamine how persuasive media messages influence audiences’ beliefs and behaviors. †¢READING oApply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. oEnhance appreciation for literature by studying both classic and  contemporary American literature. oRead a variety of literary genres and informational texts to identify the prevalent themes in American literature that are reflective of American history and culture. oDevelop vocabulary and reading comprehension skills and apply those skills in other content areas, including history and social science, science, and mathematics. oIdentify the contributions of other cultures to the development of American literature. †¢WRITING oWrite in a variety of forms with an emphasis on persuasion. oProduce arguments in writing that demonstrate knowledgeable judgments and address counterclaims. oUse knowledge of genres, formats, purposes, audiences, and situations to produce clear and effective products that reflect use of all stages of a writing process. †¢RESEARCH oEngage in research that requires the selection, evaluation, use, and documentation of a variety of sources. oVerify the validity of all information and follow ethical and legal guidelines for using and gathering information. oPresent a research product that is clearly written and accurately documented according to Modern Language Association (MLA) standards. Page 3 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. PART 3: TOPIC OUTLINE/SCHEDULE Important Note: Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each weeks corresponding learning module. If you have any questions, please contact your instructor. †¢Poetry and Short Stories oIntroduction/ Review of Literary Elements oVariety of short stories and poems by American authors †¢Drama oThe Crucible †¢Fiction oThe Great Gatsby †¢Non-Fiction oThe Autobiography of Ben Franklin oNarrative of Frederick Douglass oAutobiographical Notes essay by James Baldwin oLetter from a Birmingham Jail by M. L. King, Jr. oFrom Resistance to Civil Government by Henry David Thoreau †¢Research oBackground information on F. Scott Fitzgerald and The Great Gatsby. †¢Writing oThesis-driven writing (claim, assertion, commentary) oJournals oPoetry oLiterary Analysis Page 4 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 4: GRADING POLICIES Graded Course Activities Visit the Eng 11 Units button in your FCPS Online Campus course for instructions and information about assignments. Students will submit work through the Assignments button, through the Discussion Board button, or via email. Click on the Assessments button to access quizzes and exams. Submitted work is available for view through the student gradebook in FCPS 24/7. Procedures for Submitting Work You use the Assignment Button to submit assignments. Name the document correctly by using the file naming convention: lastname_assignmentname_date. doc. Please add a header at the top of the document containing your name, the date, and assignment title. If I receive a document without a name, it will be returned (and then you run the risk of turning in a late assignment). When you email me, please type your name in the subject line and sign your emails with your first and last names. Save (and backup) all of your submitted work. You are advised to keep copies of everything, including emails that show the date and time that you’ve submitted your assignments. Late work must be emailed to teacher with an explanation. Late Work Policy ALL WORK IS DUE BY MIDNIGHT ON THE DAY IT IS ASSIGNED. Work received between midnight and 8:00 am the next day will be accepted, but with a ten percent reduction in the grade earned. Work received between 8:00 am and 11:59 pm that same day will be accepted, but with a twenty percent reduction in the grade earned. After 11:59 pm on the day after the work was originally due, no late work will be accepted. Discussion boards are NOT accepted late. Viewing Grades in FCPS Online Campus Instructor will update the online grades each week—typically 2-3 days after each due date. Grade Reports will be emailed to parents, students and counselors every week. Grade Reports will reflect the student’s quality of work by the scores on the assignments but will also contain missing assignment if the student is behind schedule to finish the class. Page 5 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. *during summer school this is expedited since a single summer day is 8 academic days The grade percentage chart will be used to convert to letter grade reporting (chart below). Final Mark Each quarter will count as 20% of the final grade. The final exam will count as 1/5 of the final grade. Letter Grade Percentage Definition A 93-100% Designates the status of a student who consistently demonstrates accurate and complete knowledge of content and skills specified in the FCPS Program of Studies (POS), and applies that knowledge to solve problems in a variety of settings A- 90-92% B+ 87-89% Designates the status of a student who demonstrates knowledge of content and skills specified in the FCPS Program of Studies (POS), with some improvement needed in accuracy and/or consistency in performance, applying that knowledge to solve problems in a variety of settings B 83-86% B- 80-82% C+ 77-79% Designates the status of a student who demonstrates knowledge of basic content and skills specified in the FCPS Program of Studies (POS), but requires additional practice and instructional experiences to acquire skills necessary to solve problems C 73-76% C- 70-72% D+ 67-69% Designates the status of a student who needs significant practice and instructional experiences to acquire the  knowledge of basic content and skills specified in the FCPS Program of Studies (POS) necessary to solve problems. As a final mark, it is not necessarily sufficient to meet the prerequisite requirements for the next level in a sequence of courses. D 64-66% F 0-63% Designates the status of a student who has not demonstrated the basic knowledge of content and/or skills specified in the FCPS Program of Studies (POS) and requires additional practice and instructional experiences in order to succeed. I * Designates the status of a student who has not been able to complete tasks that are major components of the quarter  grade for reasons considered appropriate by the teacher or team or by the principal or his or her designee. The student is required to make up work within a specified time period in order to convert this incomplete to a grade by the next quarterly progress report. *I (Incomplete) = May not be given as a permanent final grade. Page 6 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Important note: For more information about grading, visit the grading and reporting policies at the FCPS website. Page 7 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus COURSE POLICIES Participation. Students are expected to participate in all online activities as listed on the course calendar. Consistent participation is required and submission of work is the evidence of that participation. Communicate If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective person. Make sure that you are proactive in informing your instructor when difficulties arise during the year so that we can help you find a solution. Complete Assignments. All assignments for this course will be submitted electronically through FCPS 24/7 unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor. Extensions will not be given beyond the next assignment. Late or missing discussion assignments will affect the student’s grade. Understand When You will be Removed from This Course It is state law that a student will no miss 15 days of class. The instructor will notify parents and counselor at 5 and 10 days of no work submitted. At 15 days the student is removed from the course and returned to the counselor  for appropriate placement. Our goal is to get students to receive credit for graduation, and if online is not an appropriate environment, a return to face to face instruction is necessary. During summer school three days of non-activity will warrant dismissal from the course; your teacher will evaluate this after Sunday night. Inform Your Instructor of Any Accommodations Needed If you have a documented disability and IEP, and you wish to discuss academic accommodations, please contact your instructor as soon as possible. IEP and 504 accommodations must be submitted to the Online Campus before the class starts. The Online Campus can be contacted by phone at (703) 503-7781 (Voice) or via email at [emailprotected] edu . Commit to Ethical Conduct As a student in this course, you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class Page 8 English 11 Syllabus Fairfax County Public Schools— Online Campus and also integrity in your behavior in and out of the classroom. Page 9 English 11 Syllabus Fairfax County Public Schools— Online Campus FCPS Ethical Conduct for Users (SRR regulation 2601) It is the responsibility of the student to: †¢Use only his or her account or password. It is a violation to give access to an account to any other user. †¢Recognize and honor the intellectual property of others; comply with legal restrictions regarding plagiarism and the use and citation of information resources. †¢Not read, modify, or remove files owned by other users. †¢Restrict the use of the FCPS network and resources to the mission or function of the school system. The use of the FCPS network for personal use or for private gain is prohibited. †¢Help maintain the integrity of the school information system. Deliberate tampering or experimentation is not allowed; this includes the use of FCPS network and resources to illicitly access, tamper with, or experiment with systems outside FCPS. The information systems and Internet access available through FCPS are available to support learning, enhance instruction, and support school business practices. †¢Refrain from using offensive, obscene, or harassing language when using FCPS network systems. †¢Abstain from accessing, changing, or deleting files belonging to others. Important Note: Any form of academic dishonesty, including cheating and plagiarism, will be reported to the administration office. Page 10

Bartleby the Scrivener: Catatonic Schizophrenia :: Health, Diseases, Mental Disorder

Misery loves company and in Melville's "Bartleby the Scrivener", Bartleby exhibits traits of depression and catatonic schizophrenia as defined in the DSM-IV; however the narrator's other employees also show symptoms of catatonia either influenced by Bartleby or by Melville's own mental state. The theme of mental disorder is prominent throughout the text and a close analysis of specific passages in concordance with the DSM-IV will first reveal how Bartleby exemplifies these mental disorders and secondly show to what extent the entire story serves to personify them. Bartleby demonstrates behaviours indicative of depression, the symptoms he has in accordance with the DSM-IV are a loss of interest in activities accompanied by a change in appetite, sleep, and feelings of guilt (Diagnostic and Statistical Manual of Mental Disorders, 4th edition, 320). Very shortly after Bartleby begins his work as a Scrivener he is described by the narrator as having done â€Å"nothing but stand at his window in his dead-wall revery†. (Melville, 126) In contrast, Bartleby had previously been described as a very hard worker and this process of doing increasingly less shows how his a diminishing sense of interest both in his work but also of the perception others have of him. It is also noted that included in this lack of interest is a social withdrawal (DSM—IV, 321) which corresponds well to Bartleby in that his workspace becomes known as his â€Å"hermitage†. During small talk which included Bartleby he says that he â€Å"would prefer to be left alone†. (Melville, 120) Bartleby only emerges from his hermitage when called upon and quickly returns when faced with confrontation. His lack of appetite is noticed early where in the narrator notices â€Å"that he never went to dinner†. (Melville, 51) We discover later that he has been eating a bit of ginger-nuts and some morsel of cheese, (Melville, 88) however the narrator suggests that this is a pitiable amount of food and that Bartleby is clearing suffering. In fact his refusal to eat ultimately leads to his death; one might infer that it was a form of suicide as he says that he â€Å"prefers not to dine to-day... [i]t would disagree with me; I am unused to dinners†. (Melville, 235) This implies that Bartleby hadn’t been eating for a long time. Also refusing to eat, Bartleby is shown to very seldom sleep. The narrator mentions that he is â€Å"always there; - first in the morning, continually through the day, and the last at night†, (Melville, 84) he makes his home in the office and the narrator comments that he finally does sleep at the end when he is dead.

Motivation by Job Design

Most research in job design suggests taking a look at the aspect of job structure. This structure tells us how these elements in a job are organized can act to increase or decrease effort. When I took a look at the Job Characteristics Model (JCM) it describes five core job dimensions that managers should look into to increase motivation within employees. I have heard employees say â€Å"I only come to work for this easy check, there is nothing to do here but eat, sleep and the most work if any is when a resident decides to act out.I wondered about those statements and ask myself ‘ Do they like their job, do they want to be here, and most of all are they committed or can they become committed? This is why I thought, Motivating by Job Design: The Job Characteristics Model was interesting. The dimensions are as follow, Skill variety, having enough activities in a job â€Å"so the worker can use a number of different skills and talent† (Robbins ; Judge, 2011, â€Å"Motivat ion by Job Design: The Job Characteristics Model†)†¦Task identity, how much of the â€Å"job requires completion of a whole and identifiable piece of work† (Robbins ; Judge, 2011, â€Å"Motivation by Job Design: The Job Characteristics Model†) meaning that if your job requires doing one or two activities it may score low on the model and may not become experienced, meaningfulness at work. They also my score low on internal work motivation. Task significance is another element in job structure was jobs should be designed to have an impact on employee’s lives or work with other people.Autonomy is an important connection also to job structure because an employee which has no freedom to be independent and discrete in scheduling the work and carry it out will score low on the JCM. The one most important element in job design is feedback, it not only lower absenteeism and turnover but the psychological states of mind of the employee and employer scores high on the â€Å"knowledge of the actual results of the work activities† (Robbins ; Judge, 2011, â€Å"Motivation by Job Design: The Job Characteristics Model†).Scoring high on the five dimensions is critical to the psychological states, resulting in experienced meaningfulness of the work and personal and workout comes are high also such as â€Å"high internal work motivation, quality work performance, satisfaction with the work, and low absenteeism and turnover† (Robbins ; Judge, 2011, â€Å"Motivation by Job Design: The Job Characteristics Model†). Depending on the feedback, employee's growth may need strengthening. Reference Robbins, S. P. , & Judge, T. A. (2011). Motivation: From Concepts to Applications  (14th ed. ). Retrieved from The University of Phoenix eBook Collection database.

Hurricane Katrina Essay

Mike Mulally 10-11-19 In 2005 Hurricane Katrina swept through the city of New Orleans and destroyed the lives of thousands. Katrina was one of the largest hurricanes and natural disasters in the history of the United States (Wikipedia, 2009). While most of the casualties’ occurred during the actual storm, still a many took place days after, and were do to the fact that the local, state, and national government were slow to respond. This slow response was due to the nature of federalism. I believe Americans got a glimpse at how federalism and bureaucracy have flaws. These imperfections will be discussed in the pages below. The PBS documentary â€Å"The Storm,† depicts the destruction Hurricane Katrina caused, as well as what went wrong with the evacuation and rescue of New Orleans residents. Local, state, and national government officials were interviewed, such as New Orleans Mayor Ray Nagin, New Orleans governor Kathleen Blanco, and FEMA Director Michael Brown. Each official gave his or her version of why events happened the way they did. Some of the their accounts contradicted each other. I believe everyone was just looking out for him or herself, trying to save face. This seems to be a common problem in American politics. I will next explore how federalisms can be a inconvenience in a situation such as a natural disaster. Federalism by definition â€Å"is a system in which governmental powers are divided between a central government and smaller units, like states†(Greenberg & Page, 2009, Ch. 3). The officials at all levels of the government were somehow confused during Katrina on who exactly was in charge. Was it New Orleans Mayor Ray Nagin, FEMA Director Michael Brown, was it President Bush? † (Marcela, 2005). There was also a lack of communication between the different levels of government, which, as was talked about in class, is an obvious downside or barrier to federalism (Oxendine, 2009). In a situation like a natural disaster, communication is key. If one cannot communicate with another, how is anything supposed to be accomplished? Having several l evels of government involved just makes everything in a disaster situation more complicated. I believe the U. S. needs a more centralized form of a disaster agency. If a natural disaster is to happen there ought to be one plan of action carried out by one agency. Having this central organization would have alleviated much of the confusion and frustration that we witnessed with Katrina. According to Director Brown, after Hurricane Katrina, New Orleans’ local government did not communicate very well with FEMA officials. Brown says he was never told what sorts of manpower or supplies were needed (Marcela 2009). However Louisiana National Guard Adjutant General Bennett Landreneau stated in his interview that he specifically sent requests to FEMA for what help was required. A few days after he was interviewed he sent in the documentation that proves he did indeed ask specific needs from FEMA (Marcela 2009). FEMA Director Brown lied on television. So often politicians lie about issues, why can’t they ever own up to their mistakes and just tell the truth. I believe the American public deserves to know the truth on issues, especially when dealing with something like Hurricane Katrina. In a natural disaster it is at first the state that has control. If the state becomes overwhelmed and can no longer control the situation, the state then needs to clearly articulate what services they are in need of, and that is when FEMA will then intervene. Several days after the storm, Director Brown apparently believed the state of Louisiana had the situation under control (Marcela, 2005). While the Mayor and Governor thought FEMA was going to step in and help. There was a period of time where nobody knew who was in command. Consequently there was a period of time where the many of the people of New Orleans had no food, water or shelter, and that is when many lives were lost. It bewilders one to think that this sort of miscommunication and misunderstanding could happen to a country like the United States. One would assume that our country would have one of the best disaster protocols in the world, considering our global supremacy. I will now touch on another part of U. S. government that I consider to have flaws, and that is bureaucracy. A bureaucracy as defined by Greenberg & Page (2009) is â€Å" A large, complex organization characterized by a hierarchical set of offices, each with a specific task, controlled through a clear chain of command, and where appointment and advancement of personnel is based on merit† (Ch. 13). Individuals are appointed not elected and therein lies a problem. Anyone that the president chooses can be in a position of power. Many believe Michael Brown was absolutely not qualified for the position of FEMA Director (Greenberg & Page, 2009, Ch. 13). After all he had no formal training in disaster relief or anything of that sort in his resume. Positions like FEMA director should have to have some sort of qualifications. One cannot just be put into that situation like Director Brown was. I believe that positions such as director should be an elected one. When someone who is not qualified is put in charge of one of biggest natural disasters in U. S. history, nothing good can come from it. And indeed that is exactly what happened, total chaos and confusion took place due to Director Michael Brown’s incompetence. After the attacks of 9/11 President Bush reorganized FEMA into a Bureaucracy. FEMA was downgraded and became a sub department of homeland security. Many believe this reorganization really hurt FEMA. Personnel, IT systems and other resources were dramatically reduced due to President Bush’s budget cutting agenda. The President also cut project impact, a program started by FEMA to help communities become disaster resistant, due to tax cuts (Marcella 2009). In addition 80 million dollars was taken from FEMA and distributed to other sectors in homeland security. This is just another problem of FEMA becoming a part of the U. S. bureaucracy. How would anyone expect an organization to do their job when they have had significant funds and resources cut? Clearly part of FEMA’s inadequacies can be linked to President Bush’s choice to make tax cuts and cut parts of their program. Again, the reorganization of FEMA was really detrimental. Hopefully in the future leaders will make more conscientious choices about which agencies should be cut back. Most would believe a disaster relief program such as FEMA should have some of the most funding and personnel available. Apparently former President Bush thought otherwise. Although President Bush does deserves a little bit of a break considering â€Å"the sheer size and complexity of the executive branch. There is so much going on, in so many agencies, involving the activity of tens of thousands of people, that simply keeping abreast of it all is no easy task† (Greenberg & Page, 2009, Ch. 13). He is in charge of so much in the U. S. there is no way he could keep an eye on everything. So while the President may have indirectly affected FEMA by inducing budget cuts, he cannot be held directly responsible for the government’s lack of involvement in Katrina at the national level. The president relies on his appointees to do their jobs, which Director Brown did not fulfill. However, President Bush choose Michael Brown, so maybe Bush is in fact responsible for FEMA’s inadequacies. Obviously having a large federal bureaucracy is an inconvenience to say the least. I believe Hurricane Katrina has taught our country a few lessons. First of all that while having a federal bureaucracy has its pluses, it also brings with it it’s many flaws, and the main one being communication. Our government should be striving for interoperability. The ability for several groups at all levels of the government to communicate what resources are needed during a natural disaster will prove to be the single most important tool during a relief operation. I hope that in the future, Presidents will choose more wisely when filling high-level positions such as FEMA Director, and not just appoint those who helped with their campaign. I also hope more cities around the country have better evacuation plans than those of New Orleans. I hope National Guard buildings are better equipped with resources and manpower in the future, especially along costal areas that are known to have hurricanes.

Malcolm Xs Knowledge and Liberation Essays

Malcolm Xs Knowledge and Liberation Essays Malcolm Xs Knowledge and Liberation Essay Malcolm Xs Knowledge and Liberation Essay Malcolm Xs Knowledge and Liberation What does it mean to be liberated, mentally imprisoned, and free? Malcolm experienced all of those feelings and in this essay I will explain how he was first mentally imprisoned or oppressed, to him becoming physically imprisoned which set him free, and the influences that changed his life from what it was before. To first address how Malcolm X was liberated by reading and knowledge, one must understand what it means to be free or liberated. To be free is to live in happiness, peace, harmony and Just overall have a positive well-being. Freedom allows one to be n control of themselves and their life and to have an unlimited amount of opportunities. To be liberated is to appreciate life without restraints or restrictions; To live your life the way you choose and have those rights be inalienable and accepted worldwide as something that cannot be physically or mentally taken away. Malcolm was freed mentally while he was physically imprisoned. Growing up Malcolm X was raised in a disfunctional household and never really had a strong male fgure to look up to as an example. He was put into a detention home where he was surrounded by white people who treated him as a pet or a mascot. He grew up not knowing anything about his history or heritage which impacted him greatly when he became an adult. While in middle school, Malcolm X asked his favorite English teacher why there was only one paragraph about black history and his teacher made a senseless Joke and moved on, but something inside Malcolm snapped that day. He was going to make or find his own history. As Malcolm X became an adult, he had the choice to live a good educated life but instead chose to become an alcoholic and drug dealer. He felt that was the only real Job out there that didnt serve upper class white people. At a few points in his life, Malcolm X had to live his hometown because he was afraid to be arrested for a false accusation or killed over unpaid debts. Although it wasnt as clear then, Malcolm X was mentally imprisoned and oppressed in the community, ignorance, and state of mind in which he chose to live with for a long time until he was finally arrested which began a new life for him. Malcolm X was liberated and became more free than ever in his life by absorbing knowledge like a sponge and not letting anything get between him and his want and need to further his learning. While in prison, Malcolm X was introduced to a whole new world which he had no prior knowledge except for his embarrassment and guilt of not being capable to respond back to Elijah Muhammad. He says that he nearly became a prison hermit because he was so into his learning and books that not even eight prison guards and the warden could pry him from his intense passion of studying. He was so passionate about reading and learning new words that he never knew existed that he would get angry when it would be lights out and stay up all skills and language skills broadened his eyes and changed how he viewed his life nd the world. One person that changed the way that Malcolm saw himself and the world was Elijah Muhammad. Muhammad wrote to Malcolm X while he was in prison and gave him courage and guidance towards a life committed to Islam. Malcolm X looked up to Elijah Muhammad and thanked him for introducing to the world of Islam. He became a very humble man and lost pride and gave and fully committed himself to Allah. Writing to Elijah Muhammad and not knowing how to express himself without using the old slang that he had grown up speaking made him push himself towards earning more so that he could communicate freely and effectively. That large step that Malcolm took by first copying the dictionary onto paper changed his life and set him upon a new course. Acquiring reading skills was probably the most influential event that could have happened in Malcolm Xs life because he was introduced to a numerous amount of topics and history that even he couldnt fathom. In addition to writing letters to Elijah Muhammad, Malcolm X started to look more into black history and the origin of his people and where the oppression began. Malcolm X found that the more he looked into the history if his people, the more whitened or bleached it became. He read books about slavery that upset him and made him even more passionate and he came up with a conclusion: White men are like devils that oppress the worlds minorities. He kept reading about how whites opened the Slave Trade and all the hardships his ancestors endured in the process of searching for human rights. He also believed that whited exploited all the other races of the world by coming in a good nature to the people and then changing their whole attitudes and screwing eople out of their own resources and making them turn on each other out of the white mans benefit. For example, the United Nations were indiscreetly creating laws directly towards the oppression of minorities. After acquiring the ability to read, Malcolm X got the courage to Join the debate team that always him think about other subjects and admire the inmates who got so heated about the points they were supporting. Malcolm found debate and public speaking was something that was so exhilarating because it was a combination of strategy and reasoning. He would track down everything about his subject and then ut himself in the mindset of his opponent and then fgure out a way to knock down those points as well. If there was anyway Malcolm would talk about the devilishness of the white man in any of his debates. Malcolm X became liberated and free as he grew as a new person into knowledge and under a new religion that he actually had faith in. Malcolm became all of the definitions that I gave about truly being free. Knowledge gave Malcolm happiness, peace, harmony and an overall positive well-being but one important thing that I think knowledge gave him was: Knowledge gave him the option to have an unlimited

German Pet Names Used to Address Family and Friends

German Pet Names Used to Address Family and Friends Germans often use animal names such as  Hasi  and  Maus  as terms of endearment for  loved ones, according to popular German magazines. Kosenamen (pet names) in German come in many forms, from the simple and classic Schatz  to cuter ones like Knuddelpuddel. Here are some favorite German pet names, according to surveys carried out by the German magazine Brigitte and the German website spin.de. Classic German Pet Names Name Variations Meaning Schatz Schatzi,Schatzilein,Schtzchen treasure Liebling Liebchen, Liebelein darling, sweetheart Se/r Sling sweetie Engel Engelchen, Engelein angel German Pet Names Based on Types of Animal Maus Mausi, Mausipupsi, Mausezahn, Musezhnchen mouse Hase Hasi,Hasilein, Hschen, Hascha (combination of Hase and Schatz) *bunny Brchen Brli, Schmusebrchen little bear Schnecke Schneckchen, Zuckerschnecke snail Spatz Spatzi, Sptzchen sparrow *In this context, these names mean  bunny, but they usually mean  hare. German Pet Names Based on Nature Rose Rschen, Rosenblte rose Sonnenblume Sonnenblmchen sunflower Stern Sternchen star English-Language Names Baby Honey German Pet Names Emphasizing Cuteness Schnuckel Schnuckelchen, Schnucki, Schnuckiputzi cutey Knuddel- Knuddelmuddel, Knuddelktzchen, Knuddelmaus cuddles Kuschel- Kuschelperle,Kuschelbr cuddly Germans love their pets, so it only makes sense that they would use pet names as terms of endearment for their human children, significant others, or other beloved family members and  close friends. Germans Are Animal Lovers More than 80 percent of Germans describe themselves as animal lovers, even if significantly fewer German households include a pet. The most popular pets are cats, followed by guinea pigs, rabbits, and in fourth place, dogs.  A 2014 Euromonitor International study found that 11.5 million cats were living in 19% of German households in 2013 and 6.9 million dogs were living in 14% of households. Other German pet populations were not mentioned, but we do know that Germans spend about 4 billion euros ($4.7 billion) a year on all their pets. Thats a lot in a population of   86.7 million. The Germans willingness to spend big on pets is a reflection of the pets increasing importance as companions at a time when single-person or small households in Germany are growing at nearly 2 percent a year, resulting in increasingly isolated lifestyles. And Their Pets Are Beloved Companions Pets are considered beloved companions that enhance their owners’ well-being and quality of living, said Euromonitor. Dogs, which enjoy a high status and high profile among pets, are also viewed as supporting their owners’ fitness and health and as helping them to reconnect with nature on their daily walks.   The ultimate German dog is probably the German shepherd. But the very popular breed that has won the Germans heart seems to be the cute Bavarian dachshund, typically named Waldi. These days, Waldi is also a popular name for baby boys, and the dachshund, in the form of a small bobblehead toy in the rear window of a good many German cars, is a symbol of the countrys Sunday drivers. Waldi, the Name and the Olympic Mascot But in the 1970s, dachshunds were synonymous with the rainbow-hued dachshund Waldi who, as the first official Olympics mascot, was created for the 1972 Summer Olympics in Munich, the capital of Bavaria. The dachshund was not chosen so much for this accident of geography but supposedly because it possessed the same qualities as a great athlete: resistance, tenacity, and agility. At the 1972 Summer Games, even the marathon route was designed to resemble Waldi.

Discussion Board 8, Chapter 10 Essay Example | Topics and Well Written Essays - 250 words

Discussion Board 8, Chapter 10 - Essay Example But our group leaders had a tendency to challenge our abilities. They would often ask us how we knew something was too complex without even trying to accomplish the instructions for the experiment. Our leader chose to validate our concerns by understanding our point of view and then negotiated with us regarding how we could complete the chosen experiment. That is how we would find ourselves working out the â€Å"complex† instructions and actually getting the work done. Then we would find out that it was never too â€Å"complex† at all. Then there was the time when I was part of the school dance committee. Our theme was 80s retro. The cost of our decorations were beginning to skyrocket and our class president would often remind us that our budget was running low. Luckily, we were a highly creative bunch in the group who knew that just because something was expensive, that did not mean we could not have it. Rather, it just meant that we would have to improvise instead, and improvise we did. By getting everyone involved in finding a solution to the problem, the result was a highly cooperative group that managed to pull off a school dance that looked expensive on a shoestring