The Roman Social War 91-88 B.C.

The Roman Social War 91-88 B.C. Definition: The Social War was a common war between the Romans and their Italian partners. Like the American Civil War, it was exorbitant. At the point when the Romans wouldnt award the Italians equity, the vast majority of the partners endeavored to withdraw, in spite of the fact that Latium and northern Campania stayed faithful to Rome. The revolutionaries made their base camp at Corfinium, which they renamed Italia. Poppaedius Silo headed the united Marsic troops and Papius Mutilus headed the Samnites, through and through around 100,000 men. The Romans separated their about 150,000 men under the 2 delegates of 90 B.C. also, their legates. The Romans in the north were going by P. Rutilius Lupus, with Marius and Cn Pompeius Strabo (Pompey the Greats father under whom Cicero served) under him. L. Julius Caesar had Sulla and T. Didius under him, in the south. Rutilius was slaughtered, however Marius had the option to overcome the Marsi. Rome fared more terrible in the south, despite the fact that Papius Mutilus was vanquished by Caesar at Acerrae. The Romans made concessions after the primary year of the war. The lex Julia gave Roman citizenship to some perhaps all Italians who quit battling or simply the individuals who had stayed faithful. One year from now, in 89 B.C., the Roman diplomats were Strabo and L. Porcius Cato. The two of them went north. Sulla headed the Campanian powers. Marius had no commission regardless of his achievements in 90. Strabo crushed 60,000 Italians close Asculum. The capital, Italia, was deserted. Sulla gained ground in Samnium and caught the Italian HQ at Bovianum Vetus. The revolutionary chief Poppaedius Silo recaptured it, yet it was crushed again in 88, as were different pockets of opposition. Supplemental laws gave the establishment to the rest of the Italians and individuals of the Italian districts of Gaul by 87. There was as yet a complaint, however, since new residents were not fairly dispersed among the 35 clans of Rome. Principle Source:H.H. Scullard: From the Gracchi to Nero. Otherwise called: Marsic War, Italian War Models: Military groundwork for the Social War occurred over the winter of 91/90. It was known as the Social War since it was a war among Rome and its socii partners.

HIV-1 Detection by Western Blot Lab Report Example | Topics and Well Written Essays - 1500 words - 1

HIV-1 Detection by Western Blot - Lab Report Example The neutralizer when presented to the chemical with the substrate will prompt the creation of a band that is hued (Luttmann, Bratke, Kupper and Myrtek, 2006). The test is completed a few times in the positive and the negative control serum to bring the away from of the viral protein. In the completing the test, there is the thought of the nine HIV explicit groups. At the point when the groups are presented to the serum of the individual the response that happens in the groups and the examples is the thing that outcomes to the determination of the person with the HIV infection. In the analysis to decide the accessibility of the infection, the polyacrylamide gel is removed from the plate and the nylon that is utilized in the examination is place straightforwardly onto the gel. After the nylon film is put on the gel, groups of protein are moved to the outside of the nylon layer which makes them to be consumed by the nylon film through the hydrophobic bonds (Wikipedia, 2013). The exchange between the bonds is accomplished in chambers that are uniquely structured through slender stream or by utilization of vacuum. DNA and RNA microarrays have been utilized in the assurance of the contamination with HIV since they are the key routes in the comprehension of the outflow of the qualities and the technique additionally take into account the quick measurement of a large number of the qualities once in the given cell that is engaged. The microarrays have concentrated on the assurance of the impact of the HIV on the single viral proteins in the person in the line of lymphoid cells. The microarrays are utilized in the assurance of the HIV because of the case that the declaration of the qualities in an individual are constantly adjusted during the hour of contamination with the HIV (Luttmann, Bratke, Kupper and Myrtek, 2006). Contamination in the individual is affirmed when the microarrays multiplex prompting the identification and furthermore separate the sources that has acquired the disease the person. In the completing of

Broken

Broken I did it again. I broke my right foot. Well not really, its just really badly sprained. IT HURTS SO MUCH! But goodbye crutches, Im sticking to my good friend, the air-boot-cast. Before you all go WHAT DID YOU DO??? let me tell you about the last time this happened. Go back to freshman year. Im all on my own, at college, and I am stressed out of my mind. I am taking not one, not two, not three, not four FIVE technical classes at MIT. Im a crazy person. So I tried to find ways to relieve my stress. My main way was running. Every single day, sometimes multiple times a day. It started out with small jogs to the museum of science. It turned into three-five mile bridge loops that took me along the esplanade on the northern edge of Boston along the Charles River. It started to hurt to walk. However, it did not hurt to run. Then there was a hurricane. Remember that big hurricane in 2012? It was that one. My friend Kayla E. 15 and I decided that it was a great idea to go out for a run. We did not make it very far against the wind. When I got home, I could barely make it up the stairs I was in so much pain. I promised to go to MIT medical very soon. And I went to MIT Medical the next day. I spent a couple of hours in the morning waiting to be seen by the doctor. The doctor finally saw me, and then sent me right away to have an X-ray. My right foot was broken. I had a small stress fracture (that was very close to becoming a full-blown fracture if I had continued to run), and I was in a tremendous amount of pain. So I got the boot. And I healed after a long time in the boot. I tried running again the next year, but I got shin splints and stopped. Today, I stick to biking. Yet I still hurt my foot. The story this time is that I went on a camping trip with my old living group, Tetazoo. Yes, it is my old living group now. I moved off campus. More on that another time. We went up to one of the MITOC cabins on a Friday night in October, and it was super dark out in the wilderness. We were all sitting around a campfire, and I got SUPER excited to see my friend Barbie D. 17. Like, super excited. I felt like one of those people who squeeled when they were happy, because I was squeeling when I was happy. This is how our greeting should have gone: Instead it went like this: And I shook it off immediately. I told everyone that I was okay, and I tried to get up. I couldnt get up at first, but forced myself to despite the agonizing pain. I made it to the cabin, and I went to sleep. However, a pulsing pain in both of my feet kept me up throughout the night. When it was about time to get up, I crawled to the edge of the room, and somehow made it to where the people were. I crawled around until I got to medicine, and took a ton of ibuprofen and acetominophen. I bothered my friend Sarah W. 16 for help wrapping up my feet, and we determined that hiking probably wasnt a good idea since I could barely walk. So I waited for the pain-killers to set in, and eventually I could sort of walk. My friend Kayla E. 15 and I got some coffee, checked out some used climbing/hiking gear, and headed home. It was a short trip, but a fun one. When we got home, Kayla dropped me off at MIT Medical. It was a terrible experience. I dont want to go into details. Basically, I did not get an X-ray. I got two ankle braces and some crutches and was told to stay in bed and take advil. They didnt even ask me if I had hit my head, or if I had hurt anything else when I had fallen :( So I went on with my life. Sort of. It was super depressing. I could not walk, so my boyfriend made me soup and I spent a lot of time with him and my cat. I took a lot of pictures of Rory. Rory was my savior, a reason to keep going while stuck in bed, unable to move around. Eventually, my left foot healed, so I was able to (kind of) get around on crutches. I was able to go to work and some classes, which made things a little easier. But the pain in my right foot kept getting worse. I went to MIT medical again, and got in an argument with the nurse that ended in me crying and her leaving me in the room to deal with my sadness on my own. I called my mommy, who was already scheduled to come visit me, and she agreed to bring me my air boot cast thingy from freshman year. She brought it, and suddenly I could walk around! The boot is perfect for allowing mobility without allowing the foot to get further injured. Yet, the pain kept getting worse. I was determined to get an X-ray. So I went back to MIT Medical Urgent Care for a third time. (You may be asking at this point why not go to a different doctor? Why not go to the hospital? Well, I tried those things. Or at least considered them. I could not get an appointment with a physician at MIT Medical, and a visit to the hospital would cost a minimum of $50 per visit, let alone the X-ray cost. These were all free for students and covered by my insurance at MIT Medical, so I was left with minimal options money-wise.) The third time was finally helpful. I got the doctor that helped me my freshman year when I had broken my foot, and I told her about how helpful she had been that time. She recommended that I use the air cast boot, and helped me fill it up with air so it worked even better. She also gave me very useful advice for pain management, and helped me with a referral to an orthopedist. And I finally was able to get X-rays! The X-ray did not show any torn ligaments or broken bones, but the orthopedist told me that I had strained and torn some tendons in my right foot. Four more weeks in the aircast boot, plus rest, elevation, and ice. Plus medicine for the pain, and Ill be able to sleep at night pain-free. After the aircast comes off, Ill need physical therapy. Ive met with student disabilities services to talk about how I can get around and get caught up in my classes while injured, and Meghan (from the services) was super super super helpful. I now have a great system of friends who drive, MIT shuttles, and the occasional Lyft or Uber driver. I still feel behind, but Ive been able to catch up on work and stay on top of things. Being injured sucks. Being sick sucks. But no matter what gets thrown at us, MIT students are really good at picking ourselves up and moving forward. Taking back the control of the classes and everything else that gets thrown at us and making the best of a terrible situation. And the administration is right there to help us, no matter how many times we tell ourselves or others tell us that theyre out to get us. Theres Student Support Services, Student Disabilities Services, our professors, Mental Health Counseling, and more. And theyre just as hosed as we are right now, just in other ways. But Ive been helped so many times in these past few weeks, they truly have been saviors. Stay tuned for more writing on my semesterly struggles, my awesome job, senioritis, and living off-campus. And my cat, Rory. Also, I got a pet hamster. Her name is Princess Leia :)

Social Inequality Race And Gender - 1893 Words

SOCIAL INEQUALITY Race and Gender 1 a.) As defined by sociology, a minority group is one that is singled out and treated as lesser people, and given less say and resources than those who are of a higher station in society ((Ed.), (n.d)). The importance of having different ‘classes’ in society is that it defines who will be the one who serves those at the top and those who will be at the top. Although the separation of each class gives a clearer definition of who we are in society we should not allow that to stop us from striving to move up the stratification ladder. The poor in the U.S. begin at the door step of the single minority single White mothers, who make up the bottom thirty percent of the population (Meyer, 2014). Black women are even more of a minority than the White woman in today’s society. This is closely followed Black men and the Hispanic population coming in at 27 and 26 percent-respectively (Commerce, 2014). Women are minorities in many areas such as employment, education , and government support. Women are overlooked when it comes to being ‘allowed’ into certain jobs, neighborhoods, colleges and universities. Women are in general paid less for more work, longer hours and with less benefits. The working conditions for women are less stable than those of a man in the same position. The wages that they work for are even lower than that of their White contemparies and the conditions are even worse for them. Women earn about 77 cents for everyShow MoreRelatedSocial Causes and Consequences of Inequalities Based on Race, Class, Gender, and Sexual Orientation2854 Words   |  11 Pagesï » ¿Social Causes And Consequences Of Inequalities Based On Race, Class, Gender, And Sexual Orientation In spite of all the efforts made within United States to eradicate racial disparities, the media still broadcast discriminatory images and thoughts. Ethnic minorities are constantly being depicted as the culprits and the prime suspects in any crime. Muslim are always associated with fascism, Blacks are always associated with thugs, Mexicans are always depicted as illegal immigrants or drug cartelsRead MoreSocial Inequality Is An Important Issue In Today’S Society.1595 Words   |  7 Pages â€Æ' Social inequality is an important issue in today’s society. Today, people face many inequalities based on their gender, race, religion, and disability status, yet there are many different ideologies and ongoing debate about social inequality. There are three perspectives concerning the issue of inequality in America. This paper will analyze an article about social inequality, â€Å"Gender, Race, and Income Gaps† by Richard Hogan and Carolyn Perrucci, and how it applies to the viewpoints concerningRead MoreWhy Race and Gender Inequality Still Exist1101 Words   |  4 Pagescenturies ago, but inequalities between gender and race continue to exist. To analyze why gender and racial inequalities prevail, human capital theory and functionalism take into account cultural, historical, and economic factors. In my opinion, the human capital theory presents a more persuasive reason. Although race and gender inequalities in the United States have diminished in the past few centuries, many aspects of these inequalities still persist today. Race and gender inequalities are covert, andRead MoreCrime and Social Inequality1194 Words   |  5 Pages Crime and criminalization are dependent on social inequality Social inequality there are four major forms of inequality, class gender race and age, all of which influence crime. In looking at social classes and relationship to crime, studies have shown that citizens of the lower class are more likely to commit crimes of property and violence than upper-class citizens: who generally commit political and economic crimes. In 2007 the National Crime Victimization Survey showed that families with anRead MoreA Response on Social Inequality Essay683 Words   |  3 Pagesï » ¿ A Response on Social Inequality We live in a culturally diverse world. Age, gender, sexual orientation, ethnic heritage and race are some of the diverse areas in society that are deemed significant. In spite of all these differences we tend to center ourselves around people who are similar to us; those who share the same biological and physical characteristics, same status and similar lifestyles. Because of this it is our human nature to be ethnocentric towards those who are different fromRead MoreRacial Segregation And The Educational Institution964 Words   |  4 Pagesevery race, gender, and background experience while growing up. Since social class is determined in large part by education, the effects of education carry forward into the rest of each person’s life even after they’ve long left the institution itself (Roy, lecture 10). In his lecture on the institution, Professor Roy adds that education allows for a path to social mobility while also reproducing inequalities. This paradox can be se en in both race and gender – albeit in varying degrees. Race is aRead MoreIn January 2013 a prominent national US newspaper quoted former Secretary of State, Condolezza800 Words   |  4 Pageshow significant inequality is in America. The social class that you are born into will influence your outlook on social class and will also be the social class you stay in (Loewen, 1995. 322). Your social class will determine the opportunities available for you including health, fitness, nutrition, education, SAT scores, medical resources and more (Loewen, 1995. 321-322). Loewen also proposes that the education system in America does not incorporate a proper analysis of our social class (Loewen,Read MoreQuestions On Inequalities Of Gender Inequality1625 Words   |  7 Pages1. Inequalities of Gender 1. Discuss the various forms of Gender inequality 2. Choose and discuss two theoretical perspectives used to analyze gender inequality 3. Make sure to compare the perspectives and choose which one you align yourself with Kerbo (1994) refer to gender as the socially constructed definition of what it mean to be female or male. Sex and gender are two separate terms. Sex refers to the biological characteristics. However, gender is completely different. Gender is sociallyRead MoreGender Differences And Gender Inequality1717 Words   |  7 Pages Gender differences and gender inequality are sometimes used interchangeably but do not refer to the same thing. The two concepts are common in gender literature; however, they are not uniform across different cultures based on the degree of conservative attitudes present. The significant differences between sexes and used as arguments against equal rights primarily against women’s rights. Hence, the gender issue has continually been created in light of the standard views or conceptions ofRead MoreSocialization And Social Control Of Adolescents1130 Words   |  5 PagesClass, race, and gender play a significant role in organizing society as a whol e, and they are all forms of stratification that promote group inequalities in society due to an unequal distribution of social resources and opportunities. These groups are socially defined and treated differently and unequally in the larger society. Now, our goal is to analyze these groups based on their manifestation in socialization and social control of adolescents. First, we will define socialization and social control

Dynamic Seal - Mba Six Sigma / Operations Case Essay

Issue: Dynamic Seal, a precision parts manufacturer with a reputation for high quality, does not currently utilize a Statistical Process Control (SPC) system. However, United Airlines (UA), a major customer representing 14% of Dynamic Seal’s business, insists they implement an SPC system or loose United Airlines’ business. In addition Dynamic Seal do not have a sound preventative measure quality control system in place, preferring 100% inspection to cull bad quality, rather than building parts correctly from inception. Goal: Reduce product variance and the need for rework by implementing a company-wide quality control system that includes an element of Statistical Process Control. A secondary goal is to reduce waste by focusing on Lean†¦show more content†¦6. Machinists set informal equipment specifications, not the QC Dept. 7. The company operates a 100% inspection policy. 8. In-process inspection is infrequent, therefore origin of 25% of defective issues cannot be found. 9. Inspection and assignment of rework involves significant lag. 10. QC system generates significant volumes of paperwork: 80 defective reports (DMR) per week. 11. Product blueprints and Inspection Specs (IMS) often do not match and are not updated. 12. Initial defective rate documents (DMR) are often produced post-rework. Analysis: Two sets of process data have been collected for initial analysis. Before specific SPC issues can be addressed the process and equipment should be assessed to see they meet the capability requirements laid out in the customer specs. The first process examined uses the Lablond Lathe machinery and requires a machined diameter of 7.7250, plus tight tolerances of + .0005 inches. A Process Capability Ratio (Cpk) analysis of the lathe’s data, results in a Cpk of .379 (exhibit A). A result of less than one indicates the machine is not capable of matching the tolerances laid out in the IMS spec. Therefore the Lablond Lathe is not suitable to handle the process it is being used for. Before a more suitable machine is selected, the Lablond Lathe should be checked for calibration, as should the measuring equipment used. If all fall within calibration specs, newShow MoreRelatedInstructor Manual37126 Words   |  149 PagesINSTRUCTOR’S RESOURCE MANUAL to accompany Operations and Supply Management – The Core Second Edition Prepared by F. Robert Jacobs ACKNOWLEDGEMENTS I am indebted to all of my colleagues who have contributed to this manual. Very few of the ideas contained in here are totally original. Thanks much to all of you for spending so much time discussing how you do things in class and allowing me to share your ideas in this manual. F. Robert Jacobs i TABLE OF CONTENTS Introduction VideosRead MoreTeaching Notes Robert Grant - Strategy 4th Edition51665 Words   |  207 Pagesedition of Cases in Contemporary Strategy Analysis has been developed to accompany the fourth edition of the textbook Contemporary Strategy Analysis. A key feature of the Casebook is its close integration with the concepts and techniques outlined in the textbook. All the cases, except one, have been specially written to link with a speciï ¬ c chapter of the textbook. (In some instances, the cases apply principles and techniques from more than one chapter.) The main characteristics of the cases are: †¢ MostRead MoreContemporary Issues in Management Accounting211377 Words   |  846 PagesPeter Miller  ¨ 10. Analytics of costing system design Eva Labro 11. Understanding management control systems and strategy Kim Langfield-Smith v vii xi 1 20 42 69 92 117 146 166 198 217 243 x CONTENTS 12. Management accounting, operations, and network relations: debating the lateral dimension Jan Mouritsen and Allan Hansen 13. Trends in budgetary control and responsibility accounting David Otley 14. Making management accounting intelligible Hanno Roberts 15. Changing times: managementRead MoreCollin Technologies Case Study Essay examples33525 Words   |  135 PagesTechnologies Case Study Baldrige Performance Excellence Program National Institute of Standards and Technology (NIST) †¢ United States Department of Commerce July 2013 To obtain Baldrige Program products and services, contact Baldrige Performance Excellence Program Administration Building, Room A600 100 Bureau Drive, Stop 1020 Gaithersburg, MD 20899-1020 Telephone: (301) 975-2036 Fax: (301) 948-3716 E-mail: baldrige@nist.gov Web: http://www.nist.gov/baldrige The Collin Technologies Case Study is aRead MoreI Love Reading Essay69689 Words   |  279 Pagesprivate equity in India, 2000-2007 Investments by stage– Number of deals Building synergies Importance of education Qualiï ¬ cation of entrepreneurs Qualiï ¬ cation of entrepreneurs – Variations according to time period MBA and entrepreneurship – Variations according to time period Proï ¬ le of MBA graduates in different time periods – Variations according to work experience Availability of skills Issues of skills Issues with skills – Variations according to type of skills Issues of skills – Variations accordingRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesin education at NYU. 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Strength of Mice and Men Free Essays

In this story, although some people have great strengths, they may have greater weaknesses, and sometimes the strong don’t always survive. Strength in something can greatly benefit a person. For example: 1. We will write a custom essay sample on Strength of Mice and Men or any similar topic only for you Order Now Lennie is physically strong and large. He is able to work very hard because of his strength, and he uses this to his advantage. Slim said, â€Å" By the way, what did you said about Lennie was absolutely right. Perhaps he isn’t intelligent, but I’ve never seen such a good worker as him. He worked much harder than the other men this afternoon, loading barley on to the waggon. Nobody can work as fast as him† ( it’s in chapter 6). Lennie also uses his strength to his advantage when he fights Curley. With his immense power he was able to crush Curley’s hand. 2. George’s intelligence. George is a very quick thinker. He is there to get Lennie out of trouble when he causes it. An example would be what happened in Weed. Lennie felt a girl’s dress and didn’t let go, so she accused him of raping her, and sent men to lynch him. George, thinking quickly, told Lennie to hide in a marsh so that the men wouldn’t find and kill him. 3. Curley, as a symbol of authority on the ranch and a champion boxer, makes this clear immediately by using his brutish strength and violent temper to intimidate the men and his wife. 4. Curley’s wife. Curley’s wife is beautiful. Beautifulness is the strength in herself to flirts with all the men she met especially all the men in the ranch. 5. Slim. Slim is the senior worker in ranch. So everyone respected him and his opinions. For example when Slim said â€Å" Carlson’s right. Your dog’s no good to himself. I’d be glad if someone shot me when I was so old that I could hardly move† . this ipinion makes Candy felt helpless and then he mau accept his dog will be shoted by the Carlson. (it’s in chapter 7) 6. Carson. He has the strength to shoted the Candy’s dog because he has a gun and Slim suporrted him. ( it’s in chapter 7) How to cite Strength of Mice and Men, Papers

Insights into the Localization of mRNA free essay sample

A review on an article discussing the insights into the localization of mRNA in embryonic and differentiated mammalian cells as it pertains to how proteins that mRNA code for are localized, modified and expressed. This paper reveals the increasing importance of mRNA study in understanding protein synthesis, localization and expression. It discusses the cellular mechanisms and techniques for measuring them. The writer explores the observed effects on development to the differentiation of the most complex cells and concludes that mRNA localization has proven to be a highly conserved and important mechanism in the cell. When cells are dividing and differentiating into tissues and higher complex structures, each tissue-type cell is uniquely characterized by the membrane bound and cytoplasmic proteins it contains. These various proteins are sequestered within the cell by various mechanisms. The details associated with protein targeting have been the focus of considerable research in the last decade. As a result, a good deal is known about protein sorting signals and the machinery needed for endo and exocytosis as well as the mechanisms for transporting vesicles along microtubules and actin filaments within the cytoplasm. We will write a custom essay sample on Insights into the Localization of mRNA or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, less is known about how cytosolic proteins are parceled out within the cytoplasm. It has become increasingly clear that the transport and localization of mRNA, not the proteins alone, plays an important role in the localization of proteins. mRNA localization is an active process highly conserved from a simple Drosophilia oocyte model to a very complex mammalian neuron. It allows for specificity in development and function that would otherwise not be possible.

History Of Sexuality Essays - Sexual Acts, Masturbation, Fertility

History Of Sexuality As you may well know and as I have recently discovered, there are endless publications concerning themselves with sex. However, finding sources that deal with the subject of masturbation are few and far in between. I first began by gaining access to the Internet to begin my research under the notion that I couldn't go wrong using a tool containing such a wealth of information. After having initiated a search of the word "masturbation" and finding that nearly all of the results directed me to sites dedicated to pornography, it became obvious that I was heading in the wrong direction. I then decided to take the more traditional route by utilizing the San Francisco State University Library and Bookstore, where after much mental strain, I was able to successfully conduct a thorough research of the topic. However, much of the text I was able to find, seem to quote each other, all stemming from the works of just a few scholars from centuries past. Very little "new" ground seems to be covered, and it is almost impossible to find anything that didn't either make me yawn, or that offered me a fresh or interesting perspective. As a result, I have taken what I feel to be the most beneficial and engaging segments from the sources that I have gathered and pieced them together to create this report: The Criminal History of Masturbation. Hopefully, what little information I was able to find will be of interest to those of you who already consider yourselves experts on the subject. Thesis Statement Masturbation, as you might suspect, is a purely solitary form of sexual behavior, and as such can tend to be regarded as even more personal and intimate than sex itself. As such, it gains a status as a taboo subject, even among people like myself who consider themselves among the sexually liberated. But, these attitudes concerning masturbation are quite recent, shifting considerably in the last 50 years or so. Historically, masturbation was not a subject that you would so kindly label as "taboo" but, for example, as "a self-polluting sin against nature that threatens all that is Godly....remedied only by condemning such sodomites to their deserved fate of eternal damnation." Even to the most closed-minded and modern traditionalists, those who endeavor to protect their own believed concepts of decency and decorum, this may seem to be a bit harsh. My goal in this report is to explore the subject matter of masturbation and the attitudes surrounding it throughout our history. I hope to divulge to the reader an overview of these negative connotations, hopefully forming an understanding of how nonsensical and absurd they may seem, especially to individuals like myself who endorse the "normality" of autoerotic pleasure. As an artist, I have decided to include some examples of medieval art, which portray negative connotations of masturbation. I will then form a conclusion to my report that will include a summary of my findings and an explanation of my reaction to a subject that has historically been considered as criminal. The Criminalization of Masturbation There are no clear answers as to the origin of the word "masturbation", but an educated guess and a little help from Paula Bennett M.D., author of Solitary Pleasures, gives its entomology to the Latin language, manus (hand) ? stupro (to defile). However many scholars believe it to have a Greek beginning, mezea (genitals), with the original meaning, "to arouse the genitals". The lack of certainty as to the origin of the word stems from the fact that both the Romans and the Greeks mentioned the subject of masturbation very rarely. However, Hippocrates noted that he believed excessive loss of semen caused spinal consumption. And even though several Christian and Judaic followers consider the act of masturbation sinful, the Bible has no clear-cut stance on the subject. (The story of Onan [Genesis 38:9-11], is often sighted as proof of the Bible's stance. God condemned Onan to hell for having spilt his seed on the ground rather than conceiving a child, which the law demanded. However, it seems biblical scholars believe that it is instead, a reference to coitus interuptus [the act of pulling out the penis from the vagina before ejaculation]). As a result, masturbation was more commonly known as "onanism" well into this century. The negative connotation associated with masturbation can be traced back to a Swiss physician, S. Tissot (1729-1797). Tissot believed that all sexual activity was dangerous because it forced blood to rush to the head, leaving the rest of the body dangerously low.

7 Most Common SAT Math Mistakes and How to Avoid Them

7 Most Common SAT Math Mistakes and How to Avoid Them SAT / ACT Prep Online Guides and Tips I spent several years tutoring students in SAT Math, and many found the section frustrating. The first test-takers for the new SAT in March felt the same. Some struggled because they felt their strong suit was English and were irkedby the content, mental math, and the pacing of SAT Math. Others found that although they considered themselvesexcellent math students, they struggled to finish and get the score they want. No matter what group theyfell into, students tended to make the same seven mistakes on the SAT Math section. In this guide, I’ll tell you what those mistakes are, give you examples, and let you know to avoid making these mistakes in the future. Mistake 1: You Didn’t Write Out All of the Steps Some students hate writing out their work for math problems.I know; I'mone of them.Trust me, while SAT Math problems may look simple since they only require you to know basic math topics (i.e. no advanced calculus), these problems are actually quite intricate, requiring you to go through many steps to get the correct answer. If you don’t write out all of these steps, you can accidentally end up with the wrong answer.This is especially important in the non-calculator section where you’re not able to rely on a calculator to help you find the correct answer. Together, we’ll work through this no-calculator SAT Math question and write out all of the steps: To determine what the price per pound of beef was when it was equal to the price per pound of chicken, you need to first find the value of $x$ (the number of weeks after July 1) when the two prices were equal.The prices were equal when $b=c$; that is, when $2.35+0.25x=1.75+0.40x$. $$2.35+0.25x=1.75+0.40x$$ You can find the value of x by reducing. $$2.35(−1.75)+0.25x=1.75(−1.75)+0.40x$$ $$0.6+0.25x=0.40x$$ $$0.6+0.25x(−0.25x)=0.40x(−0.25x)$$ $$0.60=0.15x$$ $$x={0.60}/{0.15}=4$$ Then, to determine b, the price per pound of beef, substitute 4 for $x$ in b=$2.35+0.25x$, which gives $b=2.35+0.25(4)=3.35$ dollars per pound. Therefore, D is the correct answer. When I initially attempted this problem, I didn't write anything down, and I accidentally added 1.75 to 2.35 instead of subtracting 1.75 from 2.35. Therefore, I got the wrong value for $x$, 27.33. Thankfully, when I plugged that into $b=2.35+0.25x$, I found thatmy answer wasn't one of the answer choices, so I caught my mistake. However, I'm lucky because I would have answered incorrectly otherwise. You don't want to miss questions because you didn’t write out all of the steps.This is arguably the easiest mistake to fix.Write out all your steps, and you’ll never accidentally get a question wrong because you skipped a step! Mistake 2: You Forgot Formulas The SAT gives you some formulas at the start of each Math section.However, the College Board doesn’t provide you with all of the formulas you need to know to answer every question in the SAT Math section. Luckily, here at PrepScholar, we’ve created a complete list of all the formulas you need to know for SAT Math.Create flashcards to help you memorize these formulas.However, memorizing alone is not enough.If you have the formulas memorized, but don’t know how to use the formulas, they’re useless to you. The best way to practice using formulas is to do as many SAT Math problems as you can. Let's work through this SAT Math question that you couldn’t answer without knowing formulas and how to apply them: If you didn't have your trigonometry formulas memorized (SOHCAHTOA), you would have no idea how to answer this question. It's impossible to answer this question without at least knowing the formulas for the sine and cosineof an angle. Memorizing formulas is not only necessary to answer certain questions correctly, but it can also be a time-saving shortcut. If you were a formula whiz and knewthe complementary angle relationship for sine and cosine, which is $sin(x °)=cos(90 °Ã¢Ë†â€™x °)$, you'd know immediately that the answer is $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$ or $0.8$. However, if you didn't know that formula, but knew the sine and cosine formulas, you could stillsolve this problem by constructing a diagram using the given information.It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is ${4}/{5}$. If $sin(x)={opposite side}/{hypotenuse}$,then the opposite side is 4 long and the hypotenuse is 5 long: Since two of the angles of the triangle are of measure $x$ and 90, the third angle must have the measure $180 °Ã¢Ë†â€™90 °Ã¢Ë†â€™x °=90 °Ã¢Ë†â€™x °$. If we know that $cosine={adjacent side}/{hypotenuse}$, then,using the figure, $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$or $0.8$. SAT Math may make your brain hurt! Mistake 3: You Didn'tKnow Functions Functions are one of the trickiest topics in SAT Math.This is not because they'remore difficult than other topics, but rather students are simplyless familiar with functions than they are with other math concepts.The good news is that you'll easily master functions withpractice and familiarization. Let's work through thisSAT quadratic function question together: To figure outwhich answer choiceis the equation of the graph,you shouldstart by finding the y-intercept. Youcan see in this graph that the y-intercept is 2, which means you can eliminate C and E since C had a y-intercept of -2, and E has no y-intercept. The vertex of the graph is at $x=0$, so the function is not shifted to the right or left of the y-axis. This means that, in your quadratic equation $ax^2+bx+c$, your b value has to be 0. If it were anything other than 0, the graph would be shifted left or right of the y-axis. Let's look at the remaining answer choices, A, B, and D, to see which one had a b=0. A does so that might be the correct answer, but let's rule out B and D. Answer choices B and D are squaring expressions, so let's FOIL them in order to see the equation properly. Answer choice B gives us: $$y=(x+2)^2$$ $$y=(x+2)(x+2)$$ $$y=x^2+2x+2x+4$$ $$y=x^2+4x+4$$ This equation has b=4, not b=0, so it can't be the answer. You can also eliminate D; when foiled, it gives us: $$y=(x−2)^2$$ $$y=(x−2)(x−2)$$ $$y=x^2−4x+4, so b=-4$$ Therefore, A is the correct answer. If you're still struggling, check out our full guide to functions. Remember, you'll master functions with practice, so take as many SAT math practice tests as you can. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Mistake 4: You Panicked atan Unfamiliar Question Format SAT Math problems are often asked in strange waysthat you've never seen in math class. When confronted with these unfamiliar question formats, many students rush to move on to the next question thinking they'll come back to it, or they'll just try to guess the answer.Even though you’ve reviewed all of the math content areas and knew your stuff, you don't think you know how to answer the question. There is no easy solution to this issue.The only way to learn how to approach SAT Math questions is with practice. SAT Math questions are unlike the math questions you’re used to seeingin your math class, so to get familiar with the SAT Math question style, you should take as many practice SAT tests as you can. Let’s work through this convolutedSAT Math problem together: At first glance, this question looks overwhelming with a chart and a large paragraph. Don't let that scare you. Read carefully, and try to identify the important information as you read the question by circling or underling.Ask yourself: What am I solving for? What information am I given? How can I use this given information to find the solution? We're trying to find the probability that a right-handed student selected at random is female. We're told that there are 5 times as many right-handed females as there are left-handed females, and there are 9 times as many right-handed males as there are left-handed males. Also, we know the total number of left-handed students is 18, and the total number of right-handed students is 122. To solve this problem, you need to create a system of equations using two variables ($x$ and $y$) and the information you’re given in the question.Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information in the question, the number of right-handed female students will be $5x$ (since there are 5 times as many right-hand females as there are left-handed females) and the number of right-handed male students will be $9y$ (since there are 9 times as many right-hand males as there are left-handed males) . Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x+y=18$$ $$5x+9y=122$$ When you solve this system of equations, you get $x=10$ and $y=8$.Thus, 50 of the 122 right-handed students are female.Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is $0.410$.The final answer is A. Don't run away from a weird question! Mistake 5: You Solved for the Wrong Value Because SAT Math questions can be convoluted, it's sometimes difficult to figure out what the question is asking you, which leads some students to solvefor the wrong value.Take for example this SAT Math question: This question throws a lot of numbers and letters at you. It gives you angle and side measures and mentions a similar triangle. Some students might accidentally solve forthe measure of the sides of DEF. Don't let the numbers and letters distract you. Make sure to identify what you're being asked: what is the valueof$sin F$? To find$sin F$, we need to start with thegiven information: Triangle ABC is a right triangle with right angle B.Therefore, AC is the hypotenuse of right triangle ABC, and AB and BC are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB=√{(20^2)-(16^2)}=√{(400)-(256)}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of angle F equals the measure of angle C. Therefore, $sinF=sin C$, and $sinF={3}/{5}$.The final answer is ${3}/{5}$or $.6$. This problem has an easy fix: take the time to read the question fully, circle the important information, and make sure you know what you’rebeing asked before you start doing any work. I know you don’t have a lot of time on the SAT Math section (that was one of the chief complaints from the new SAT test-takers), but you need to read each question completely and make sure that you know what you’re being asked.You’ll get better at this with practice. Most SAT Math questions will have an answer choice that will seem correct if you misread the question.I know it’s rude and sneaky; the SAT is trying to tempt you to answer incorrectly.Don’t fall prey to the tricks! Read the question correctly, and you’ll be on the track to get the right answer! Mistake 6: You Used Your Calculator Incorrectly Calculators are both wonderful and horrible.You only get to use your calculator on one part of the SAT Math section, but for that part, you need to use your calculator carefully.When you’re rushing to answer SAT Math problems, you might accidentallytype the wrong number(s) into your calculator, leading you to the wrong answer. This isone of the better mistakes to make. Because if you type the wrong number(s) into your calculator, you’ll likely find no matching answer in the SAT answer choices, andyou’ll realize you made an error.However, even if you catch the error, you’ve still wasted valuable time that you could have been using to answer more SAT Math questions. Moral of the story: take the time to check that you’ve copied the numbers into your calculator correctly before running the calculation. Don't let your calculator become your enemy! Mistake 7: You Didn’t Pace Yourself With only 25 minutes to answer 20 questions in the no-calculator section and only 55 minutes to answer 30 questions in the calculator section, you need to learn to pace yourself.However, not every student should attempt the same pacing. You should plan your pacing based on your target SAT score. In both math sections, the questions progress from easy to hard and then re-set on the grid-in portion from easy to hard. No matter what your target score is, you should always attempt the easier questions: the first half of the multiple choice and grid-ins. If you're aiming for a Math section score above 700,then you're going to need to answer all or almost all of the 58 Math questions. That means you will need to get your pacing under oneminute per question for the easier questions to conserve time for the harder questions. If you're aiming for a Math section score below 700, then you can skip some questions.Focusyour time on trying to answer the easier questions correctly (the beginning questions of the multiple-choice and grid-ins).Consider bubbling in a random letterfor the harder questions since there is nopenalty for guessing. Note: if you use this strategy, make sure that you’re answering enough questions to reachyour target score.No one is perfect, so count on answering a few questions incorrectly. For example, if you’re aiming for 600 in Math, then you shouldattempt at least 45 questions before bubblingin random answers for the other 13 questions. That way, if you answer five of the 45 incorrectly, you can still get 600. Give yourself acushion. To really master yourpacing on the SAT Math section, you need to take a lot of practice tests under realistic testing conditions.For a more in-depth explanation on pacing, check out our guide to help you beat the clock and maximize your SAT math score. What’s Next? Now that you know the most common mistakes on SAT mathmake sure you’re prepared for all of the math topics you'll see on the SAT.All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from trig to radians, coordinate geometry to systems of equations and much more. Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, 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'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:

Night Mother Research Paper Example | Topics and Well Written Essays - 1000 words

Night Mother - Research Paper Example By articulating the psychological motivations for their thoughts and actions, Marsha Norman is able to showcase the characters’ depth. Norman’s plays, including ‘Night Mother, feature recurring motifs. Some prominent motifs are: â€Å"the relationship between parent and child, usually mother and daughter; the inescapable encroachment of the past the present; and, perhaps most tellingly, the struggle between rationalism and faith. The plays encourage the possibility of religious faith, but with choice as an essential ingredient: Faith -- like feminism -- demands autonomy.† (Coen, 1992, p.22) In ‘Night Mother, we see all of these motifs at work. There are also references to Christianity and Jesus Christ, but the author keeps them at the periphery of the main narrative. Likewise, monologues are employed to capture the character and personality of the speaker. In ‘night Mother monologues serve as key devices for improving the theatrical and dramatic effect of the play. Through this device, we learn how, Jessie, despite her drastic resolution to end her life, is actually trying to gain control over her life. This is a reflection of how things outside her circle of influence have straddled on her will, autonomy and dignity. (The Christian Science Monitor, 2004, p.15) Through the exposition of the particular life circumstances of Jessie and her mother, Marsha Norman is treating universal human concerns. For example, one of the main reasons why Jessie decides to end her life is the deep sense of loneliness and helplessness she experiences frequently. She makes it clear to her mother that her company doesn’t alleviate her loneliness even a little. Jessie’s physical ailment in the form of epilepsy has led to a restricted lifestyle and limited job opportunities. These in turn have created numerous frustrations for her, which have led to frequent bouts of depression and suicidal ideation. But Jessie’s is not an un usual case in modern society. In America today, tens of millions of psychiatric prescriptions get written each year. People go through a high degree of stress in their workplaces. The work-life balance is often skewered in favour of the former. The institutions of family and marriage are falling apart gradually. In such a society, people increasing feel alienated, confused and desperate. When health complications like that faced by Jessie are added to the mix, life does appear hopeless and bleak. What Martha Norman seems to be suggesting is that Jessie’s life is a symbol of a broader social fact. In this vein, ‘Night Mother is a poignant dissection into modern human condition. Through the past and present lives of Jessie and her mother, a ‘bi-regional’ perspective is evidenced in the play. The bi-regional perspective in ‘Night, Mother is found in the â€Å"philosophical intersection of Midwest and South, though the regional poles are never identified as such or specifically grounded in either history or tradition. 'night, Mother enacts a more existential impasse that never gets resolved. In order to understand the fascinating bi-regionality of this award-winning play, we must position its characters, themes, and world-views in the context of two distinct American sub-cultures. 'night, Mother showcases a stark conflict between world views, both "epistemological and

Recycle (Indiana State recycle center) Essay Example | Topics and Well Written Essays - 750 words

Recycle (Indiana State recycle center) - Essay Example The center later turned into an educational center and a community-wide recycling center (ISU). Following the lecture about the recycling processes and the coverage of the recycling at Indiana University, I learnt that many materials, which I viewed as non-usable, are valuable resources that can be recycled for further use. Some of the materials that I discovered to be recyclable include news papers, old books, cardboards, waste paper, glass containers, plastic films and bags, metallic beverage cans, bottles and plastic containers. Before the lecture, I did not know that empty bottles – after using the contents they contain – could be used for a better course. Since the lecture, I started collecting all waste materials, and taking them to the neighboring recycling center – where they recycle all that is recyclable and effective dispose what they cannot recycle (Braungart and McDonough 47). Through the lecture on the recycling at Indiana University, I discovered t hat the heavy pressure on the production resources of the world could be reduced through recycling. For example, he explained that iron and aluminum deposits are reducing continually, but went further to explain that the waste cans that are disposed at the garbage collection area can be used to substitute the diminishing resource inputs. He gave us an example of plastic cans, demonstrating that the disposed cans are usually as good as new; therefore, through recycling these disposed containers, canning companies can reduce their costs of operation. Therefore, from the lesson, I learnt that recycling has many advantages, including that it reduces the pressure on production resources, reduces the impacts of waste disposal and reduces the costs of doing business – particularly in the area of sourcing for inputs (ISU). During the lecture, the agent from the recycling center explained the long term effects of recycling, including that it reduces the impacts caused by pollution on the environment. One example he used, made it clear to me that recycling is a channel for safeguarding the future of humanity. For example, when plastic cans and the waste materials from the health center are incinerated, they produce toxic smoke, which increases the rate of ozone layer depletion – which increases the levels of global warming. But in the case that these waste materials are not taken through the process of incineration, which uses a lot of energy and in some cases pollution-causing smoke, the waste can be recycled for newer use, over and over again. The recycling of the waster reduces the costs of producing new plastic cans and other plastic products; it reduces the energy levels consumed by industrial plants, and reduces the pollution caused by inappropriate waste material (ISU). Therefore, in the long term, the benefits of recycling reinforce the availability of resources, increase the sustainability of the environment and improve the profitability of differ ent enterprises. Through the lecture, I learnt that recycling can be practiced by all people, young and aged; poor and rich, as well as those in business and those that use the recyclable materials at home. For example, among the young, spoilt toys can be recycled for new plastic, and among the aged, many waste items like spoilt computers and vehicles can be surrendered for recycling. Among the poor, simple materials like paper bags

Reflection On Formative Assessment Education Essay

Reflection On Formative Assessment Education Essay For my reflection on learning I am going to discuss writing assignment 01. I feel that I did a pretty good job with writing assignment 01, however, theres always room for improvement. The easiest part of the assignment was ofcause the multiple choice questions which I answered using mostly the general knowledge that I have gathered over past few years of studying Business Management; the second part of the assignment was to write a literature review which was a more challenging task to accomplish. Academic writing is not an easy task and often takes years to master fully. So at this stage, I wanted to be well on my way to becoming a better writer and a researcher. I believe that I have improved on both my academic writing and organizational skills. After going through week 4s content, I had set goals for myself to become better at organizing information, such as sourcing literature and writing about the information. I had hoped to have a better understanding of what a literature review is in order to incorporate this knowledge into my paper, as well as improve on my own ideas, and I feel like I have done that. According to Badenhorst (2010, p. 16) Writing is currency in academia. It doesnt matter how many ideas we have. If we cant transform those ideas into something material, we have nothing worth trading. Therefore, I had also wanted to be clearer when coming up with ideas in a concise, logical and integrated manner so that the person reading could easily follow my argument and understand what I am trying to say. And once again, I feel that I have done just that too. The general feedback that I got on my first assignment was positive. Some of suggestions that I had received from you were, Very good review. Evidence that the literature was studied and integrated in to the review. You should review the APA style referencing. As you cited some of the references wrong in the text. Always cite correctly. So I went back to revise the document that was given to us in the beginning of this module, namely, An Abridged Guide to the APA Referencing Style. I have learned that when citing a paraphrase within the text of an assignment, the surname of the author followed by a comma and the year of publication should be given wholly or partly in round brackets. If referencing a direct quote a comma and page number after the year should be added. I am now more comfortable with using the APA style referencing and hopefully wont be repeating the same silly mistakes I made in this assignment. References: Badenhorst, C. (2010). Productive writing becoming a prolific academic writer. Pretoria: Van Schaik Publishers. Reflection on learning in Assignment 02 I believe assignment 02 was a real chance for me to test my knowledge and ability to reach the outcomes of the module. I say this because of the nature of this assignment. In general I used to perceive multiple choice types of questions as an opportunity to gain easy extra marks. However, few questions in, I soon realized that assignment 02 was one of the most challenging assignments that I had to complete this year. That is why I was relieved and pleasantly surprised upon the release of the final marks. According to the results, I have gotten 42 correct and 8 incorrect answers. Looking back on the assignment 02, I feel as though I was well-equipped in the majority of the questions in the assignment, especially on answering the questions relating to quantitative and qualitative designs, due to thoroughly going through the work in Week 6, 7, 8, 9 and 10. I feel like my weak point in the multiple choice assignment was that I may have fallen for the distracters. The reason why I have gotten some of the questions wrong is because I struggled in interpreting the idea of the text and choosing one correct answer. Also, most of the questions that I got incorrect had to do with either sampling or data collection. After this assignment I have learned the importance to have a good understanding of measurement process, like levels of measurement, reliability and validity. Researchers need to understand the values they attach to the information they collect. I believe that the tools I learned in this module have made me develop as a researcher and better prepared me for the future. 2.2 Weekly self-evaluations Include the two qualitative questions as self-reflections here for any three weeks of your choice. In addition to including the content that you provided during the specific weeks, also add a further reflection on how you feel about your answers at this point in time, now that you look back at these reflections: Nr Week Self-reflections 1A 2 Describe how you are finding this section of the module and the way in which it was presented. What did you like and what helped you to understand the material? On the other hand were there things that you did not understand properly in the way they were presented. How do you think we can improve our presentation and activities around this part of the work for this module? 1B 2 2A 4 Based on this weeks chapter, which content did you find easy to understand? What helped you to understand the material? What sections did you not understand properly? How do you think we can improve our presentation and activities around this part of the work for this module? In one or two paragraphs, explain the extent to which you are comfortable with your knowledge and understanding of the content of this introductory chapter 2B 4 3A 7 In one or two paragraphs, tell us how challenging you found the content of this weeks work? Are you coping with the workload each week? What are you doing to help reach the targeted learning goals each week? 3B 7 2.3 Reflection on the value of research As an honours student, an employee or employer in an organization, or a citizen of a country, you must make many decisions every day. Good, informed decisions require knowledge. What are the sources of our knowledge? Some of it is acquired through formal education in honours and masters programs in social work, or from attending on-going education programs. It may come from reading articles in professional journals, textbooks, or through online searches. It may also come from senior level experts who have been successful social workers for many years. Factually, much of the knowledge derived from these sources has one characteristic in common it is all derived from doing good research (Bryman Bell 2007, p.4). Conducting research is the most reliable method of acquiring new knowledge about business and learning. Alternative ways of knowing such as common sense, intuition, authority and tradition, have proven less useful for advancing our understanding of the complex process of learning (Mallick 1999, p.5). In the last 40 to 50 years, the value of research has attained a great deal of respectability amongst educators, politicians, business people, and other who often turn to researchers in the quest for reliable and valid information for making decisions (Mallick 1999, p.3). By teaching students the best ways to conduct research, they will be equipped to acquire the knowledge needed for making good, informed decisions in whatever social system level they may become employees or even potential employers. However, understanding how research should be conducted has a second benefit as it allows social workers or citizens of the country to critically and knowledgeably evaluate the research methods of others (e.g. leaders, politicians) and, thus, assess the credibility of the findings and recommendations that they generate. References: Bryman, A., Bell, E. (2007). Business Research Methods, Oxford University Press, New York Mallick, K. (1999). Researching Education: Perspectives and Techniques, Routledge, London 1.0 Introduction Nowadays, almost all curricula in the social studies contain at least one course in statistics. So given the importance of this discipline as a basic knowledge to understand the modern world, it is necessary to do some form of a research on the students attitude to statistics, as this could be an obstacle or an advantage in their learning process. From school, to home, to the workplace, statistics have become a part of our everyday life. In many circles, computer knowledge and competence in statistics is perceived as essential skills. In the beginning of their studies, many of the students are still not fully aware that they are required to study research methodology and statistics as an entire module in order to complete their degree. The emphasis placed on statistics and research related skills without a doubt virtually always surprise them. Some of the students even develop a phobia or an anxiety towards this academic subject that they tend to feel nervous and uncomfortable when they are required to deal with statistics and research related problems. In order to get a thorough understanding about Unisas students attitude towards research methods and statistics, this research will aim at investigating the factors influencing their attitude, by looking at anxiety, self-efficacy they put into studying statistics as well as their academic achievement. 2.0 Literature review In order to understand the implications of this research, an explanation of the key variables found in the literature review must first be discussed. 2.1 Students attitudes toward statistics The readiness of students to start courses in statistics can, apart from mathematical and intellectual ability, also be viewed in terms of emotional and attitudinal factors (Coetzee 2010, p.1). Attitude toward statistics can be defined as a combination of a students attitude toward the use of statistics in their field of study and the students attitudes towards the statistics course (Coetzee 2010, p.1). Although some students show a positive attitude toward statistics, evidence reveals that unfavourable responses far outweigh any favourable responses (Coetzee 2011, p1). Perepiczka et al. (2011) has reported that students often enter statistics courses with negative views or later develop negative feelings regarding the subject matter of statistics (p.100). According to Perepiczka et al. (2011), statistics courses are regarded by most students as an obstacle to obtaining their degree. These same students often delay taking their statistic courses until they cannot postpone it further. Researchers also found that students negative attitudes toward statistics is an influencing factor in low student performance in statistics courses (Perepiczka et al., 2011, p.101). 2.2 Statistics Anxiety In this study statistics anxiety is one of the three factors that influence students attitude towards statistics. Researchers documented a large amount of information on statistics anxiety over the years. For example, there are multiple definitions of statistics anxiety available in the literature. Elliot and Dweck (2005) defined statistics anxiety as the feeling of anxiety encountered when taking a statistics course or doing statistical analysis (p.243). According to Onwuegbuzie, DaRos, and Ryan (1997) statistics anxiety refers to the apprehension that occurs as a result of encountering statistics in any form at any level (p.28). The existing literature also identifies situation specific nature of statistics anxiety, ranging in intensity from mild to severe. While the mild form of statistics anxiety may induce only minor discomfort, severe forms can result in nervousness, panic and worry (Alauddin Butler, 2004, p.202). According to Onwuegbuzie (2000), majority of graduate students in the social sciences appeared to experience high levels of statistics anxiety, and it was found to be higher among female graduate students in comparison to their male colleagues. Statistics anxiety may be a critical factor in influencing and attaining a students academic and professional goals. Baloglu (2003) identified three categories of variables, situational, dispositional, and environmental, that are related to statistics anxiety (p.856). Situational experiences are factors that surround the student, which includes previous statistics experiences. Dispositional experiences are intrapersonal factors that include psychological and emotional characteristics made up of issues such as perfectionism and perception of abilities at developmental stages in life (Baloglu, 2003, p.856). Environmental experiences are interpersonal factors related to the classroom experience (Onwuegbuzie Daly, 1999), which can include the students experiences with the professor. 2.3 Self-Efficacy to Learn Statistics Perepiczka et al. (2011) defines general self-efficacy as ones judgments of his or her capabilities to organize and carry out courses of action required to attain specific types of performances. In other words self-efficacy to learn statistics is a persons confidence in his or her ability to successfully learn statistical skills necessary in a statistics course. Perepiczka stated that self-efficacy beliefs are manifested from four primary sources, which include the following: personal accomplishments, vicarious learning experiences, verbal persuasion, and emotional arousal. These primary sources lay the foundation for building the concept of self-efficacy to learn statistics. There is a lot of information available on self-ability or self-efficacy related to academic achievement (Balogu, 2003, p.858). However, little is known specifically about self-efficacy to learn statistics. Perepiczka (2011) investigated whether self-efficacy to learn statistics is related to performance in a statistics course and whether self-efficacy to learn statistics increased during a 12-week introductory statistics course. One hundred and three students from a large university partook in the survey. Perepiczka (2011) stated that there was a positive relationship between statistics self-efficacy and academic achievement as well as an increase in self-efficacy to learn statistics over the duration of the course. 2.4 Relationship between Attitude and Academic Achievement There are indeed numerous researches conducted on testing the relationship between attitude and academic achievement. Based on the previous literature, there is a general agreement that attitude could be regarded as a significant determinant of ones academic achievement. Most of these researches illustrated the more positive ones attitude towards an academic subject, the higher the possibility for him/her to perform well academically (Lilian, 2012, p. 156). The same applies vice-versa, students that previously have been performing well in mathematics field, generally have a more positive attitude towards statistics. In a research conducted in the U.S, the academics studied the relationship between students attitudes and academic achievement in college mathematics by inviting 218 freshmen to complete a set of questionnaire. The result indicated that students attitudes were highly correlated with their achievement in college calculus (Lilian, 2012, p. 156). In another longitudinal study also conducted in the U.S., the researchers assessed the relationship between attitude towards mathematics and achievement in mathematics. It was found that attitude had a powerful influence on students academic achievement (Lilian, 2012, p. 156). 3.0 Problem statement Statistics at a tertiary level is often a daunting task facing students undertaking these courses. This attitude amongst students have been shown to directly influence their motivation to study, achievement in statistic modules, and overall enrolment in statistics courses that are not compulsory, especially in the final year of undergraduate degrees and postgraduate years of study. Students attitude towards statistics is essentially either positive or negative, but remains a multifactorial issue. The most common factors that are assessed are preconceptions about statistics, environmental factors (e.g. age, gender, etc.), previous mathematical experience, mathematical aptitude, beliefs, interests, the number of years elapsed since students last statistics course etc. Students with a negative attitude tend to focus only on the method of assessment which only serves to increase their test anxiety. Since students attitudes toward examinations and other non-cognitive factors can affect their performance levels in statistics courses (Onwuegbuzie, 2000), Students also view some forms of assessment as more anxiety inducing than others, thus affecting their performance in the assessments. A programme of assessment also should include means for determining students impressions of the relevance and fairness of the assessment process (Onwuegbuzie, 2000) to determine what can be done to reduce assessment anxiety. Students with positive attitudes towards statistics tend to have a higher performance in statistics courses than students with negative attitudes. With this in mind, it would be an excellent idea for lecturers teaching statistical courses to promote a positive attitude towards statistics, not only as a professional tool, but also a something that can be used every day as a central skill. It might also be plausible that the first goal in teaching statistics should be to reduce the fear of statistics before introducing the course work (Coetzee 2010, p.2). 4.0 Objectives of the research This study primarily has two main objectives. First, the current research intends to test whether attitude is significantly related to anxiety and self-efficacy. Second, the study aims to test whether attitude serves as a mediated factor between anxiety, self-efficacy and academic achievement. From the specified research objectives, the following research questions are derived: What is the graduate student attitude toward statistics? What is the graduate student self-efficacy level? What is the graduate student statistics anxiety? What is the graduate student level of academic achievement? Does attitude play a role in affecting students academic effort? Does self-efficacy play a role in affecting students academic attitude? Does students academic attitude play a role in affecting their academic achievement? Does attitude play a mediating role between anxiety, self-efficacy and academic achievement? What is the extent of the relationship, if any, between graduate students self-efficacy to learn statistics and statistics anxiety and the attitude towards statistics? 5.0 Method of investigation 5.1 Research design In the current research, quantitative research method will be implemented. Concerning the primary data collection method, self-completed questionnaire will be used because it is comparatively timesaving and has the benefit of collecting responses from a large group of subjects with a relatively low cost. 5.2 Sampling Students of both the genders will constitute the population of this study. The study population will consist of all honours students registered for a course in research methodology at a distance education institution in 2012 (N = 2340). The primary reason for targeting students registered for this subject is due to the fact that all of them have almost completed the research methods and statistics course; hence it will be easier for them to answer the survey questions. Concerning the sampling method, convenience sampling and snowball sampling will be used in the process of selecting samples from the target population. Regarding convenience sampling, it is a sampling method in which samples are selected on the basis of easy availability. Since I as the researcher am also an honours student at a distance education institution I can easily approach students studying the same course via online forums, email, etc. After distributing the questionnaires to those students that i personally will come in touch with, I will then invite the respondents to further recruit or encourage the subjects from among their acquaintances to fill out the questionnaire to boost participation, and this is known as the snowball sampling. 5.3 Data collection Ethical considerations An introductory letter explaining the purpose of the study will go with each questionnaire. The participants will also be assured in the letter about the confidentiality and the non-disclosure of information that they will provide. Additionally, respondents will not be required to provide sensitive or detailed personal information, like their full name. Instead, respondents will only need to indicate their gender, race, major and year of study. In order to further guarantee anonymity, and so there is no way for a researcher to identify which questionnaire belongs to which respondent, further measures will be implemented. Participants will not be required to hand in the questionnaire to the researcher directly but to put the completed questionnaires in a collection pile. The questionnaires will be made up of some open and closed questions as well as some multiple choice questions. Also, a meeting with the respondents will be arranged at the selected Unisa venue. At this session the objective of the study will briefly be explained and any questions that the respondents might have will be answered. The respondents will then be encouraged to complete the questionnaire during the meeting. If a participant requests a removal from the study at any time, he or she will be removed immediately. 5.4 Data analysis As one of the main aims of this research is to establish weather a relationship exists between students attitude towards statistics with respect to statistics anxiety, self-efficacy as well as academic performance, correlational analyses will be conducted. Correlational studies are those in which an attempt is made to relate two or more variables to each other. However, there is a caution by researchers that a correlation between variables does not necessarily allow us to claim that the values of one variable cause changes in the values of another variable (Linden, 1982, p.17). A simple linear regression analysis will be computed in order to determine which variables predicted students attitudes towards statistics. In this analysis, a single variable depends on or is influenced by one or more variables (Linden, 1982, p.17). In analysing the relationship between the variables, reliability test will be conducted to estimate the reliability of the scales adopted in the current study. Descriptive statistics will be used to show the demographic characteristics of the respondents. And finally, the multiple regression analyses will be used to estimate the prediction power of statistics anxiety and self-efficacy on attitude; and the prediction power of attitude, self-efficacy, and statistics anxiety on academic achievement. 6.0 Conclusion The present research further supports that there is a direct relationship between attitude, anxiety, and self-efficacy and academic achievement as suggested in past literature. It is detected that attitude has a direct effect on academic achievement while self-efficacy also has a direct effect on academic achievement. Researching predictors of graduate students statistical self-efficacy beliefs is important to identifying possible barriers to professional growth and development. Exploring how statistical self-efficacy beliefs relate to predicting future academic expectations, performance, effort, persistence, and course selection also is important to explore as a means of promoting professional development (Perepiczka et al., 2011, p.106). Teaching graduate students how to reduce their anxiety and improve their attitude will likely enhance their value of statistics and further encourage their professional development in the profession that requires work with statistics.

Organizational Development †Executing Change in a Hostile Environment Essay

Introduction If we analyzed then we come to know that the pace and degree of change in the modern working environment over the past decade have been enormously high, and they show no signs of slowing down. Every year, latest challenges and threats to America’s national safety appear from all corners of the earth. In response to these changes, many organizations leadership unveiled the company’s Vision by the Transformation Campaign Plan. Today, the organization’s transformation attempt has produced a number of temporary successes. It has also conventional a good deal of censure, both from inside and exterior the force (Dennis L. Johnson, 2004). Transformation, by it’s extremely nature, is a multifaceted procedure. Simply defining the phrase presents a challenge. What, precisely, have to change for â€Å"transformation† to take place? How much transform is â€Å"enough† to meet the criteria? Does the change have to be long long-lasting and, if, so, how long is long sufficient? And how can these deliberations are clearly converse to members of the organization to create a common understanding of what transformation â€Å"is?† While each of those questions lends itself to supplementary research and thought, for the purposes of this paper â€Å"transformation† is defined as a set of lasting main changes inside an organization implemented by organizational leaders in order to modify not only the way the organization does business, but the way people inside the organization believe and act in carrying out their roles as a member of the organization (Pollitt 1993). Reorganizations are magnificent for creating the delusion of growth as ensuring that nothing essentially changes. It is an effort to get something for nothing a feeling of the enjoyment of growth with no having to go through any of the pain connected with real change. Reorganizations are so intimately connected by means of organizational change that those charged with such changes are tempted to achieve for the organization chart first thing. In fact, reorganization is almost certainly the last step in any change procedure, a step taken to harden changes previously in place It is far more effectual to eschew aggressive the organization chart and instead begin by formative what needs to be done to expand real change in organizations. Moreover, you can get any change procedure off to a good create by assembling a group of people who desire to change, having them reveal how the change is good for the organization, and then working to have this change adopted during the organization. We call this the â€Å"Quaker† approach to organizational change. The victorious movement to expand project offices will ultimately lead to essential change in organization practices. As with any essential change procedure, those in the precursor the people implementing the offices will frequently feel like missionaries introducing new practices into a hostile environment. Early missionaries found it hard to get further people to change their ways, and a few of them suffered tremendously from the wrath of people they were trying to change. Legends tell us how quiet, no t hreatening Quakers originate an improved way. Work teams symbolize a leap forward in joint potential for numerous organizations. The problem is that mainly teams fail mainly since they survive in neither what can be termed a hostile environment an environment that neither demands nor authorize association. Literature Review Throughout the past twenty-five years, organizational change both inside the military and in private industry has been the subject of countless speeches, articles, and books. Given the technological, economic, military threat and additional changes impacting on organizations today, transformation will certainly be a much-studied topic for years to come. This research sought to decide the significance of an exact business alter model to the transformation of the United States Army. In determining this significance, literature was collected and grouped into three general areas: organizational transform and leadership theory, historical case studies of past Army transform efforts, and present Army transformation challenges. This literature review deals by means of sources in each of these three areas in order to set up a common baseline for further discussion on the research questions and analysis of the resulting information. Organizational Change and Leadership Theory No doubt, organizational change, transformation, leadership, and management have become tremendously popular subjects of study inside the business community as business executives, scholars, and theorists attempt to come to terms with the ever-increasing and challenging demands of today’s profitable world. Many experts work, Leadership, dealt chiefly by means of leadership at the political-strategic level, but is pertinent to transformation in the sense that experts sought to show that â€Å"leadership is not anything if not associated to collective purpose . . . leaders must be judged . . . by actual social change . . .† (MacGregor 1978, 3). The 1990s saw the publication of innumerable works on managerial change, transformation, leadership, and management in response to changing technologies and the worldwide economy, and their impact on businesses. The enormous bulk of these writings, though, were eventually seen inside business and academic circles as â€Å"flavor o f the month† solutions, stressing new but unverified management techniques that unsuccessful to last. Perhaps as a result of both this focus on â€Å"management† (rather than â€Å"leadership†) and various educational differences flanked by the business world and the military, much less has been written concerning the actual procedure of transformation and organizational transform inside the United States Army. This lack of literature on applying transform theory to Army transformation is to some extent surprising, given the fact that this organization has undergone, and continues to experience, as much or more modify as its counterparts in the business world. At the same time, though, it is precisely this lack of published literature that highlights the need for more. It may also have been this lack of literature that led retired General Gordon R. Sullivan in 1996 to publish his book Hope is Not a Method. No doubt, having just retired as CSA, Sullivan touched upon precedent Army transformations all through his book, but focused first and foremost on the period among 1991 and 1995, and wrote from the viewpoint of what modern business leaders could learn from the Army’s transform initiatives. That similar year, famous Harvard Business School professor John P. Kotter published Leading Change. Writing from knowledge, having individually observed and studied dozens of main corporations over a twenty-year period, Kotter’s work was right away highly praised in both the educational and business communities, staying close to the peak of Business Week’s smash hit for months. Since its periodical, Kotter’s labor has also entered the Army organization as recommended reading for leaders, and is now incorporated as part of the set of courses at the Service’s premier enlightening institutions the Command. Kotter’s Leading Change Kotter opens Leading Change by means of the now-common declaration that the amount of important change faced by organizations grew extremely throughout the previous two decades, and that this upward trend would only increase in the predictable future. As acknowledging that a hardly any businesses had undertaken changes and materialize improved prepared for the future, far too lots of others had failed to attain success in their transformation efforts. Kotter lists eight ordinary errors that time after time helped derail change initiatives, then turns those mistakes approximately and provides an eight-stage procedure for leading organizations during winning transformations. Kotter defines his eight stages as: Establishing a logic of importance identifying and removing (or at least minimizing) sources of satisfaction inside the organization, taking advantage of (or even creating) a disaster to catch people’s notice, and providing enough independence for those mid- and lower-level managers who are so significant to the change procedure. Creating the guiding coalition building an excellence team of people who trust every other and who, focused on the similar objective, can expand enhanced ideas and make improved decisions more professionally and rapidly than a single person. Developing a visualization and policy labeling vision as a â€Å"central part of all great leadership,† Kotter states that a high-quality vision provides an conceivable picture of the prospect and has three significant purposes: clarifying the universal way for change, motivating people to take deed in that right course, and helping organize the actions of dissimilar people, aligning them in the right direction. Associated plan provides the â€Å"logic and a first level of detail to show how a vision can be accomplished† (Kotter 1996, 75). Communicating the transform vision generate and incessantly stating, using a diversity of forums and media, a without fail clear change message in order to offer personnel with an ordinary understanding of the transformation’s goals and way. Kotter believes this phase is between the hardest to â€Å"get right† because of the sheer scale of related rational questions that must be answered and the moving ties to the status quo that must be severed mutually by the guiding coalition and those personnel the coalition is working to convince. Particularly throughout this stage, excellence listening and leading by instance are just as significant as actually talking concerning the message. Empowering employees for broad-based deed removing barriers (Kotter focuses on four: structures, skills, systems, and supervisors) to put into practice the alter vision so that a wide base of people inside the organization can take action toward the transformation objective. Generating short-term wins providing extremely noticeable, unmistakable proof that sacrifices involved by the transformation are value it, in order to build impetus, undermine cynics, keep bosses on board, and repayment change agents early. Consolidating gains and produce more change maintaining the impetus and gains made throughout the first six stages, sustaining the intelligence of importance regarding transformation, and using augmented leader reliability to alter every system, process, and policy that fails to fit together with others inside the overall transformation vision. Anchoring original approaches in the civilization â€Å"grafting new practices onto the old cultural roots of the organization while killing off the inconsistent pieces† (Kotter 1996, 151). Contrary to the usually conventional model of â€Å"change norms and values first; everything else will follow,† Kotter believes that altering an organizational civilization really comes last not first in the procedure, and is only possible after a lot of talk and hard work, as well as optimistic results which show people that the transformation approaches really labor and are better than â€Å"the old way.† Fundamental these eight-stage models are two key basics: first, that the series of stages is relatively significant and unchanging; second, that â€Å"leadership† (as opposed to â€Å"management†) is the most dangerous feature of the modify effort. Additional Organizational Change Theory Any transformation or main organizational transform usually begins by means of a leader’s understanding that there is in reality a need for alter. This understanding may be outwardly driven, as in period of war, or it may be the consequence of the leader’s appraisal of the organization and the environment in which it operates. Many experts describe this feature of change theory as a key part of the first of what she sees as five states in which businesses operate throughout a alter movement: stagnation, preparation, completion, determination, and completion. These realizations concerning the need for change have to come from someone in a position of authority, and must lead to a powerful demand for alter in order to set the procedure in motion. Organizational Transformation and Hostile Environment Let’s take a quick tour of hostile environment in organization. No doubt. From our early twenty-first-century vantage point, there is abundant proof that women in the military face a hostile office environment. The military or any organization is both a place of work and a literary institution. As many men and women work helpfully in military settings, the institutional culture of the military has been beached in supporting maleness and in defining women as the feminine â€Å"other,† in affirming men as the Protectors and women as the secluded.   Linda Bird Francke defines military culture as â€Å"driven by collection dynamic centered approximately male perceptions and sensibilities, male psychology and power, male anxieties and the confirmation of masculinity.† (Michael H. Schuster, 2006, PP. 45) Historically, as Cynthia Enloe be reminiscent us, â€Å"Military strategists have tried to use women for military purposes only in those ways that will not unsettle the military’s masculinized status.† (Druckman, D., 1997) Moreover, as womanly workers in the typically male military, women have frequently met a hostile workplace environment. No doubt, feminist legal philosopher Vicki Schultz suggests that such workplace favoritism based on sex â€Å"has the form and function of denigrating women’s competence for the purpose of keeping them away from male-dominated jobs or incorporating them as inferior, less capable workers.† (Patricia A. Mclagan, 2002, PP. 26) Over the route of this campaign for rank, military nurses themselves added a latest measurement to the discussion. A lot of them saw military rank as a tool to stop the hostile working environments they knowledgeable in period of war nursing. Nurses were in the midst of the lots of women workers who experienced surplus sexual advances and a hostile environment from male coworkers and manager before the war and military service in remote units far from hold up networks and with only some constraints on the power of male officers meant that nurses practiced a heightened susceptibility to methodical workplace hostility throughout wartime. The answer, for lots of nurses, was the attainment of military rank as a way to make sure a safe place of work for women nurses in wartime and beyond. To some extent, the sexual desire-dominance example represented growth. It was significant for courts to be familiar with that gender favoritism can take the form of sexual proposal. But the example also foreshadows problems. By highlight sexual abuse, the paradigm endangered to eclipse other, evenly damaging forms of gender-based antagonism. Disaggregation incomprehensible a full view of the conditions of the place of work and makes together the hostile work environment and dissimilar treatment claims look trivial. When detached from a larger pattern of biased conduct, sexual advances or mockery can appear inadequately severe or all-encompassing to be actionable. By the similar token, when detached from sexual overtures, companionable forms of harassment may come into view to be gender-neutral hazing that has nothing to do by the victims’ womanhood. Certainly, when women are deprived of the training or hold up to do well on the job, they can easily be made to come into view (or even become) less than fully capable at their jobs. This lack of ability then becomes the good reason for the very maltreatment that has destabilized their performance (Vicki Schultz, 1998, PP. 1683-1805). The courts’ customary breakdown to understand the scale of women’s masculinity troubles at work, in fact, has only been make worse by the prevailing paradigm’s importance on sexual forms of harassment. Singling out sexual advances as the spirit of workplace harassment has allowable courts to feel enlightened concerning protecting women from sexual infringement, as at the similar time relieving judges of the blame to redress other, broader gender-based evils in the workplace. It is not sufficient to focus on the damage to women as sexual beings; the law has to also address women’s systematic difficulty and make easy women’s equal empowerment as original, committed workers. We need an account of hostile work environment pestering that highlights its lively relationship to better forms of gender pecking order at work. Moreover, in England, individual capitalism slowly gave way to decision-making capitalism. One indication of this development was the shift to a multidivisional organizational form. Here, decision-making power was comprehensive to company divisions, which even although they were controlled and synchronized by headquarters were distinct on product or local lines. Such a system made business governance by a person or a family virtually not possible. Let’s take an example of the American consult firm McKinsey & Company played an important role in this organizational transformation. As a scientific matter, it may be probable to square the Tenth Circuit’s psychoanalysis in Ramsey with its previous acceptance of the McKinney rule in Hicks. No doubt, the Ramsey view suggests that the plaintiff may have failed to plead the companionable incidents as part of her pestering claim. Thus, the court did not specifically rule, opposing to Hicks and McKinney those incidents could not count toward set up a hostile work environment. However, there is nothing that would have banned the court of appeals from bearing in mind the nonsexual conduct for purposes of assess the hostile work environment claim on appeal or at least straight the trial court to do as a result on remand. At a smallest amount, it seems clear that the director’s biased comments should have been careful proof of a hostile work environment. More lately, a number of additional courts of appeals have begun to weaken McKinney as purporting to follow it from side to side a new way. These courts of petition (and district courts in these routes) cite McKinney positively for the proposal that nonsexual behavior may be incorporated in a hostile work environment claim. Casually, though, these courts carry on to single out sexual go forward and other sexually open actions as the â€Å"real† harassment, concluding that the companionable pestering did not occur because of the plaintiff’s sex. Thus, in adding up to the harshness or occurrence element, causation has become a key constituent on which plaintiffs lose hostile labor environment claims. Also, some cases apply a sharp causation standard: Rather than requiring plaintiffs to show easy but for causation that the pestering happens because of sex–some courts demand a presentation that the pestering was motivated by â€Å"gender animus.† (Franco Amatori, 1999, PP 78) Though proof of nonsexual bad behavior sometimes meets the causation hurdle–particularly, behavior that on its face reveals a disparaging approach toward women on the job–other nonsexual conduct of the kind that is so usually directed at women by their male coworkers fails to list as gender-based. Motivation for Change in Development Strategies If you asked this executive to name the single most important factor in change, he would undoubtedly give you the same answer as most managers: people. Business books, seminars, and workshops all reinforce the same message today. Whether you’re rightsizing, restructuring, reengineering, or retooling, you must focus on the people side of change. Without the support and participation of a highly motivated workforce, organizational change is simply much too difficult to carry out successfully. Yet despite the widespread acceptance of this management precept, people problems still abound whenever organizations undertake change. Studies show conclusively, for example, that any time a restructuring is announced, turnover increases, on-the-job accidents rise, mistakes and errors multiply, and absenteeism skyrockets. No matter how well managers explain the business imperatives behind change, or how much effort they invest in formulating a new vision and communicating new corporate objectives, people react to change in negative ways and often resist it. Even when organizations are able to effectively mobilize their people in the early stages of a change effort, it’s not uncommon for people problems to surface somewhere down the road. In a recent guide to reengineering, for example, the consultants who authored the book describe a common syndrome that they call the â€Å"Terrible Twos.† After an initial period of improvement that may last up to two years, they say, performance indicators in organizations that reengineer often show movement in the opposite direction: morale slumps, turnover goes up, and productivity and quality gains disappear. In some cases, these organizations actually end up worse off than they started because they lose many of the people in whose retraining they invested so much. If the managers who lead change are really focusing on their people, why does this happen? Why do people problems consistently undermine the effectiveness of change efforts? There are two possible explanations. One is that managers pay lip service to the people side of change but in reality ignores it. This may be the case in organizations where managers lack the skills or inclination to deal with difficult people problems. In these companies, managers concentrate on the aspects of change that they feel most competent to handle namely; structural, technical, or strategic change issues while sidestepping people problems or delegating them downward, thereby forever establishing them as a lower management priority. Though the number of these managers may be considerable, there are also plenty of managers who do focus on the people side of change and still experience motivation and performance problems. What are they doing wrong? Though many of them work proactively to prevent people problems during change, what they do in most cases is insufficient to deal with the motivation and performance problems that change can cause (Daniel Denison, 2001, PP 37). Additional training, increased communication, and greater participation are a few of the standard approaches that are used to manage the people side of change. But while these strategies may be beneficial in helping people adjust to new work environments (and may even send the welcome message that managers are concerned about their people), they fail to address the one aspect of change that is consistently overlooked: how people react to change emotionally. And it is the emotions of change that are the key to motivation and performance whenever organizations attempt to change. How Emotions Impact Change Organizational change is not just about work processes, information systems, corporate structures, or business strategies. It’s also about what people feel and believe: their fears and anxieties, their dreams and ambitions, their hopes and expectations. And these feelings and beliefs are so strong that they can make or break a change effort. All too often, however, managers remain unaware of what their people really feel during organizational change. And it’s not because they’re bad managers. Even in the best companies, where managers are expected to demonstrate strong interpersonal skills and understand what makes their people tick, it’s difficult for managers to accurately gauge the new emotional climate that change creates. Why are the emotions of change so difficult to read? Part of the reason is that change makes people react in complex, unpredictable, and sometimes contradictory ways. To please their managers, for example, employees will often demonstrate enthusiasm and excitement when a change is announced and may even feel those emotions. But what they fail to disclose are the negative feelings they experience at exactly the same time: skepticism about the need for change, sadness over the loss of established work relationships, anger at the way the change is handled, or self-doubts so severe that they interfere with the ability to work. When one of the best account representatives in BCS later recalled his initial reaction to the change, he surprised us with this frank admission: â€Å"When they announced the change, my basic feeling was, Can I really pull this off? Even though I’m a high achiever and it looked like a great opportunity, I felt insecure and wasn’t sure I could do it.† In another interview conducted during the same period, a manager remembered having similar emotions: â€Å"I felt a lot of anxiety about not having enough structure in my new job,† he confessed. â€Å"My greatest fear was that I wouldn’t succeed, that I wouldn’t reach quota, or that I’d fall to the bottom 25 percent of the pile.† (Daniel Denison, 2001. PP. 37) The Emotional Climate of Change †¢ Anger †¢ Fear †¢ Anxiety †¢ Hope †¢ Confusion †¢ Insecurity †¢ Disappointment †¢ Sadness †¢ Discomfort †¢ Self-doubt †¢ Excitement †¢ Skepticism Another characteristic response, we found, is that employees will approach a change attempt by a positive state of mind but then expand negative feelings as time goes on, experience an moving transformation that their managers stay unaware of. A year into the BCS reorganization, for instance, one sales manager made this comment throughout an interview: â€Å"The announcement of a new organization created a lot of excitement around here, and there was enthusiasm about starting†. Managing this â€Å"soft† side of change may be the hardest part of it and the area where managers most often fail. Though most managers are trained to deal with the â€Å"hard† stuff that change involves, few of them have the background, skills, or experience to manage the emotions of their people during times of change. As consultants Robert Shaw and A. Elise Walton state in the book Discontinuous Change, â€Å"Changing the soft part of organizational life requires a different set of change management techniques and greater sophistication on the part of change agents.† (Ashford, S.J., 1984, PP.370-398) Competitive Advantage The majority leading strategic management example in new years is known as the competitive strategies model. Moreover, demonstrate by Porter’s work, this approach addresses the subject of how firms fight inside their product markets. Porter recognized two competitive advantages that give a firm with a justifiable position: lower cost and separation. The lower cost advantage is distinct as the aptitude to more professionally design, manufacture, and deal out a similar product than the competition. Products by unique and superior value in terms of quality, features, and after-sales service are examples of the separation competitive advantage. Furthermore, pursuing one of these advantages will make a firm’s product or service sole, and is powerfully not compulsory so the firm is not â€Å"stuck in the middle† (Porter, 1991: 40), where, by pursuing together competitive advantages, neither is attain. Thus, there is an obvious disagreement among WCM and the competitive strategies example. The competitive strategies approach recognizes two competitive advantages, either of which can be winning, but only independently. Attempting to pursue concurrent competitive advantages will consequence in â€Å"strategic mediocrity,† except for firms in strange industry niches (Porter, 1991: 40). This appears to disagree with WCM’s intentional goal of at the same time achieving fineness on more than a few product attributes, or potential competitive advantages, to make a position that is especially hard to challenge. There is diverse theoretical, empirical, and anecdotal support in both the operations management and strategic management literatures that it is possible to simultaneously achieve lower cost and differentiation competitive advantages. However, these literatures have not acknowledged the contributions of each other. For example, the strategic management critics of Porter who have described simultaneous competitive advantages have not incorporated the contributions from the WCM approach. Also, the proponents of WCM have focused on operations issues and seldom described their advantages in a directly competitive context. Combined, these literature streams integrate knowledge of firm skills and practices with how the product competes, making a compelling argument for combining them in theory, teaching, and practice. The Relationship between Diversity and Organizational Change Given this association flanked by diversity and organizational change, the following assumptions direct the authors’ task of initiating a alter effort directed at enhancing variety at TRANWAY: The conceptualization of a alter effort, and even the meeting of data to expand a change procedure, does not guarantee a winning change result. Change is both perceptual and behavioral. It is a compass reading to a new way of thinking and the performance of a set of behaviors matching with that way of thinking. Organizational alter affects the manifold roles people assume: for instance, that of an individual by personal interests and goals; that of a member of a labor group with task obligations to complete; and that of a stakeholder of the community who is exaggerated by organizational decisions. Consequently, sensing an ensuing loss of control over their jobs, their routines, and their lives, the majority humans tend to react unenthusiastically to organizational change. This may be particularly true of non-minority individuals who regard labor force diversification as a form of change that is a threat to their power and/or progression in an organization. A change effort urbanized to get better an organization, including an effort heading for toward fostering variety, should focus on the person, not the group. It should give the individual with challenges, support, and credit in short, individualized thought. No doubt, any kind of organization, as one link in a network, is linked to additional organizational entities and subject to outside influences. Hence, studying endogenous organizational alter requires an attendant look at exogenous ecological forces. Communication is the procedure on which the start and preservation of an organizational change depends. Successful strategies are those that draw out cooperative communication between people as individuals, work group members, and community stakeholders. Such strategies endorse mutual and united change efforts all through all levels of the organization. Eventually, the achievement of any change attempt depends on how efficiently the strategy for and matter of the change is communicated to those who are the targets of change. The Role of Framing in Organizational Change Efforts No doubt, in organization development the change agents use words and actions to generate images and meanings that will center notice on the need for alter, to establish an environment receptive to the change attempt, and to encourage contribution in the strategies designed to attain it. As such, formative how a change attempt will be framed, or the symbolic acts used to communicate the change, becomes vital to the process of organizational change. Framing is basically a communication procedure a series of rhetorical strategies from side to side which interpretive schemes or frames of reference internal to individuals or organizations are obvious outwardly. Organizational members understand messages based on the organizational realism in which those messages are communicated. Organizations, though, consist of multiple, and frequently conflicting, frames of reference. Consequently, the framing or meanings of the mainly influential organizational actors become institutionalized as the organization’s reality during metaphors, structures, stories, rituals, policies, and other symbolic acts (Hamza Ates, 2004. PP. 33). However, organizational change is probable since new meanings can emerge during the development of communication strategies designed to give option frames or meanings. A focus on the use of communication to manage meaning becomes chiefly significant when attempting to conquer dissimilar frames of reference, dissimilar life experiences, and dissimilar personal and professional backgrounds, such as those found amongst individuals in an more and more diverse workforce. Framing organizational alter, then, is a communication process needy on the effectual use of language and actions. A General Aspect of Coercive Modes to Force Evolution A changing view of change Change is intrinsic in life and nature. Yet, we have only lately begun to study modify in our institutions with the intention of influencing its crash. Organization development, the regulation of focusing on organizational change, is still an up-and-coming science regardless of how long the term has been around. Fads and trial-and-error seem to control our labors to deal with the significant and enveloping phenomenon of OD (Frohman, A., 2002). We’re almost certainly more conscious of organizational change now than in the past since many of our benchmarks show a go faster rate of change. Take organizational long life. An organization listed by Srandard&Poor’s in 1920 could wait for to still be listed 65 years later. Nowadays, a company will be on the list a usual of 10 years. A young person inflowing the workforce today can anticipate to have an average of 12 dissimilar jobs by the time he or she is 40 years old (Raymond T. Butkus, 2001. PP. 68). Organization Transformation today an Assessment For many years into the present transformation campaign the Army or any organization has made extraordinary development toward realizing expert’s vision. This growth is due in great part to the information that campaign leaders have usually followed the stages laid out in the Leading Change model. Mechanisms of Kotter’s first six stages are obviously noticeable in the words and deeds of additional senior leaders. The Army Vision is extensively available for review; these leaders communicate its main message in nearly each talk they give or article they write. News releases frequently explain the latest advances and achievement by the SBCT and inside additional areas of the Transformation procedure. And yet, Transformation has not been with no its share of critics, challenges, and setbacks. Just as the optimistic results can be traced to devotion to the model, the reasons for these criticisms and setbacks can also be traced to failures to adhere intimately sufficient to Kotter’s principles (Frohman, A., 2002). As other senior leaders have effort hard to establish a sense of importance regarding Transformation all through the Force, they have not been totally effectual at removing sources of satisfaction. Certain senior leaders, both inside the Army or any organization and elsewhere inside the Department of Defense, agree in principle with the need for â€Å"transformation,† but not the exact â€Å"Army Transformation† at present underway. Meanwhile, too many mid-grade officers (Major through Colonel) continue to question the real necessity for such change in the first place. In both cases, people appear to be waiting only for Shinseki’s departure for the Transformation wheels to start coming off (Raymond T. Butkus, 2001. PP. 68). Recommendations for Further Research Throughout the behavior of this research, a number of extra areas commendable of additional study emerged. Detailed reading concerning the attitudes of field-grade officers in the direction of the existing Transformation campaign would likely shed extra light on existing cynicism in the middle of this population and offer improved recommendations for how to most excellent communicate the Transformation dream to this audience. Historical study regarding the impact of â€Å"crisis† on main change proposal might permit a more detailed appraisal of beginning this Transformation in a time of relative harmony and calm, rather than crisis and chaos. Do winning transformations need a constituent of crisis? (Collins, 2000) A further area of study would engage analyzing the leadership training offer to SBCT leaders and determining how to best be relevant that training to leaders all through the field, as well as how to further improve the existing training in order to meet extra requirements expected of purpose Force leaders(Morris, J., 2001). Conclusion This research try attempted to border Army or any organization transformation in terms of an conventional business transform model by using historical case study instance from previous Army modify efforts to show how Kotter’s model can be practical. After rising a series of relevant research questions and demeanor an widespread literature review into the areas of organizational change and leadership, historical Army transformation labors, and today’s Army transformation proposal, the researcher contrast past and current practices to the hypothetical model in order to review significance and applicability. The final section of the thesis outlines conclusions based on this contrast and offers suggestion regarding how the transform model can be applied to additional improve the Army’s organizational change attempt. In attempting to decide the merits of applying a precise organizational transform model to the Army’s continuing Transformation movement, the researcher required to comprehend that change model both in its original business organization background and against the backdrop of manifold military case studies. Having experiential frequent parallels among the Kotter model and winning military transformations in the past, the researcher then effort to assess the present Transformation proposal in light of Kotter’s model and present recommendations for how to further get better Army Transformation. Noting an additional resemblance among certain elements of the model and the doctrinal idea of â€Å"Mission Command,† the researcher tinted the importance of continued and expanded education regarding Transformation, along with a require to review, purify, and re-emphasize the existing vision and sense of importance associated with it. The researcher also noted the existing challenges inherent in Transformation given that the essential guiding and supporting coalitions are still not completely in place. Conceptualizing, preparation, and acting in ways that mainly parallel Kotter’s model for Leading Change has certainly add to the important success of the Transformation movement so far. The true test of achievement, though, has not yet occurred; nor will it be fully assess for years to come. With its own history and a pertinent theoretical model as guides, though, and excellence leaders and people to interpret concepts into realism, the Service has all the right tools to pass that test. Can the Army get better on its Transformation movement and finally anchor long-term transform in its culture, in the middle of its people? The answer, certainly, is yes by adopting an attuned version of the Kotter model and ongoing to focus on preparing its leaders of all levels for the hard but in the end satisfying work that is â€Å"Leading Change.†   (Whittington, R., 2004).    References Articles Joseph A. Kinney, Dennis L. Johnson, John B. Kiehlbauch, 2004, Break the Cycle of Violence. Magazine Title: Security Management. Volume: 38. Issue: 2. Publication Date: February 2004. Page Number: 24. Michael H. Schuster, Steve Weidman, 2006, Organizational Change in Union Settings: Labor-Management Partnerships the Past and the Future. Journal Title: Human Resource Planning. Volume: 29. 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