Character Analysis Creon s Oedipus The King

Vin Nguyen Professor Lail English 1302 Tarrant County College Character Analysis: Creon In Oedipus the King by Sophocles, a fatal curse is put upon the town of Thebes. Creon, current king and brother of Jocasta, gives the throne to Oedipus because he freed the city from the Sphinx. Creon is asked to seek help from Apollo, the son of Zeus and Leto, and twin brother of Artemis by Oedipus, his brother in law. Creon reveals to Oedipus that the only way to dismantle the curse is to discover who killed Laius, the former king of Thebes, and then to prosecute and exile them. We later discover in the story that Laius was murdered many years ago but the murderer(s) was never identified. With this, Oedipus with the motive to lift the curse goes and dedicates his time to discover who murdered King Laius. Oedipus calls upon the blind prophet Tiresias, recommended by Creon, to reveal the murderer. Tiresias acknowledges Oedipus’s request but refuses to tell him. Oedipus gets frustrated because Tiresias knows of who did the crime but keeps it to himself. In Oedipus the King: T he Two Dramas, the Two Conflicts by Simon O. Lesser, Lesser explains that his (Oedipus s) sense of duty dominates him at the start of the interview, and for a time he continues to urge Tiresias to divulge whatever he may know. This indicates that Oedipus tries to get the truth out of Tiresias; however, Tiresias is broadly hinting-- that he, Oedipus, is the murderer of Laius. Tiresias later unveils thatShow MoreRelatedOedipus Trilogy Analysis1214 Words   |  5 PagesNovel Analysis of The Oedipus Trilogy Oedipus Rex, or Oedipus Tyrannus as it is in Latin, could be what we call today a Freudian work of literature. The Oedipus Trilogy was originally written by Sophocles and is meant to be told in a story-telling fashion. But this Grecian tragedy was revised and translated into English by Paul Roche and put into a novel form. The Oedipus Trilogy is a novel that deals with destiny and fate. The reader is shown a series of events plotted out from which OedipusRead MoreWhich Is More Responsible for Oedipus‚Äà ´ Fate, Oedipus Himself or ‚Äà ºMoira‚Äà ¹ Fate?1057 Words   |  5 Pageshave some bearing on our lives, whether the effect is adverse or desirable. Sophocles’ Oedipus the King is a play representing a Greek belief determining the fate of men. The Greeks firmly believe that they are bound to any prophecy made by the gods. With this in mind, one would initially agree that â€Å"moira† is solely responsible for determining Oedipus’ fate. However, after a thorough analysis of Oedipus’ character we see how his actions play a significant part in determining his fate. AdditionallyRead MoreCharacter Analysis Of Oedipus The King1961 Words   |  8 PagesCharacter Analysis of Oedipus: Oedipus the King Oedipus the King is a Greek tragedy play written by Sophocles, and it made its first debut around 429 BCE. It is one among the Theban trilogy plays. The story reveals that Oedipus has unknowingly killed his father, and married, and bore children with his mother. He must find the murderer of King Luis, his father, in order to save the city Thebes from a plague. To his tragic misfortune, it is revealed first through dramatic irony that Oedipus himselfRead MoreAnalysis Of Oedipus The King And Antigone1170 Words   |  5 Pages In civilizations such as Athens, women were looked down upon and this battle to leave behind tradition proved to be almost if not fatal. Sophocles Oedipus the King and Antigone exemplify three distinct female Athenian characters who approach this battle with different fronts. Through analysis of Ismene, Antigone and Jocasta’s distinct characters, the reader better understands how Sophocles uses a feminine voice to break away from the tradition discerned in Athenian life to advocate for the riseRead MoreJustin Janawitz. Howell. 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Oedipus isn t an evil character as one would think while reading the story. He never had theRead MoreEssay on Tragic Flaws in Oedipus the King3561 Words   |  15 PagesOedipus the King, Sophocles’ classical Greek tragedy, presents tragic flaw(s) as the cause of   the near-total destruction of the life of the protagonist. This essay examines that flaw. In his essay â€Å"Sophoclean Tragedy† Friedrich Nietzsche agrees that there is an â€Å"error† within the protagonist, but refrains from specifying exactly what it is: The most pathetic figure of the Greek theatre, the unfortunate Oedipus, Sophocles takes to be a noble man called to error and alienation in spite ofRead MoreThe Truth Of Courage : Socrates, Oedipus, And Antigone2414 Words   |  10 Pagesshowing what we believe and the power of belief over our will. In Greek literature it can often be seen as the difficult path—an unconscious act of boldness, but before all it is the conscious decision of a person to act despite the danger. Socrates, Oedipus, and Antigone all manifest courage in their own ways. It can be displayed by human and divine acts of courage. One might focus more on self-sacrifice for the good of others, while another for a personal gain or explanation. Ultimately there is noRead MoreOedipus As A Tragic Hero1724 Words   |  7 PagesIn the story of Oedipus, Oedipus is considered a â€Å"Tragic Hero† because of the tragic fate and effect that he had upon his life. My definition of a tragedy is a great loss that has a unhappy ending to which concluded me to state that Oedipus falls under that category. Throughout the book, Oedipus is leading himself to his own destruction when trying to find the killer of the late King Laios. So when a journal article I found published by The John Hopkins University Press stated that a â€Å"tragic heroRead Moretheme of alienation n no where man by kamala markandeya23279 Words   |  94 PagesLITERARY ELEMENTS SETTING This tragedy is set against the background of the Oedipus legend. It illustrates how the curse on the House of Labdacus (who is the grandson of Cadmus, founder of Thebes, and the father of Laius, whose son is Oedipus) brought about the deaths of Oedipus and his wife-mother, Jocasta, as well as the double fratricide of Eteocles and Polynices. Furthermore, Antigone dies after defying King Creon. The play is set in Thebes, a powerful city-state north of Athens. Although

Research – Methodology and Ethics - 1001 Words

RESEARCH – METHODOLOGY AND ETHICS This essay attempts to identify and sum up two research methods (Qualitative and Quantitative Research Methods), assess their relative strengths and weaknesses and explain how two ethical issues arise from research. Qualitative and Quantitative research approaches are two of the various methods used in sociological research. The use of these methods can be very important and can normally produce efficient, realistic and logical results. So what is qualitative research and what is quantitative research? To begin with, we look at the distinctions between the forms of research. Thus, on first consideration, the use of questionnaires as a research technique might be seen as a quantitative strategy, whereas†¦show more content†¦Qualitative descriptions can play the important role of suggesting possible relationships, causes, effects and dynamic processes. Because statistics are not used, but rather qualitative research uses a more descriptive, narrative style, this research might be of particular benefit to the practitioner as she, or he could turn to qualitative reports in order to examine forms of knowledge that might otherwise be unavailable, thereby gaining new insight. Qualitative research adds flesh and blood to social analysis. Both qualitative and quantitative research methods have some similarities, for instance, whilst quantitative research may be mostly used for testing theory, it can also be used for exploring area and generating hypotheses and theory. Similarly qualitative research can be used for testing hypotheses and theories even though it is mostly used for theory generation. Qualitative data often includes quantification, e.g. statements such as more than, less than, most as well as specific numbers, quantitative, i.e. questionnaire approaches can collect qualitative data through open-ended questions. ETHICAL ISSUES IN QUANTITATIVE RESEARCH During the designing of questionnaires and the training of interviewers a number of ethical issues need to be taken into consideration. Respondents have a right to be informed about the nature and purposes of the study and how the information will be used prior to data collection. The issue of anonymity,Show MoreRelatedThe Ethics Of Ethics Approval Essay1006 Words   |  5 PagesETHICAL APPROVAL Ethics approval will be sought from the AUT University’s Ethics Committee [AUTEC]. AUTEC permission is sufficient and no additional permission is needed for the focus group discussion with the clients and counsellors while written consents will be taken from them and confidentiality assured to all those involved. A letter of support from Una district level office will be acquired before the field work. 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The current community change effort, Impact Lufkin, in Lufkin, TX is an example of this type of work in action. The Impact Lufkin group is partnered with the T.L.L. Temple Foundation and is comprised of many community leaders. The goal, as community change implies, is toRead MoreProblems and Prospect Business Education in Nigeria Colleges of Education5490 Words   |  22 PagesPractice, and Research: Some Progress and Impediments   Ã‚  Ã‚   by    William E. McCarthy, Arthur Andersen Alumni Professor Department of Accounting, Michigan State University                ____________________________________________________________ _ Published in: Conceptual Modeling: Current Issues and Future Directions, Editors: P. P. Chen, J. Akoka, H Kangassalo, and B. Thalheim. Springer Verlag, Berlin and Heidelberg, 1999, pp. 144-53. 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It was not until 1866 that the first American AI baby was born. Since then the different techniques of AI have been developed and improved. There are three types of this technique: artificial insemination byRead MoreInformation Security15951 Words   |  64 PagesInforming Science Journal Volume 9, 2006 A Systems Approach to Conduct an Effective Literature Review in Support of Information Systems Research Yair Levy and Timothy J. Ellis Graduate School of Computer and Information Sciences, Nova Southeastern University, Florida, USA levyy@nova.edu ellist@nova.edu Abstract This paper introduces a framework for conducting and writing an effective literature review. The target audience for the framework includes information systems (IS) doctoral studentsRead MoreThe Impact of Paid Work on the Academic Performance of Students: a Case Study from the University of Canberra5293 Words   |  22 PagesAnne Daly Division of Business, Law and Information Sciences University of Canberra * The research reported in this paper was approved by the Human Ethics Committee at the University of Canberra. We also discussed the project with the Student Association and Student Administration at the University. We would like to thank Tim Bradley, Mandy Yap and especially Rebecca Cassells for their excellent research assistance. We would also like to thank Diane Adams, Paula Higgins, Coralie McCormack, DavidRead MoreOffensive Advertising : Advertising, Muslims, And Consumer Behaviour9514 Words   |  39 PagesChapter 2: Literature Review In this chapter we will try to deepen our understanding of the research problem at hand. Hence we will review the following constructs: offensive advertising, advertising in Egypt, consumers of an Arab world Muslim majority country such as Egypt, religiosity for Muslims and purchase intentions in order to further our understanding of the connection between advertising as a marketing tools, Muslims and consumer behaviour. 2.1 The nature of offensive advertising In anRead MoreThe Influence of Human Capital on Company Performance: a Preliminary Study of Telekom Malaysia10856 Words   |  44 Pagesin many world-class corporations. The whole of this paper comprises of five parts. Part I introduces the background of this paper. Part 2 presents the related literature on intellectual capital and knowledge management. Part 3 presents the methodology used in the study. Part 4 discusses the finding and results of the study and finally, Part 5 provides conclusion of this study. 2. Survey of Related Literature The works of Sveiby (Sveiby, 1989), Brooking (Brooking, 1996), Edvinson (Edvinson

Analysis of Mc Donald’s Operations Free Essays

Mac Dona’s Case Study McDonald’s Is one of the best-known brands worldwide and Its core business being basically fast-food: it specializes in burgers (Big Mac) and fries. While other restaurants stick to their conventional menu will rarely innovate, McDonald’s on the other hand has been able to adapt to the local demand in a global environment by catering their menu to the local taste. This continuous product innovation improvement based on detailed market research has helped keeping the brand ahead of Its competitors and contributed to further enhance the existing reputation f the brand. We will write a custom essay sample on Analysis of Mc Donald’s Operations or any similar topic only for you Order Now In order to have this competitive edge. McDonald’s has taken some key measures to name a few along the years, namely: Aggressive market research to continuously adapt to the changing needs and tastes of its customer, for e. G. Seeking more food variety and gradually shifting towards healthier eating. Value added services to adapt to people’s busy lives with great focus on convenience. More choice and better pricing strategy to ensure excellent value for money; for e. G. Extra value meals and combination of menus Process standardization and attention to details to ensure product quality In each and every outlets. Mac Dona’s business model has been built on a specific target population (working people, teenagers), I. E. Those in need for fast and inexpensive menu. Now with consumer’s becoming more health focus, Mac Dona’s asset could be turned into liability as Mac Dona’s would be the last based on low-calorie-low-cholesterol menu. Analysis of Mac Dona’s Operations By Ayatollah-Shaffer McDonald’s is one of the best-known brands worldwide and its core business being basically fast-food; it specializes in burgers (Big Mac) and fries. While other ahead of its competitors and contributed to further enhance the existing reputation of the brand. In order to have this competitive edge, McDonald’s has taken some key ensure product quality in each and every outlets. A number of key decisions and food items to respond quickly to the fluctuating demands. How to cite Analysis of Mc Donald’s Operations, Papers

Laughter Therapy an Effective Treatment Essay Sample free essay sample

1. This assignment contains TWO ( 2 ) undertakings that is set in the linguistic communication of the printed faculty for the class. Answer ALL. 2. Answer in English. 3. Download the linguistic communication version of the assignment templet concerned from the MyVLE for readying and entry of your assignment. Your assignment should be typed utilizing 12 point Times New Roman fount and 1. 5 line spacing. 4. Your assignment should be between 2500 to 3000 words excepting mentions. The figure of words should be shown at the terminal of your assignment. Do non copy the assignment inquiry and instructions to your reply. 5. You must subject your assignment TO YOUR FACE-TO-FACE TUTOR. You are advised to maintain a transcript of your submitted assignment for personal mention. 6. Your assignment must be submitted between 15th – 17th March 2013 or Tutorial 4. Submission after 17th March 2013 or Tutorial 4 will NOT be accepted. 7. Your assignment should be prepared separately. You should non copy another person’s assignment. You should besides non plagiarize another person’s work as your ain. We will write a custom essay sample on Laughter Therapy an Effective Treatment Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Evaluation This assignment accounts for 30 % of the Markss for the class mentioned and shall be assessed based on the Rubrics or Answer Scheme. You would be informed of the assignment grade before the Final Semester Examination commences. Plagiarism: MARKS DEDUCTION Warning: The submitted assignment will automatically undergo a similarity cheque. If plagiarism is detected. Markss would be deducted as follows: †¢ Assignments with 10 – 30 % convergence with others: 20 % tax write-off from the entire Markss scored. †¢ Assignments with 31 – 50 % convergence with others: 40 % tax write-off from the entire Markss scored. †¢ Assignments with more than 50 % convergence with others: Zero grade would be given. ASSIGNMENT QUESTION Public Speaking is the communication of cognition that is apprehensible. Through enlightening addresss. people are able to give others the benefit of their acquisition and expertness. For this assignment you are given two undertakings: ( a ) write an enlightening address ; and( B ) show your address. Question You are invited to give an enlightening address to a group of people. Pick a subject that is interesting to you. that you think will involvement your audience. OR you can pick any subject from given below. 1. â€Å"Eating Healthily With A Busy Lifestyle† .2. â€Å"Laughter Therapy – An Effective Treatment† .3. â€Å"Overcoming shyness† . A. Written ASSIGNMENT ( 20 Marks ) 1. You can compose utilizing the guidelines below: Introduction: ( Show relevancy to the audience during this subdivision ) †¢ Attention-getter: narrative. existent or rhetorical inquiry. quotation mark. surprising fact or statistic. etc. †¢ Thesis statement: the chief point or thought of your address †¢ Preview of Main Points: Preview your upcoming chief points Be certain to transition swimmingly from attn-getter. to thesis amp ; prevue of chief points. to the organic structure ( Main Point 1 ) . Continue to utilize passages to travel swimmingly from one point to the following and on to the decision. Body:†¢ Main Point 1.– Supporting Ideas/Subtopic of Main Point 1 ( a ) – Supporting Ideas/Subtopic of Main Point 1 ( B ) These are backed up by Supporting Material: definition. statistics. illustration. illustration/story. testimony. compare/contrast. Use vocal commendations when appropriate. †¢ Main Point 2.– Supporting Ideas/Subtopic of Main Point 2 ( a ) – Supporting Ideas/Subtopic of Main Point 2 ( B ) These are backed up by Supporting Material: definition. statistics. illustration. illustration/story. testimony. compare/contrast. Use vocal commendations when appropriate. 1. Extra supporting thoughts2. Extra supporting thoughts †¢ Main Point 3.– Supporting Ideas/Subtopic of Main Point 3 ( a ) – Supporting Ideas/Subtopic of Main Point 3 ( B ) These are backed up by Supporting Material: definition. statistics. illustration. illustration/story. testimony. compare/contrast. Use vocal commendations when appropriate. †¢ Main Point 4.– Supporting Ideas/Subtopic of Main Point 4 ( a ) – Supporting Ideas/Subtopic of Main Point 4 ( B ) These are backed up by Supporting Material: definition. statistics. illustration. illustration/story. testimony. compare/contrast. Use vocal commendations when appropriate. Decision:†¢ Summarize Main Points:†¢ Provide closing ( shuting statement. quotation mark. narrative. etc. ) : †¢ Note: Each point should be elaborated with important illustrations. You may add any other points deemed appropriate 2. Reminder: you must carry on research on chosen subject. and have at least 4 beginnings in your bibliography. B. ORAL PRESENTATION ( 10 Marks ) 1. You need to fix 8 ( min ) -12 ( soap ) MS PowerPoint slides based on the content of your paper ( written assignment ) for a 8-10 minute talk ( unwritten presentation ) . 2. Use phrases instead than whole sentences to compose the text of your slides. Use numbered/bulleted lists to organize and present main/supporting thoughts on a given slide. 3. Make your slides visually interesting by utilizing suited colorss for the background and embedded symbols and images as appropriate. 4. You can fix a presentation slides utilizing the guidelines below: Slide 0Self-Intro Slide 0Title Slide 1Introduction Slide 2Introduction Slide 3Main point 1 + illustrations Slide 4 Main point 1 + illustrations Slide 5Main point 2 + illustrations Slide 6Main point 2 + illustrations Slide 7Main point 3 + illustrations Slide 8Main point 3 + illustrations Slide 9Main point 4 + illustrations Slide 10Main point 4 + illustrations Slide 11Conclusions [ Sum: 30 Markss ] WRITTEN PAPER ( 20 Markss ) : Assessment Criteria Descriptors Marks ( Marks Allotment ) Very Good to Excellent: Substantial and knowing development of assigned subject ; thoughts are relevant to topic ; thoughts suitably and interestingly selected ; thoughts logically and coherently stated ; supported and sequenced ; overall coherence achieved. 9-12 Average to Good: Some cognition of assigned subject ; equal scope of thoughts ; thoughts are largely relevant to topic but lack inside informations ; slackly organised but chief thoughts stand out ; limited CONTENT A ; ORGANISATION support ; logical but uncomplete sequencing. ( 12 Markss ) Poor to Fair: 5-8 Limited cognition of the assigned subject ; thoughts are of small substance and inadequate ; thoughts are slightly baffled or disconnected ; lacks logical sequencing and development. 0-4 Very Good to Excellent: Very effectual usage of complex sentence construction ; sophisticated and effectual scope of vocabulary ; appropriate registry ; few grammatical mistakes. 7-8 Average to Good: Effective simple sentences ; equal scope of vocabulary ; several grammatical mistakes LANGUAGE but intending non obscured. 4-6 ( 8 Markss ) Poor to Fair: Major jobs in usage of simple sentences ; limited and insistent pick of vocabulary ; frequent grammatical mistakes doing ill-defined significance. 0-3 Entire Marks 20 1. Oral PRESENTATION ( 10 Markss ) : Component Forms TonssExcellent presenter who presents thoughts coherently and clearly ; uses appropriate voice volume Effective Presenter and modulation ; uses suited lingual looks ; communicating is non at all affected by minor mistakes ; natural and no reading of prepared slides. 9-10 Satisfactory presenter who is able to show thoughts coherently and clearly most of the clip. Good Presenter uses acceptable voice volume and modulation ; uses some suited lingual looks ; communicating by and large non affected by mistakes ; some reading from prepared slides but non too7-8 obvious. Less than satisfactory presenter ; some thoughts are lost or confounding. utilizations inappropriate voice Fair Presenter volume ( excessively soft ) or modulation ; uses hapless lingual looks ; communicating sometimes affected by major mistakes ; some reading from prepared slides. 5-6 Poor Presenter Poor presenter with small or no communicating taking topographic point ; shows inability to execute undertaki ng ; can non react to audience ; incoherent and hapless usage of linguistic communication characteristics ; entire reading from 0-4 prepared slides. Entire Marks 10 TOTAL= 30 Markss GUIDE FOR STUDENTS 1. Mention to Module Topic 7 which discusses Group Interaction Skills for composing the address. You are advised to come up with your ain illustrations for each state of affairs mentioned. You could mention to Topics 8. 9 and 10 of your Module to steer you in composing the debut. organic structure and decision of the address. You could get down your address with citations. inquiries. life experience etc. 2. Search the Internet utilizing Google. Yahoo or any other suited hunt engine for more information on group interaction accomplishments. Use assorted combinations of the keywords taken from the notes given under each sub-heading in the assignment inquiry. Remember to beginning information from reputable web sites such as university or college sites. 3. Note the URL or web reference of utile web sites that you entree. Write down besides the writer and page rubric ( if available ) . and the day of the month you accessed the page so that you can include the information in your mentions page at the terminal of your paper. 4. Use a unvarying coloring material strategy for the background in your MS PowerPoint slides. Make certain that your text in the slides is non excessively long-winded. In other words. make non simply transcript and paste paragraphs or even whole sentences from your paper. Summarise and utilize numbered lists and/or bulleted lists to show your chief thoughts and back uping points. Remember that you are fixing the slides to speak about the thoughts contained in them. non to read continuously from the slides! 5. Use images and/or drawings to do your slides interesting but these in writing elements must be relevant to the content of your presentation. If you want to associate short picture cartridge holders to your presentation. make talk with your coach to see if it may be executable. You could mention to Topic 9 of your Module to fix the slides GUIDE FOR THE TUTOR 1. Please assist the pupils construction both their paper and the MS PowerPoint presentation slides. Check to see that the headers and sub-headings of the address and the slide presentation organize a consistent whole. 2. Advice pupils on facets of content and administration every bit good as ( academic ) linguistic communication manner so that they are able to revise their work consequently. 3. When possible. assist pupils with accessing the Internet for relevant information that they can utilize in their address or presentation. Rede them about how they can avoid plagiarism when sourcing information i. e. by summarizing. rephrasing. citing. noticing on and documenting the information that they obtain from assorted beginnings. State them how to utilize the APA manner ( 6th ed. if available ) of documenting resources/references. 4. Examine/Mark pupil assignments and enter the several student’s Markss into the OMES.

5 Nursing Leadership Styles You Need to Utilize as a Nurse

5 Nursing Leadership Styles You Need to Utilize as a Nurse If you work in the healthcare field, especially in nursing, your focus might (understandably) be on direct patient care and teamwork with other medical professionals to make sure that patients are getting that best care. But as a nurse, you’ve also got career goals for yourself, which likely include advancement and moving up the ranks through promotions and job changes. Whether you’re just starting out as a nurse of want to level up, it’s time to figure out what kind of nursing leadership style works for you as you get ready to take on more managerial roles throughout your career.According to the American Association of Nurse Assessment Coordination (AANAC), there are five main leadership categories into which nurses tend to fall. Let’s look at each one.1. Autocratic LeadershipAn autocratic nurse is The Boss, full stop. A nurse who leads using this management style makes all decisions and gives specific orders and directions to subordinates, and tends to d iscourage questions or dissent. There’s also a low tolerance for mistakes and the people who make them.When this style works best: For simple or straightforward tasks, or making sure that strict legal or medical guidelines are adhered to. It can also help in emergency situations, when there needs to be a strong voice giving direction.When this style doesn’t work so well: When a nurse manager wants to build trust and teamwork among other team members, or encourage creative problem solving.2. Laissez-Faire LeadershipThe laissez-faire nurse is the opposite of the autocratic nurse. In this style, the nurse provides no specific direction for team members, and adopts more of a hands-off approach to managing.When this style works best: When the nurse’s team is already experienced and self-directed, and doesn’t necessarily need a general giving orders.When this style doesn’t work so well: When specific decisions need to be made and implemented, or team mem bers are inexperienced.3. Democratic LeadershipThe democratic nurse manager takes input from subordinates, and encourages open communication. The decisionmaking ultimately with the manager, but stakeholders and team members are asked for honest feedback, and given feedback in return.When this style works best: When the nurse wants to build relationships with staff members based on trust and accountability, or when improving systems and processes is a priority.When this style doesn’t work so well: When a concrete decision needs to be made quickly, gathering feedback and testing the waters with team members isn’t necessarily helpful or feasible.4. Transformational LeadershipThe transformational (sometimes also called visionary) nurse manager is focused on the big picture (improved patient care, better systems and processes), and how to get there.When this style works best: When the workplace (in this case, a hospital, clinic, or other healthcare facility) is in need of b ig changes and improvements.When this style doesn’t work so well: When day-to-day decision making is required on small or specific issues.5. Servant LeadershipThe servant nurse leader focuses on team success via individual team members. Despite the meek-sounding name, this management style has been gaining popularity over the past few years. This leader targets team members’ needs, ensuring that they have the skills, relationships, and tools to achieve individual and group goals.When this style works best: When a team has diverse members with different tasks and responsibilities.When this style doesn’t work so well: When top-down decisions need to be made, or a group needs to follow collective directions.So which type of nurse leader are you, and what kind of leadership style works best for your job and your career goals? We’d love to hear how these management styles work for you.

Abrams Company Essay Essay Example

Abrams Company Essay Essay Example Abrams Company Essay Paper Abrams Company Essay Paper MANAGEMENT CONTROL SYSTEMS Lecturer : Supriyadi, Ph. D. Nama : Handy nugroho - No: 1157021 Case : Abrams Company Abrams’Company manufactured a wide variety of parts for use in automobiles, trucks, buses, and farm equipment. Abrams sold their product both to the OEMs and the wholesalers. top management is satisfied with their management systems and performance measurement scheme but they are three areas of concern that need to be discussed. * First, the transfer prices disagreements of parts sold by the product divisions to the AM division. Second, is in the product divisions too often tended to treat the AM division as a captive customer and in the performance measurement system. * Third, the excessive yearly inventory carried by both the AM division and the three product divisions. Strength The company has a clear management structure. The company has employed a bonus plan for employees. The AM Marketing division will input products form the other three divisions, and sell it to domestic and foreign market, it helps the company save cost when it input internal. Weaknesses Abrams’ business model weakness is that its divisions operate as independent companies. Furthermore, all of these profit centers, participate in an incentive compensation plan that the higher the participant is in the organizational hierarchy, the more â€Å"incentive points† he or she will receive based on division profit variance. The Abrams Company has three totally independent divisions, and the three divisions are lack of connection. The transactions between the three divisions dispute the transfer pricing. Case Analysis and Recommendation The Abrams case is about using profitability measures to evaluate profit centers. In EU companies it is more common to evaluate PCs with Income measures like RI and EVA. It is very difficult to find a relevant and fair capital base for the ROI measure. Abrams use book value for fixed assets which inflate the ROI measure as the assets age. The age and mix of assets also differs among divisions which give unfair measures. It is also easy for the divisions to manipulate the capital base at the end of the year. ROI based bonus may rob the future, who want to invest in assets if that reduce the bonus. Recommendation to this company was to use RI or EVA instead of ROI and to control the investments separately using NPV and capital turnover measures. The bonus should be based on the budgeted income level, the RI target. The current transfer price system seems to work well with few disputes. Market prices are more used as a top-level for the TP. An advantage with cost base TP is that it will give all internal partners full information about the cost structure and you will avoid â€Å"upstream fixed costs† The problem with the inventory level cannot be controlled with ROI management. If the company change to RI/EVA it will be possible to to negotiate relevant inventory levels in the budget process. High inventory levels can also be managed with differentiated capital charges that will create high interest costs. The best way to control operational tasks is to use nonfinancial measures such as inventory turnover. Use nonfinancial measures to control the inventory levels. If it is an strategic issue you can connect this measure to the bonus system. In general, Abrams Company adopts the lowest cost, differentiation, market focus and ROI strategies to accomplish the organization’s goal. Furthermore, In order to implement the strategies the firm establishes its own management control systems. Suggestions  to  performance measurement  system: 1) ROI can be used combination with other performance measures to avoid the limitations of ROI. The company can establish a non-financial performance measurement system such as the balanced scorecard . With a good performance measurement system, the incentive compensation plan will be improved. 2) EVA ( Economic value added) can be used instead of ROI Suggestions to transfer pricing : a transfer price fixed by the top management in compliance with the AM division and the other divisions involved which could be revised when it is out of date. This fixed price could be adjusted due to inflation. There should be an internal policy on it. Therefore, top management should implement a c ost-based transfer prices because when competitive prices are not available, transfer prices may be set on the basis of cost plus a profit markup.

Creative piece of writing and rationale Essay Example | Topics and Well Written Essays - 2000 words

Creative piece of writing and rationale - Essay Example Thus, realities of life give birth to the formation of literature. Looking into the history of the world at large, it becomes obvious that all human societies have worked for the preservation of their culture in the form of poetry, art, sculpture, drama, paintings and other forms of creativity. It is therefore ancient Greek philosophers and thinkers have discussed literature in their lectures and writings. Plato has also analysed literature critically with special focus on poesy. He has declared poetry as mere imitation of life, and a true literary genre presents the actual picture of patterns of life without concealing the bitter facts it maintains. Aristotle, in his renowned Poetics, views men mere objects of imitation. â€Å"Since the objects of imitation are men in action, he argues, and these men must be either of a higher or a lower type, it follows that we must represent men either as better than in real life, or as worse, or as they are. It is the same in painting.† (A ristotle: Poetics, Chapter 2) Poetry, drama, novel, fiction, prose, essay, short story and sonnets are the main literary genres, among which romance maintains the most significant place that has captured the attention of the readers especially during the modern and post modern times. Different scholars have defined the term romance differently. Usually romance is attributed to those pieces where both the theme and the events present the story in comparatively more glamorous and adventurous way. â€Å"Something grander†, Peck & Coyle view, â€Å"than the novel’s familiar concern with social issues is involved in the romance, because it suggest a search for some truth beyond that which we might encounter in ordinary experience.† (1989, p 118) Romance is especially attributed to English and American literatures, from where it has successfully completed its long excursion in a systematic and persistent way. â€Å"A romantic novel†, Wikipaedia

Discussion Questions Essay Example | Topics and Well Written Essays - 500 words - 5

Discussion Questions - Essay Example Money Eddie is a great performer in the team and is not required to be pushed or made to sit for performance review meetings often. A bonus pay- check in the middle of the month and an incentive plan in addition to tickets to watch a racing sport when he achieves something way above his team mates will go a long way in keeping Money Eddie motivated. Always Andrea - Her personality type according to 'Six Degrees' is a Careerist and a Lifestyler. Mainly because her personality reflects reliability and loyalty which are traits of an employee looking to get ahead in the corporate ladder. She is also a Lifestyler as she keeps to herself may be due to her commitment to family and wanting to spend more time personally or for herself. A good rating at the performance appraisal and a promotion that she can look at, down the line in the company along with an incentive pay structure can be a powerful way of motivating her. She is profile who can be counted upon and can rise to the occasion to help the team in crisis. Lovely Lupita - This employee conforms to the type of a 'Collegiality Seeker' her characteristics of being social and talking about her family.

Texas - Water Riparian Rights (years 1836-1986) Essay

Texas - Water Riparian Rights (years 1836-1986) - Essay Example The fragmented institutional structure of riparian water rights constituted obstacles to achieving an efficient and comprehensive water-resource management system, thus the development of a surface water permit system. A riparian area refers to an area that acts as an interface between land, and a stream or river; consequently, riparian water rights refers to the system of allocating water on the basis of riparian land ownership. The Riparian doctrine was introduce in Texas over 200 years ago by Hispanic settlers in San Antonio, Texas; the Hispanic practices and legal principles became the blue print from which land title was granted. During this time, and through the 19th Century, riparian land was granted and the benefits included the right of riparian land owners to take water from the streams and rivers for purposes of irrigation. This can be best demonstrated in the case of Motl v Boyd (1926); the case was about the rights of Hispanics to take water from streams for irrigation (Rio Grande). In this case, the Supreme Court of Texas decided that the owner of riparian land had the right to use riparian waters not only for household and domestic purposes, but for irrigation purposes as well (Hutc hins 517). Riparian rights were affected by a couple of artificial and natural challenges; first there was the question of what constituted a river bed, a section of the riparian zone that would be owned by the state. Secondly, there was the question of defining the rivers banks since the boundary was ever changing due to manmade or natural reasons. Effects such as erosion, accretion, avulsion, subsidence and dereliction resulted in the shifting of boundaries, reducing or increasing the state owned river bed and the private owned riparian land (Powell 7). In 1840, the state of Texas abolished the Spanish riparian doctrine and embraced the English riparian common law with a few exceptions from the doctrine; this was later

The element copper

The element copper Introduction Copper, elemental symbol Cu, is a transition d-block metal, and is the least reactive of the first row metals. Copper can have the oxidation states +1 and +2 and can form many complexes with various ligands. The Cu 2+ ion, at low concentrations, is an essential element to plant and animal life, and a human adult has a required daily intake of 3-5mg. [1] The richest nutritional sources of copper are; animal livers, shellfish, dried fruit, nuts and chocolate. [2] A human who lacks copper can develop a deficiency and in some cases this can result in anaemia, and Wilsons disease (copper accumulates in tissues which leads to neurological symptoms and liver disease). [1] A human adult contains roughly 100mg of copper, [1] most of which are attached to proteins and found in tissues, with high concentrations found in the liver and muscles. Eventhough copper is very useful, and required for a variety of process, for example; formation of haemocyanin (oxygen carrying proteins in molluscs), at high concentrations copper ions can be toxic and harmful. To avoid copper-induced toxicity most organisms use a combination of copper-regulated import inhibition and extraction of copper through specific export mechanisms. In mammals, copper is partially detoxified by sequestration in the metal- binding metallothioneins or export via the copper-translocating ATPases. [3] Use of copper in the human body and cells Copper has many roles in the human body and it plays a vital role in a range of chemical reactions that are essential to human health and development. Copper is distributed to several areas in the body so it can be used in various ways. Copper plays a major part in the conversion of iron to its useable Fe (III) form and also helps transport iron around the body. Copper is needed for the synthesis of collagen, a protein found in human skin, which maintains elasticity. [4] As a cofactor for the enzyme tyrosinase; copper is involved in the synthesis of the skin pigment melanin. Copper is also key for the development of the brain and nervous system as it plays a role in the production and maintenance of myelin, which insulates nerve cells thus ensuring the transmission of nerve impulses. Copper is also involved in the synthesis of neurotransmitters, chemicals that allow communication between nerve cells. [5] Within cells the generation of energy (ATP), inside the mitochondria, depends on the involvement of a copper-containing enzyme. [4] Another vital function for the copper as a cofactor is the neutralisation of free radicals that would otherwise oxidise and destroy healthy cells. [6] More specific examples; Cytochrome c oxidase The enzyme cytochrome c oxidase, a large transmembrane protein complex found in the mitochondrion, is the last enzyme in the respiratory electron transport chain. It contains two heme centres called cytochromes a and a3, as well as two copper atoms. The copper sites, CuA and CuB, are associated with cytochromes a and a3, respectively. CuA is liganded by two cysteines and two histidines (Fig 1.0). The heme of cytochrome a is liganded by imidazole rings of histidine residues. CuB and the iron atom of cytochrome a3 are located close to each other and this closely coupled pair of metal ions is referred to as a binuclear centre (Fig 1.1). [7] [8] The copper sites play a part in electron transfer by switching between the Cu- state and the Cu2+ state. Reduction of one oxygen molecule requires passage of four electrons through carriers. Electrons from cytochrome c are transferred to CuA sites and then passed to the heme iron of cytochrome a. The electron pathway continues as CuB accepts a single electron from cytochrome a. A second electron then reduces the iron centre to Fe2+, leading to the binding of O2 and the formation of a peroxy bridge between heme a3 and CuB. This amounts to the transfer of two electrons from the binuclear centre to the bound O2. The next step involves uptake of two H+ and a third electron, which leads to cleavage of the O-O bond and generation of Fe4+ at the heme. Uptake of a fourth e- facilitates formation of ferric hydroxide at the heme centre. In the final step of the cycle, protons from the mitochondrial matrix are accepted by the coordinated hydroxyl groups, and the resulting water molecules dissoc iate from the binuclear centre. [9] Summary reaction: 4 Fe2+ -cytochrome c + 8 H+ + O2 ? 4 Fe3+ -cytochrome c + 2 H2O + 4 H+ [7] Haemocyanin Hemocyanins are a type of respiratory protein in the form of metalloproteins containing two copper atoms. The deoxy-form of a haemocynin is colourless and contains Cu (I), while O2 binding results in the blue Cu (II) form. [10] Hemocyanins carry oxygen in the blood of some molluscs (e.g. snails, whelks) and some arthropods including crabs and lobsters. They are second only to haemoglobin in biological popularity of use in oxygen transport. Hemocyanins are found suspended in the hemolymph, and arent bound to blood cells like haemoglobin. [11] Contained within the metalloprotein are two neighbouring non-bonded Cu (I) centres, each of which is bound by three histidine residues. [11] Fig 1.2 shows the binding of oxygen in relation to the copper sites. Tyrosinase Tyrosinase is an enzyme, which contains copper, and is present in plant and animal tissues that catalyzes the production of melanin and other pigments from tyrosine. [12] The reaction includes the reduction of the copper by an o-dipfenol. This reaction is followed by reaction of the intermediate with dioxygen to yield a highly reactive intermediate complex that is broken down by the substrate to form water and the required product. [2] Catechol oxidase Catechol oxidase is a copper-containing enzyme whose activity is like that of tyrosinase. Catechol oxidase carries out the oxidation of phenols such as catechol, using dioxygen. In the presence of catechol, benzoquinone is formed (reaction below). [14] In this reaction hydrogens are removed from catechol and combine with oxygen to form a molecule of water. Superoxide Dismutase One of the most important enzymes involved in removing free radicals from the human body is superoxide dismutase (SOD). Its function is to defend and protect cells against molecular damage from oxygen. SOD is located in two places within the cells, the mitochondria and the cytoplasm. The SOD that is found in the mitochondria contains manganese, and the SOD found in the cytoplasm contains copper and zinc. [15] This enzyme catalyzes the dismutation, (a reaction involving a single substance but producing two products), [16] of superoxide into oxygen and hydrogen peroxide. For each two superoxides that are encountered by the SOD, one hydrogen peroxide is formed. One molecule of super oxide has their extra electron removed by SOD, and places it on the other super oxide molecule. [17] Therefore one ends up with one less electron, forming normal oxygen, and the other ends up with an extra electron. [15] The superoxide molecule, with the extra electron, then quickly picks up two hydrogen ion s to form hydrogen peroxide. Hydrogen peroxide is a dangerous compound, as it transforms easily into the reactive hydroxyl radical, so the cell uses the enzyme catalase to detoxify it, producing water and oxygen. [15] An example of a reaction of an SOD protein containing copper; Cu2 + SOD- + O2- Ã   Cu1 + SOD- +O2 Cu1 + SOD- +O2- +2H+ Ã   Cu2 + SOD + H202. In this reaction the oxidation state of the copper changes between +1 and +2. [15] Toxicity of copper At high concentrations copper can be toxic to the human body and to cells. Problems can also develop if the body doesnt have enough copper or the copper cant be efficiently used within the human body. [18] People can have three different copper imbalances, which can make a person; copper-toxic, copper-deficient, or develop a condition called biounavailable copper. People who are fast oxidisers need more copper in theirs bodies. Slow oxidisers often have excessive copper in their bodies, therefore more prone to copper imbalance. [18] Biounavailable copper refers to when copper is in excess in the body, but it cannot be utilized well. Biounavailability often occurs due to a deficiency of the copper-binding proteins, metallothionein. Without sufficient binding proteins, copper ions may flow around the body, where it may gather in the liver and brain. [18] Copper has certain places where it accumulates in the body referred to as target organs, these are, the liver first, then the brain. Copper may affect any organ or system of the body. However, it usually affects major systems and organs like; the nervous system, connective tissues such as hair, skin and nails and organs like the liver. [18] How do cells protect themselves against copper toxicity? Metallothioneins Figure 1Cells control the movement of copper across its membranes, maintaining the amount needed for biological functions while avoiding excess toxic levels. [19] Among the many factors required to achieve this equilibrium of highly toxic levels and the amount needed, are the metallochaperones, a family of proteins that transfers metal ions to specific intracellular locations where metalloenzymes bind to the metal ions and use them as cofactors to carry out essential biochemical reactions. [9] Knowledge of the transportation of copper to its final destination has increased with the identification of two proteins involved in Cu trafficking in yeast: Atx1 and Cox17. [20] The uptake of Cu in yeast starts with reduction by a plasma membrane reductase. The reduced copper is then transported across the membrane by the Cu transporter Ctrl. Three different proteins transport Cu from Ctrl to three different locations within the cell: Cox17, takes Cu to the mitochondria for incorporation into the cytochrome c oxidase (Sco); Ccs targets Cu to CuZnSOD, a primary antioxidant enzyme; and Atx1 directs Cu to a post-Golgi compartment, by way of Ccc2, a P-type ATPase transmembrane Cu transporter, for final insertion into Fet3, a multicopper oxidase. [20] The Cu transport mechanisms described, in figure 1.4, are active when concentrations of copper are low, and some arent used/ needed when the concentration of copper is very high in the medium. Therefore, yeast strains missing the gene for C ox17 cannot respire in normal growth media because CCO is Cu deficient, but are rescued when the medium is made 0.4% CuSO4. [20] Increasing the Cu concentration in the medium means Cu can be delivered to the Fet3 oxidase in yeast strains missing the gene for Atx1. These results show that Cox17 or Atx1 is required for proper Cu trafficking when Cu levels are high and that their presence is not required to detoxify Cu. [9] Cu-ATPases ATPase pumps are involved in the movement and translocation of ions (Na+, K+), and a variety of metal ions such as copper. The pumps that translocate metal ions are referred to as P-type ATPases. These Ptype ATPases, including the copper ATPases, are highly conserved from bacteria to humans. The Menkes ATPase translocase (MNK) is largely involved in the transfer and detoxification, of copper ions. Defects in this P-type pump lead to a fatal copper-deficiency disease in humans called Menkes syndrome. MNKs activity appears to be regulated by the metal it exports, copper. The composition and sequence of the metal binding domain of the Menkes ATPase (MNKr) is distinct from metallothioneins, which have major folds organized or stabilized by Cu (I) ions. The Menkes protein functions to export excess copper and is reversibly metalloregulated through the specialized copper-binding sites in the amino end of the protein. The metalloregulation couples the cellular export of copper to the intrac ellular concentration of copper ions. [3] Conclusion As seen in this report copper is very useful and needed in the body for a variety of different reactions and functions. Its a key part of many enzymes such as; cytochrome c oxidase, Tyrosinase, Catechol oxidase and superoxide dismutase. Therefore copper is a key role in the formation of cellular energy (ATP), using cytochrome c oxidase in the electron transport chain. Copper also plays a key role in the production of myelin and neurotransmitters and therefore is essential in the development of the nervous system. Another way in which copper has been proven to be important in the human body is in the production of melanin and collagen, essential proteins in the skin. However this report has shown that at high levels copper can be toxic and can cause problems within the human body. Copper can accumulate within vital organs and affect and damage major systems. To tackle this problem of accumulation cells contain unique proteins within their membranes that help regulate and remove copper, from inside the cell, if the levels are becoming excessive. These proteins are called metallothioneins and have specific binding sites for copper atoms (and other mineral/metals) to attach to. The mechanism, of the uptake and removal, is complicated and involves the transfer of copper ions between certain proteins along three different pathways. These methods are outlined in this report. References Chemistry of the Elements 2nd Edition, N N Greenwood and A Earnshaw, Butterworth Heinemann Biological Roles of Copper, Ciba Foundation Symposium 79 (new series) 1980 www.ajcn.org http://resources.schoolscience.co.uk www.anyvitamins.com/copper www.vitamins-nutrution.org http://en.wikipedia.org/wiki/Cytochrome_c_oxidase http://metallo.scripps.edu www.jbc.org www.hull.ac.uk/chemistry/bioinorganic http://en.wikipedia.org/wiki/Hemocyanin http://en.wikipedia.org/wiki/Tyrosinase www.science-projects.com/Tyrosinase.htm http://en.wikipedia.org/wiki/Catechol_oxidase www.whyweage.com www.mondofacto.com www.rcsb.org www.drlwilson.com/articles/copper_toxicity_syndrome.htm Science Magazine 1999, Volume 284, pages 748-749 Science Magazine 1997, volume 278, pages 817-818

Jesus Role as Reigning King :: essays research papers

Emphasizing Jesus Role as Reigning King page 277 3 & 4 In ANCIENT TIMES . . . must ACTIVIETY AND FAN FAIR was done in the CARINATION of kings, and they were given GREAT HONOR AND LOYALTY by the people Why because a KING of a nation had ultimate POWER AND RULERSHIP. What a KING said or WANTED done . . there were NO questions asked. The MORE LOYALTY that the people had for their KING the greater his kingdom would become. And If the KING also had Jehovah’s DIVINE BACKING, there was nothing he could NOT ACCOMPLISH. Although EARTHLY KINGS . . . lived and died . . . they were also IMPERFECT and MADE MISTAKES. But, . . . Jehovah God . . . would though . . . .ESTABLISH a RULERSHIP with a PERFECT KING who would live forever AND NEVER DIE. This INFORMATION was revived to Mary the EARTHLY MOTHER of the future king. Open your bible to Luke 1: 30 – 33. and Lets see how this was told to her. Even BEFORE this conversation between the angel and Mary took place it had be PROPHECY years ago about this KINGSHIP. Opens bibles to Daniel 7: 13, & 14. When Jesus was on EARTH and BEFORE his death . . . it was FIRMLY established by his disciples that he was the Son of God . . . and would be the KING of God’s kingdom. That is why the people said . . at Luke 19: 38 â€Å" BLESSED IS THE ONE COMING AS THE KING . . .IN JEHOVAH’S NAME. â€Å" Jehovah has GREAT LOVE for his son, who OFFERED HIMSELF up to die a PAINFUL AND SHAMEFUL death, on a torture stake. This was NOT . . . JUST ANOTHER DEATH. . . . . God Son DIED in behalf of mankind. So ACTIVE FAITH and BELIEF in the LIFE AND DEATH of God’s Son would divide those whose would RECEIVE everlasting LIFE and those who would not. As PREACHERS AND TEACHERS of God’s word . . .it IMPORTANT That we BUILD appreciation TO THOSE WE TALK TO. . . for what Jesus’ LIFE AND RULERSHIP truly means for mankind. And it will REFLECT in the way a person lives their lives. To BEGIN with . . . OUR OWN WAY OF LIFE . . . shows whether we REALLY BELIEVE that Jesus Christ is King and we are WILLINGLY submit to his rulership.

Rebuttal Outline

REBUTTAL FORM OF PERSUASION The purpose of this paper is to argue against those perpetrators who are committing human rights violations against an oppressed group of people who are unable to defend themselves against the abuses. To defend the victims, you must know why and how the perpetrators are oppressing the group of victims and why these abuses are wrong. Your paper will be organized according to the rebuttal format for persuasion. This paper is organized the same way your persuasive paper last year was organized. Make sure you follow the form below for this paper. This format is required; it is not an option.Even though there are many forms of persuasion, we are learning the rebuttal format. I. Introduction a. Tell why the issue is important. i. Harm—What or whom does it harm? Identify the victims. ii. Significance—To what extent are the victims being harmed? 1. Quantity—List statistics indicating the number of cases in which harm can be found and the durat ion of the harm. 2. Quality—Cite individual examples showing the intensity at which harm occurs. iii. Inherency—Show how the current system of laws or government involvement are promoting the problem or prohibiting its removal. b.Background information—Give a short history of the issue. c. Defining value terms—Define controversial or vague terms. Include various possible definitions where necessary. (For example, you may want to distinguish between your definition of adult and that of those who use child soldiers to fight their wars. ) d. State your position on the issue. (thesis) II. Body a. Rebuttal i. Explain an important argument against your position. ii. Refute this argument against your position by offering evidence to support your rebuttal. 1. facts to show proof by induction 2. syllogisms for deduction 3. examples 4. easons 5. quotes iii. Explain a second argument against your position. iv. Refute it in the same way as above. v. Explain a third a rgument against your position. vi. Refute it in the same way as above. b. Defense—These are arguments that support the new way you want the oppressors to think. They support your position. This is where you make your strongest case. i. Present an argument in support of your position. Prove it by using 1. facts to show proof by induction 2. syllogisms for deduction 3. examples 4. reasons 5. quotes ii. Present an argument in support of your position. Prove it by using the above. ii. Present an argument in support of your position. Prove it by using the above. III. Conclusion a. Restate your position on the issue. b. Conclude with an emotional appeal for your position. What will happen if we don’t listen to your suggestions? Predict the future for your victims. c. AND/OR give your readers a call to action. What should they be doing to resolve this issue? IV. Works cited a. Evidence should be cited in your text. See the MLA Stylebook for help. b. Follow MLA style for creat ing your works cited page. c. Don’t forget to cite all Internet sources. V. Essay Parameters a.Essay Length: 1200-1600 words (not including work cited) b. Number of arguments: At least three rebuttal arguments and one defense. c. Number of CITED sources: At least three different kinds of credible sources (Example: a website, a magazine, a newspaper) d. Due Dates: See Angel Reminders †¢Use the vocabulary of your topic. †¢Choose words that have emotional connotation to help your cause. †¢Create an interesting and original introduction and conclusion. †¢Try to use rhetorical devices of parallelism and repetition for dramatic effect, especially in your conclusion. †¢Cite sources accurately. †¢No first or second person.

Dark Knight Rises Essay

The Dark Knight Rises is a 2012 superhero film directed by Christopher Nolan, who co-wrote the screenplay with his brother Jonathan Nolan and the story with David S. Goyer. Featuring the DC Comics character Batman, the film is the final installment in Nolan’s Batman film trilogy, and it is the sequel to Batman Begins (2005) and The Dark Knight (2008). Christian Bale reprises the lead role of Bruce Wayne/Batman, with a returning cast of his allies: Michael Caine as Alfred Pennyworth, Gary Oldman as James Gordon, and Morgan Freeman as Lucius Fox. The film introduces Selina Kyle (Anne Hathaway), a sly, morally ambiguous cat burglar, and Bane (Tom Hardy), a mercenary bent on destroying Gotham City. Drawn back into action by new threats facing the city, an older Bruce Wayne is forced to come out of retirement and become Batman once again. Christopher Nolan was initially hesitant about returning to the series for a second time, but agreed to come back after developing a story with his brother and Goyer that he felt would conclude the series on a satisfactory note. Nolan drew inspiration from Bane’s comic book debut in the 1993 â€Å"Knightfall† storyline, the 1986 series The Dark Knight Returns, and the 1999 storyline â€Å"No Man’s Land†. Filming took place in various locations, including Jodhpur, London, Nottingham, Glasgow, Los Angeles, New York City, Newark, and Pittsburgh. Nolan utilized IMAX cameras for much of the filming to optimize the quality of the picture, including the first six minutes of the film. A variation of the Batplane termed â€Å"The Bat†, an underground prison set, and a new Batcave set were created specifically for the film. As with The Dark Knight, viral marketing campaigns began early during production to help promotion. When filming concluded, Warner Bros. refocused its campaign; developing promotional websites, releasing the first six minutes of the film and theatrical trailers, sending random pieces of information regarding the film’s plot to various companies. The Dark Knight Rises premiered in New York City on July 16, 2012. The film was released in Australia and New Zealand on July 19, 2012, and in North America and the United Kingdom on July 20, 2012. It received a generally positive critical response and grossed over $1.081 billion worldwide. The Dark Knight Rises is currently the 7th highest-grossing film of all time,  the second highest-grossing film of 2012, and the second highest-grossing superhero film of all time.

Team Leadership Essays

Team Leadership Essays Team Leadership Essay Team Leadership Essay Team Leadership Name: Institution: Team Leadership To: The Manager From: Team Leader Subject: Team Leadership Date: 26 July 2013 Exploring new market segments requires a peer into the use of effective teamwork for the process. The challenge of entering a new market segment necessitates a restructuring of the management and organizational culture. One of these restructuring processes involves the creation of a new department. The new department will be fundamental in accomplishing a section of the firm’s strategic plan. Consequently, the new department will consist of members of the existing learning team. Nonetheless, determining the performance of the team requires an analysis of certain aspects concerned with leadership. One of these aspects comprises personality. One of the hardest things for a team leader to address involves the diversity in personality. Personally, my team members possess various personality types that affect cohesiveness. This is because the combination of positive and negative personality traits may offset each other in the team. The integration of different personality traits also creates a viable environment for the accomplishment of specified organizational goals. Apart from offsetting each other, personality traits, respective of their difference, can also build one another leading to synergies (Katzenbach Smith, 2006). Therefore, it is crucial for me to assert the importance of these personality differences. As an effectual team leader, recognizing and using personality traits is a vital aspect of ensuring cohesion in the team. Nonetheless, by concentrating on individual personalities, the leadership approach that I will use involves an application of the Trait Theory of Leadership. The Trait theory implies that the personalities characterized by individuals comprise wide dispositions (Gehring, 2007). It concentrates particularly on the differences between persons based on the traits and characteristics. Additionally, the theory is fundamental since it facilitates understanding the specific behaviors ch aracterized by the team members. The trait theory focuses primarily on the recognizing and measuring individual characteristics. Furthermore, trait theory asserts that individuals possess definite qualities, which make them suitable for leadership (Gehring, 2007). Nevertheless, the interface and integration of a range of traits create a unique personality among every individual. Nonetheless, for the team, in order to employ this theoretical knowledge, it will be crucial to incorporate a personality assessment test. Personality assessment tests aid in unveiling the features of a person’s character via research instruments such as questionnaires or other qualified techniques. In this case, one of the main assessments conducted will comprise the Jungian 16-Type Personality Self-Assessment Test. The Jungian Test receives its derivation from Carl Jung who surmised that persons possess disparate predispositions and inclinations. Typically, these predispositions narrow to Extraversion, Introversion, Thinking and Fee ling. The Jungian Test acknowledges the existence of 16 different personality types. These types belong to each of the four characters. These characters comprise Protectors (SJ), Creators (SP), Intellectuals (NT) and Visionaries (NF). Under Protectors, the types within this group comprise ESTJ, ESFJ, ISTJ and ISFJ. ESTP, ESFP, ISTP and ISFP lie under Creators. ENTJ, ENTP, INTJ and INTP, are under Intellectuals while Visionaries comprise ENFJ, ENFP, INFJ and INFP (Barrett Green, 2011). In this case, the personality assessment will focus on determining the different personality types that the team members and I, as their leader possess. For my team members, the test score was as follows: ENTP (Originator), ENFP (Advocate), ENFP (Advocate) and ESFP (Entertainer). For me, the score was ENTJ (Chief). Based on these scores, it is clear that my team mainly lies under NT and NF. Additionally, the test also determined that I was under SP (Creator). Based on the personality assessment test, my score asserts that I have natural leadership attributes. This is because the assessment asserts that the ENTJ type connects the team members and the resources effectually. Furthermore, the ENTJ type possesses the desire to solve challenges usually seen as insurmountable by other people. In addition, the ENTJ type has a passion for leadership and the rapidity to understand complexities. Because of their aptitude towards absorption of considerable information, ENTJ types are capable of making immediate and influential judgments (Barrett Green, 2011). Additionally, the test also proves that I possess a practical and effective problem solving side. This side enables me to complete projects efficiently, as well as solve disputes among members. Indeed, based on the trait theory, these ideal qualities define and reflect my innate attribute of leadership. Furthermore, the different personality types within the team also reflect different traits t hat are able to fulfill the specified task’s objectives due to their differences. Thus, it is imperative that a leadership approach that exploits the different personality types undergoes application. The use of the trait theory, in this case, implies a Transformational Leadership approach. The approach will focus on inspiring and empowering the team members towards the specified objectives. Accordingly, the approach will also consider subjecting employees to the fulfillment of organizational interests while respecting their needs. Applying this approach in this situation will generate a leading and innovative change desired by the organization. With respect to this, it is evident that the Trait Theory of Leadership will determine the course of action for the team leader and the team. Performing the personality assessment test was ideal in leading the team successfully towards the desired goal. References Barrett, J., Green, H. (2011). The complete personality assessment: Psychometric tests to reveal your true potential. London, UK: Kogan Page. Gehring, R. (January 01, 2007). Applying Traits Theory of Leadership to Project Management. Project Management Journal, 38(1), 44-54. Katzenbach, J. R., Smith, D. K. (2006). The wisdom of teams: Creating the high-performance organization. New York, NY: Collins Business.

How the human race has become dependent on technology and how this Research Paper

How the human race has become dependent on technology and how this negatively influences the human race individually and as a w - Research Paper Example The introduction of nuclear weapons, luxury items, television, computer and daily used appliances has become a target of these opponents. These opponents argue that technology is making things difficult for mankind and these problems would be felt in the latter years of life. On the other hand the proponents of technology argue that it is a blessing for the whole mankind as it is making things a lot easier for people. The question then remains â€Å"Is technology really affecting us adversely or not?† This essay would further address this question by revolving around the negative influence of technology on our daily lives. The introduction of internet and computers in our life has turned out to be joyful for many as individuals enjoy surfing and chatting on the internet. Internet not only helps one to surf and chat but also helps to find out useful information about different topics. But the opponents argue that internet has turned out to be a disaster for many. Experts on tec hnology believe that excess usage of computers and internet makes one impulsive and forgetful in his daily life. Excessive usage of internet has been termed to be fall under the category of addiction. Different types of self assessment tests have been designed to check if one falls under the category of internet addiction or not. ... In other words internet is causing people to be distracted from education and family both at the same time. Cell phones also fall in the category of the internet as they seem to be causing dependence amongst the people too (Parker 2010). The introduction of nuclear power and nuclear weapons has also turned different aspects of the world. Nuclear power has helped countries to increase their capacity to generate energy so that the scarce resources can be preserved. However on the other hand the negative aspects of nuclear power are not being considered over its advantages. One of the most potential disadvantages of nuclear power is that it creates waste which can be harmful to the environment. Although the nuclear plants have a refining plant through which they reduce their waste but this refinery is not successfully able to contain the radioactive material inside the waste. The chance of accidents in these nuclear plants is also high and certainly causes high risk to the life of a hum an being. Similarly these nuclear power plants are also capable of producing enough plutonium every year so that nuclear warheads can be built (Swain 2007). Nuclear warheads are of serious concern to the whole society as they may be harming the society as a whole. In the World War II it was seen that the atom bomb was able to destroy a large area of Japan which harmed the integrity of the human race. These nuclear weapons have been a cause of concern for the whole world as they may fall in the hands of the wrong people. Nowadays even some of the third world countries like India and Pakistan possess these nuclear warheads. A study showed that the nuclear warheads in Pakistan are susceptible to being stolen by the terrorists. This clearly shows that the invention of nuclear weapons in

Mark-to-market accounting Assignment Example | Topics and Well Written Essays - 250 words - 1

Mark-to-market accounting - Assignment Example Another benefit for companies of using such accounting treatment is the recording of unrealized gain on mark to market of financial assets e.g. in the case of investment in shares, the unrealized gain would be the difference between the cost price of those shares and the market price of those shares on which it is currently being traded in the stock market. Mark to market accounting is criticized now and then based on the fact that at times it is quite complicated to accurately determine the fair value of a particular asset or liability. The fair value of financial assets is liabilities are based on the expected income or expense in future periods. Uncertain and volatile economic condition can be major hindrance in forecasting such values. 2) For mark to market accounting it is very essential for trading to be in practice as the buyers and sellers are the two factors who determine the fair value of the assets and liabilities. In times financial crises trading is minimal and the markets are destabilized. The companies, during financial crises, have losses to report on in their P&L statements as the fair value of their assets has decreased below their cost price. Recording of such losses erodes the equity of companies which significantly reduces their asset holding capacity. Since every company in the economy practices mark to market accounting, the affect of economic downturn prevails throughout and the business cycle takes a down turn which causes further exacerbation. The banks and financial institution are affected the most as their balance sheet comprises mostly of financial assets. As a result, bankruptcy, large- scale fire-sale of assets and layoffs takes place. 3) During financial turmoil, relaxation in the requirement of mark to market by the regulators can certainly be a boost for the companies facing financial difficulties. Instead of valuing the assets based on the fair value in the market, the company should be allowed to use

The Weed by Amrita Pritam Essay Example | Topics and Well Written Essays - 1000 words

The Weed by Amrita Pritam - Essay Example This paper illustrates that the story unfolds through the point of view of an unnamed narrator, obviously a city-bred and educated female. The main theme of the story is the vulnerability of women who fall prey to the lure of men, symbolized through the metaphorical weed, and how males exploit the females for carnal pleasure and then discard them. Right from the first line of the story, the author hints at the way women are treated in rural India by her reference to the â€Å"new bride of the old servant,† which connotes to the fact that older men in the country practice polygamy and that they can have younger wives. The author also suggests that under the patriarchal system that exists in the country, any father can give away his daughter to any man without the consent of the girl. Pritam presents the girl as a â€Å"delight to both ear and eye† and owning a body that redeems her â€Å"dark complexion†. In contrast, the author portrays her husband, Prabhati, as â€Å"old, short and loose-jawed,† which indicates that the society disregards the traits of a woman and by belonging to the stronger sex, men are automatically qualified to claim any woman. Unfortunately, Angoori is not the single female, who meets with a similar fate in the rural Indian society and it appears that many suffer at men’s hands in the same way. She relates the story of her friend, who absconds with her paramour, who later deserts her, to the narrator. The author tries to emphasize the issue of male exploitation of the females by referring to various aspects of the rural Indian culture, which is her major theme for the story. She uses the metaphor of the â€Å"weed† to underline the fact that males use some or other material element to win over the female hearts. In the case of Angoori’s friend, the weed comes in the form of sweets and betel leaf and in the protagonist’s case, it takes the form of sweetened tea. The men in all cases e xploit the women and after enjoying the carnal pleasure desert them. The exploitation of women in the rural Indian culture, thus, is a theme that is recurrently emphasized in the story. Pritam also deploys the literary device of imagery and irony profusely in the story to underline the theme of exploitation of females by males in the rural Indian culture. The author’s deft use of imagery to attain this purpose becomes evident from the episode where she equates Angoori’s body to â€Å"rightly kneaded dough, a baker’s pride† and describes her â€Å"rippling muscles impregnated with the metallic resilience of a coiled spring†. By using such imagery, the author provides the readers with a vivid picture a youthful and energetic female. On the other hand, Pritam talks about her husband as a loose-jawed old man, a stark contrast to the resilient and beautiful Angoori, for whom a husband is one whose feet a girl begins to adore when she is five or six. By dwelling on the protagonist’s beliefs such as this, the author wants to emphasize that women in rural India tend to acquiesce to men and they find contentment in it.  

American Minorities and Sports Essay Example for Free

American Minorities and Sports Essay Sports have always had an enormous impact on American society and culture. People use sports at all levels, whether it’s youth, high school, college or professional, to help build an identity, connect with others and grow as individuals. Even though American is a diverse country made up of different races, nationalities and ethnicities, discrimination has been in issue throughout America’s history. Sports took on an even greater meaning for some minorities during the 20th Century, especially Europeans and blacks. They used sports as a means of vertical mobility in order to advance themselves socially in America. The idea of social mobility was one concept that originally drew many immigrants to the country. Between 1880 and 1915, around 26 million immigrants moved to the United States, and about half came from several areas of Europe (Moore, 2011a). America offered the chance for people to better themselves and someone from any background could become successful and rise above their parents. During this time, Americans were already viewing sports as an important and democratic part of life, because it judged people on their talent and skill alone (Reiss, 1980). Competition was an opportunity to prove and show off your â€Å"manliness† and power. Sports were also seen as a way to gain vertical mobility, and for Europeans, it was a way to become more accepted into the American culture. Although they received more respect than blacks, they mostly were not considered truly â€Å"American† (Moore, 2011a). Boxing was a popular sport among young immigrants. Boxing was a sport that proved â€Å"manliness† and toughness, and turning professional meant chances to earn prize money. Most immigrants from Europe lived on the East Coast in cities that quickly became crowded and poor, and fighting was a functional skill to learn while living in the ghetto neighborhoods (Reiss, 1980). Boxing became a social ladder for ethnic groups since one group seemed to dominate until another group became better. Whoever were better boxers at the time were viewed as the tougher race. In the 1800’s and early 1900’s the Irish held most of the Heavyweight Championship titles, with boxers like John L. Sullivan, Jack Kilrain and Gene Tunney (Sowell, 1983). In the 1920’s and 30’s Jews began to have success in the ring, with 1913 being the only year in since the start of the century that there was no Jewish champion. In the two decade span they held 18 titles (Moore, 2011a). These champions were important to the Jewish in proving their worth to the country and countering the discrimination that the Nazis in Germany were trying to spread. Boxing for European ethnic minorities served as a way to prove their race’s toughness, and prizefighting was a way to leave the poor ghettos and make a decent life for themselves. Italians were slower than other groups in their involvement with sports. Between 1899 and 1924 about 4 million immigrated to the United States and settled in the crowded East Coast cities (Reiss, 1980). The Progressive movement was gaining popularity at the time, but because of their past in Italy, many Italians mistrusted governments telling them what to do and what their children should do (Moore, 2011a). However, 2nd generation Italian-American children were given opportunities to play sports through the creation of the Public School Athletic League. In 1905 historian Camillo Cianfarra tracked the Italian youth development in sports and observed: â€Å"In our public elementary school competitions, our children are not inferior to the children of other nationalities, in the lists of gymnastic [track and field] winners the Italian names appear quite frequently as they appear in the rosters of teams involved in inter-high school competition† (Reiss, 1980). Baseball soon became a popular sport with the Italians, and they became very successful with the sport. By the time of the Depression, Italians were becoming a majority in the Major Leagues (Moore, 2011a). Italians success in baseball gave them social mobility, but they were also still discriminated against. Some of the best players in the league in the 1930’s were Joe DiMaggio, Tony Lazzeri, Frank Crosetti and Ernie Lombardi (Baldassaro, 2005). Joe DiMaggio helped Italians gain more exposure and respect when he became the best player in the league and an American celebrity (Moore, 2011a). Blacks in the United States had similar involvement as the Europeans with ports and social mobility, although they faced much more discrimination and rejection than the other minorities. Blacks used sports as a main way to try and prove their equality to the rest of the country. They viewed successful black athletes as heroes and passionately supported them, and used them as a more subtle channel to showcase their fight against the discrimination and hate that they faced daily. Boxing featured several black champions and was a popular sport, just like it was with the European minorities. One of the earliest black champions was Peter Jackson, an Australian who won the Heavyweight Championship over there in 1886. He traveled to America in 1988 to fight John L. Sullivan, who held the Heavyweight Title, but Sullivan refused to fight him because he was black. Besides that setback, he was considered one of the best boxers of the time, and blacks loved him because he was a respectable man and proved black equality with his victories. Frederick Douglass at the time said, â€Å"Peter is doing a great deal with his fist to solve the Negro question† (Moore, 2011b). He was also respected within the white community because he never bragged or belittled an opponent (Moore, 2011b). People around the country of any race looked up to him as a role model. Although Peter Jackson helped gain some respect for blacks in white America, it wasn’t until Joe Louis that Americans found a black athlete that was embraced as an American hero. Louis was born in Alabama in 1914 as the son a sharecropper and great grandson of a slave. His family moved to Detroit in 1924 where he soon took up boxing. After ten years of hard work he won the Golden Gloves as a light heavyweight and his career took off from there. One of his biggest victories was against former heavyweight champion Primo Carnera in front of a crowd of 62,000 at Yankee Stadium (Official Site, n. d. ). Louis’s symbol as an American hero though didn’t fully happen until he avenged his loss against German champion Max Schmeling with a first-round knockout in 1938, during the time of the Nazi’s dominance in Europe. It was this victory that caused the American people to see him not as just another black fighter, but as an American hero. It helped to counter the impression of successful black athletes that Jack Johnson, the previous black heavyweight champion, had left, and in a way almost transcended his race (Schwartz, n. d. ). â€Å"What my father did was enable white America to think of him as an American, not as a black,† said his son, Joe Louis Jr. â€Å"By winning, he became America’s first black hero† (Schwartz, n. d. ). In the 1960’s, black athletes used the world’s biggest sporting stage to fight racism and show their protest against the discrimination that they were still facing. In October 1967 the Olympic Project for Human Rights was established by sociologist Harry Edwards and others, mainly athletes. The goal of the organization was to protest segregation and racism in sport and society. A boycott of the 1968 Mexico City Olympics was suggested but never happened, yet several members still used the Games as an opportunity for the organization. Many on the US Track and Field team wore black socks as support of the black community, or badges of the OPHR (Henderson, n. d. ). The most famous act of protest however was from sprinters Tommie Smith and John Carlos, who finished 1st and 3rd in the 200m final. On the medal podium, they each raised a fist while wearing a black glove. The act led to the International Olympic Committee president, Avery Brundage, suspending them from the rest of the competition and forcing them to leave (Moore, 1991). Although the protest had negative consequences for the sprinters, it was another key moment in sports that showed how the black community rallied around its athletes and used sports as a way to come together and fight for civil rights. Sports and competition were important in minorities efforts to advance in 20th century America through vertical mobility, although the reasons were different for each race. Europeans struggled with adjusting to a new country and culture, and sports helped serve as a way to assimilate more with the American culture and be accepted. Because of the large numbers of immigrants in the late 1800‘s and early 1900‘s, most lived in poor, crowded urban areas. Being successful in sports meant a chance to become professional, leave behind poverty, and make a life for yourself. It was essentially the â€Å"American Dream. † Sports had a slightly different meaning for black Americans. The United States was still a country of discrimination and oppression, and black society used their successful athletes to empower and unite them. Through heroes like Joe Louis, they fought against the discrimination and tried to prove their equality to whites. Both minorities in the 20th century viewed sports as a key tool in their struggle for acceptance in American society.

Study of Burnout in English Language Teachers

Study of Burnout in English Language Teachers CHAPTER 1 INTRODUCTION 1.1 Introduction Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Moreover, this syndrome affects people who work in helping professions or other client-centered fields (Schutte, Toppinen, Kalimo, Schaufeli, 2000). The idea of burnout was formed by Herbert Freudenberger in 1974 as wearing down or draining out of energy (Freudenberger North, 1985). In addition, Freudenberger (1974), state that burnout â€Å"is not a situation that gets better by being ignored. Nor is it any kind of disgrace. On the opposite, its a problem born of good intentions.† Burnout may render people unable to cope with their problems; however, those who are able to cope with their problems of work issues may perform better at their jobs. In the teaching profession, the phenomenon of burnout has often been studied and has globally been well accepted as being problematic and uncertain for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Folkman (1984) relates burnout with stress; it is a combination of mental and physical symptoms. This psychological react as â€Å"long-term exhaustion and diminished interest† and it may take a long period to blow up to the surface. In addition to that, high level of stress for considerable periods of time could increase burnout characteristics including less sympathy and understanding towards students, reduced acceptance of students, failure to set up lessons and a lack of commitment to the teaching profession (Dorman, 2003). Ingersoll and Smith (2003) mentioned that teacher burnout is often known as a main source of teacher retention phase. At present, teachers in Malaysia are facing extensive pressure from all the changes taking place in the education system due to the Malaysia Plan. About 4 out of 27 Institut Pendidikan Guru Malaysia (IPGM) (Teachers Training Institutes) will focus on teacher training of English language teachers. Besides, the government will assess and monitor the effectiveness of the program constantly and will provide some inventive to empower students with English language (Tenth Malaysia Plan, 2010). This idea has increased ESL teachers workload and hence brings about the assumption that their burnout level has also risen. To make the above statement clearer, the teaching periods had increased from 90 240 to 330 minutes a week for primary 1, 2 and 3. Meanwhile, for primary 4, 5 and 6 it has increased from 90 210 minutes to 300 minutes a week. The changes also do not exclude secondary schools ESL teachers, whereby their teaching periods had increased from 80 200 to 280 minutes a week. Further, literature reports that workload or work tasks have increased and education system transformation, societal changes and multitasking have caused teachers work to increase in intensity (Brante, 2009). Moreover, the changes of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past) also have caused teachers work to become more complicated and intense (Brante, 2009). The complexity of the tiredness situation develops negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). According to this characterization, the burnout syndrome consists of three dimensions: emotional exhaustion felt by people who cooperate extensively with other people, depersonalization and diminished personal accomplishment. Emotional exhaustion is indicated by lack of energy and the consumption of a persons emotional wealth. Depersonalization results in the form of impassiveness and cynicism toward co-workers, clients, and the organization. Finally, diminished personal accomplishment is a tendency to assess oneself negatively (Maslach, 1982; Maslach Jackson, 1981; Pines Maslach, 1980). According to Maslach (1976), people who always have interactions with others can undergo consistent emotional pressure. Burke and Greenglass (1995) suggested that burnout includes three components â€Å"that are conceptually diverse but empirically related† (p.188). In this line, Schaufeli and Buunk (2002) consider the occurrence of teachers difficulties is characterized in three dimensions, including (1) a physical dimension concerning exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Considering all of these measures which contribute to teacher burnout, the purpose of this study took its shape. The study primarily aims to investigate the level of burnout in a selected group of English language teachers in Putrajaya primary and secondary schools. Additionally, it seeks to find out whether their working experience or teaching level can determine their level of burnout. 1.2 Statement of Problem Teachers are often physically and emotionally challenged; therefore, they may experience burnout. Teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Here a clear picture can be seen that stresses an important issue in most educational systems today. Research on elementary school teachers in the United States shows that working experience can influences teacher burnout (Cheek, Bradley, Parr Lan, 2003). In line with that, research in Malaysia also indicates teachers from different working experience categories suffer varying levels of burnout (Mukundan Khandehroo, 2009). Besides, a research in Hong Kong primary and secondary school teachers perceived different level of stress (Alan, Chan, Chen, Elaine Chong, 2010). Whereas most research carried out in European and North American Countries indicated high levels of burnout among primary school teachers (Mearns Cain, 2003). In Malaysia, primary and secondary school teachers also suffered from stress (NUTP, 2005). Demographic factors have been found much related to burnout syndrome among teachers in various studies. Most of the studies focused on age, gender, marital status, education attainment and job satisfaction, but very few focused on working experience among specific subject teachers (Mukundan Khandehroo, 2009). Moreover, not much studies done in federal administrative centre of Malaysia like Putrajaya. Meanwhile, the education system and administration also has been graded as very outstanding. Given the relative paucity of research in this area in Malaysia, it is important to study the effect of teachers working experience and teaching level on burnout. 1.3 Objectives of Study The present study is an attempt to determine the level of burnout among a group of English language teachers in a number of primary and secondary schools in Putrajaya, Malaysia. The specific objectives of the study are as follows: To determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment among the sample. To compare the samples burnout levels in reference to their working experience. To compare the samples level of burnout in reference to their teaching level. 1.4 Research Questions The research questions of the study are as follows: What is the level of emotional exhaustion among ESL teachers in Putrajaya? What is the level of depersonalization among ESL teachers in Putrajaya? What is the level of personal accomplishment among ESL teachers in Putrajaya? Is there a significant difference between high (10 years and above) and low (below 10 years) experienced teachers scores of burnout dimensions? Is there a significant difference between the ESL primary and secondary school teachers scores of burnout dimensions? 1.5 Significance of Study At this small-scale level, the findings from this study will provide valuable information for both schools (primary and secondary) ESL teachers in Putrajaya. By having this information, teachers and stake holders may realize and more aware of the current situations. School is a centre in promoting education to students. In educational setting, students relate to many different professionals who assist them in pursuing and achieving their educational goals. Teachers have important roles in the teaching- learning network. Maslach (1976) notes that the teaching career is relatively flat with little opportunity for hierarchical advancement, and regardless of how many hours teachers work, there is very little opportunity for additional pay. Based on this, it is expected that this study will help ESL teachers especially to be more professional in managing their work and to help them to reduce their burnout level. In addition, the study contributes to ESL teachers and administrators awareness of the can factors that lead to burnout. This will prevent the teacher from being overly stressed or burnt out at work. This study looks into the burnout occurrence with relation to working experience among ESL teachers in Putrajaya schools. It also tries to determine primary and secondary school ESL teachers level of burnout. It is one of the steps to have ‘healthy teachers ensure effective teaching performance. The significance of this study lies on the data collection regarding the burnout and working experience among primary and secondary school ESL teachers in Malaysia. It can lead to a better reduction of stress among the English as Second Language teachers in Putrajaya. The findings of the study can provide useful information for the decision makers to help the ESL teachers as increased stress levels would affect the education system. Moreover, the administrators also have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and consequently result in students better performance. 1.6 Limitation of Study This study was limited to primary and secondary school ESL teachers in Federal Territory of Putrajaya only. As such, the findings may not be generalized to all primary and secondary schools ESL teachers in Malaysia. In addition according to Krejcie and Morgan (1970) the researcher required a sample size of 113. However, only 79 respondents cooperated for this study. The ESL teachers who were excluded in this study were in courses, doing further study, on medical leave and maternity leave and some of them were on personal leave. 1.7 Operational Definition of Terms Burnout :Freudenberger (1974) defined burnout as one of the chronic exhaustion and frustration resulting from continued commitment to a goal or principle that has unsuccessful to produce a corresponding reward. Within the scope of the present study, burnout refers to ESL teachers experience of emotional exhaustion, depersonalization and reduced personal accomplishment based on the well-known definition by Maslach (1976) as well as Maslach and Jackson (1981). Emotional Exhaustion : Feelings of being emotionally overextended and exhausted by ones daily conflict in work. In this study, following Gavrilovici (2007), the term is defined as the lack of passion and the sense of emotional draining by other people among the teachers. As the first dimension of burnout, emotional exhaustion in this study is measured by items like I feel emotionally drained from my work Depersonalization: An insensitive and impersonal response toward receivers of ones concern, care, service or instruction (Maslach, Jackson, Leiter, 1996). Thus, it can result in the form of impassiveness and cynicism toward co-workers, clients and the organization(Ali Hamdy, 2005). In this study, it is measured by items like I feel I treat some students as if they were impersonal objects Personal Accomplishment : It is defined as feelings of competency and successful achievement in ones work and ones self capability in classroom and professional efficacy (Gavrilovici, 2007). In this study, items like I feel I am positively influencing other peoples lives through my work, helped the researcher measure teachers personal accomplishment. CHAPTER 2 LITERATURE REVIEW 2.1 Introduction In this chapter the previous studies on burnout and its three dimensions are presented. Next, studies that investigated burnout and its connection with working experience are discussed. The chapter also includes a review of the literature on burnout in relation to teaching levels of primary and secondary schools. Finally, the theoretical and conceptual frameworks of the study are discussed. 2.2 Studies Related to Burnout and its Dimensions Ideally, the teaching profession should be seen as effect ion of love in work and enthusiastic; however, various studies have shown that today it has been changed as a stressful job (Travers Cooper, 1996; Kyriacou, 2001; Kyriakides, Campbell Christofidou, 2002). Moreover, todays teaching job is quite complicated as teachers have to carry out not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie (1999), â€Å"These are tough times to be a teacher† (p. 59). These issues of distress in the teaching profession may be the culprits for increased burnout levels. Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Burnout in the teaching profession has frequently been investigated and has globally been well accepted as being problematic for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Burnout was first introduced by Herbert Freudenberger in 1974. It was defined as wearing down or draining out of energy (Freudenberger North, 1985). Burnout may render people unable to cope with their problems. Those who are unable to cope with their problems of work issues may exhibit a lower level of job performance quality. Burnout is a sophisticated state of mental strain, the center of which is emotional exhaustion (Maslach Jackson, 1981). The thought of going to work is a common symptom of emotional exhaustion. Often this can be exacerbated as individuals become frustrated or angry with themselves as they realize they cannot give the same kind of enthusiasm as in the past to the company or administrator. However, New York Magazine stated burnout is a problem thats both physical and existential, an untidy conglomeration of external symptoms and personal frustrations (Senior, 2006). Burnout results from a form of chronic stress associated with the everyday interactions and close contact with others that is required in peoples work (Pennington, 1992). Teachers are among the people that are highly exposed to burnout because they entertain their students every day in school. Teaching line at times can be very dissatisfying and it is a painstaking job (Cikla Duatepe, 2004). Most of burnout research that had been done has been limited to the helping profession (e.g., nursing, education, social work); however, the construct is pervasive, cutting across many types of organizations and jobs (Cordes Dougherty, 1993). In conjunction with that, Stoeber and Rennert (2008) conducted research involving different cultures. They found that school teachers have one of the highest levels of work stress. Societal changes, increased workload or work tasks, education system transformation, change of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past), and multitasking have caused teachers work to increase in intensity and become more complicated (Brante, 2009). Burnout can develop negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). The burnout syndrome is explained in three dimensions: emotional exhaustion, depersonalization and diminished personal accomplishment (Maslach Pines, 1984). According to Maslach (1976), people who always have interactions with others can undergo repetitious emotional pressure. The construct of emotional exhaustion imply the thoughts of overtiredness and overextension caused by every day work force, and workplace conflicts. While, depersonalization is referring to the growth of negative feelings and impersonal responses towards the people they works closely which affect the continual relations among helpers (for example, teachers) and clients (for example, students). Reduced personal accomplishment means a loss of self esteem and work accomplishment as a consequence of limited positive feedback and recognition and competency in personal affairs at work (Maslach Jackson, 1981; Rowe, 1998). In line with that, Burke and Greenglass (1995) suggested that burnout which includes three components â€Å"that are conceptually diverse but empirically related† (p.188). Schaufeli and Buunk (2002) considered the occurrence of teachers difficulties is characterized in the three dimensions, including (1) a physical dimension concerning to exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Some studies indicate stress can occur due to the workload increment, mischievous students, parent-teacher relationship issues, misunderstandings among colleagues, no support or very poor school leadership and lack of autonomy (Skaalvik Skaalvik, 2007). The longer a teacher works, the less job satisfaction they exhibit. This paves the way to an increase in emotional exhaustion (EE) and a reduction in personal accomplishment (PA). Most recognized that teaching profession has one of the largest occupational pressures. Burnout influences most of the teachers at some point of their teaching profession (Cheek, Bradley, Parr Lan, 2003; Dorman, 2003; Schwab Iwanicki, 1982). Teachers burnout can have consequences for their professions (Wood McCarthy, 2002). Moreover, when burnout increases in teachers profession, it makes them hate their career and it affects their students achievement (Dworkin, 1985). Farber and Miller (1981) notable that teachers who experience symptoms of burnout might: be less sympathetic with their students have low tolerance for frustration not plan often or carefully consider or plan to leave the profession all together report feelings of emotional or physical exhaustion on a frequent basis be depressed, irritable, and anxious From the professional point of view, burnout can lead to a significant fall in teaching performance, frequent absenteeism due to illness and early retirement. Teachers who suffer from burnout may behave rigidly towards their students, and have negative and low expectations of students, and they may feel exhausted emotionally and physically, and show low levels of involvement in teaching or concern for their students (Maslach, 1976; Spaniol Caputo, 1979; Farber Miller, 1981). In the United States, teacher burnout has become a topic receiving national attention (Blase, 1986; Huston 1989). A survey of American literature by Farber (1991) showed that approximately 5-20 percent of all teachers in the United States will be burned out at a given moment in their career. In Malaysia, the unease over job-related stress, experienced by school teachers, has been raised to a great extent by the National Union of the Teaching Profession or NUTP (Abdul Muin Sapidin, 2005). As it can be observed from the findings of the local research in both primary and secondary schools a considerable proportion of teachers suffer from stress. The teachers who experienced high levels of stress, in each research, included 17.5% (Mokhtar Ahmad, 1998), 21.3% (Mohd Razali Othman Abd. Mat Abg. Masagus, 1998) and 36.8% (Malakolunthu, 1994). These researchers have reported various factors as the sources of stress in their samples, including students attitude, workload, and having to teach poorly motivated students. A research by Mukundan and Khandehroo (2009) found that burnout was evident among Malaysian English teachers at high levels in all dimensions. However, there is a lack of attempt to measure the burnout level involved in ESL teaching in the country. 2.3 Studies Related to Working Experience and Burnout Teacher development is a dynamic journey. The occurrence of work stress of teachers has increased in recent years. While educators were a strong element in influencing education resolution and encouraged by varies class of people since 30 to 40 years ago, this begin to change particularly starting the mid-70s (Iwanicki, 1983; Gunduz, 2005). Until now, more than 1,000 studies on burnout done by the researchers and it can be considered the gold standard research where teachers who have spent many years in the profession also been involved (Schaufeli Enzmann, 1998). The demographics variables that may influence burnout include the teachers age, gender, marital status, education background, working hours, time spent in former workplace, experience, sensitivity of their job and their self perceptions about quality of teaching (Johnson, Gold Knepper, 1984; Qtd. in Aksoy, 2007, p. 20). Researchers have found that age and teaching experience are related to teacher stress level (Yahaya, Hashim, Kim, 2005). Moreover, studies carried out in Malaysia identified several factors contributing to stress and burnt out at work among teachers, such as years of experience in teaching (Mokhtar, 1998), the feelings of responsibility and working environment (Ismail, 1998), the school type and perceptions of inadequate school facilities (Chan, 2006) and use of information technology (Hanizah, 2003). Moreover, studies have shown that teachers burnout often experiences an aggravated phase at some point in the middle of their teaching experience that is about teaching after 15 years or so. This is when teachers may feel frustrated with teaching or working to meet the level of step-down. As a result, they often feel helplessness and fatigue. In American and Australian study found that newer teachers were more likely to experience higher burnout than more experienced ones (Crane Iwanicki, 1986; Pierce Molloy, 1990). The relationship between the level of burnout and teaching experience may be explained by the intention that feeling burnout could be reduced as a result of trained maturity. Attention to the teachers experience is also given by Konert (1997). She suggests that better coping skills with students have been developed by more experienced teachers than less experienced teachers, and they might have acquired more realistic expectations over the time about their profession. Generally, teachers who are less experienced are in need of help from their seniors or experienced teachers. The experienced teachers will try to solve the problem by themselves. However, these teachers also need to sacrifice their time. This indicates experience could also be a crucial factor that can influence burnout. Leong (1995) stated that development of effective methodology to cope with various factors that lead to stress may be handled more effectively by the teacher with more experience. Studies showed that a teacher without experience is more likely to be an ‘interventionist than a highly experienced teacher (Martin et al., 2002). On the other hand, another study shows that an experienced teacher is more likely to be an ‘interventionist (Martin et al., 2002). Here the ‘interventionist refers to the teachers beliefs and attitudes toward classroom management in three broad dimensions which are instructional management, people management, and behavior management with reference to working experience. More research is required to resolve such inconsistencies in previous research findings. Less experienced teachers may suffer from burnout as a result of a feeling of powerlessness. A teacher who experiences low self-esteem and out-of-the-way from students will not be able to perform well. Shukla and Trivedi (2008) state that, â€Å"Burnout is not a trivial problem but it is an important parameter of a major social dysfunction in the work place† (p. 324). In addition to that, teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Teachers who are confused on their job specifications will develop feelings of depersonalization. Dissatisfaction and increases in tiredness, increases with work pressures, and role conflict (Viswesvaran et al., 1999). Again, less experienced teachers may feel high levels of burnout as they have to cope with the changes in a new environment. Less experienced teachers are more likely to experience burnout and conflict-inducing attitudes towards the students (Sava, 2001). In a study in southwest United States, 51 elementary school teachers were involved in the study using music therapy techniques to treat teacher burnout (Cheek, Bradley, Parr Lan, 2003). The results showed that burnout also influences most teachers at some point in their working experiences (Cheek et. al., 2003). A study on the age and years of teaching experience of the agriculture teacher are related to depersonalization scores and no significant relationships were found between years of teaching experience and emotional exhaustion and personal accomplishment (Croom, 2003). Obviously, as teachers grow older and more experienced, they will alleviate coping skills in tendency to treat students in an impersonal manner. In line with that, teaching competency is an additional determining stressor for less experienced teachers with limited training, as research shows significant differences between the novice and the experienced, the trained and untrained, as well as those with and without full qualifications (Chan Juriani, 2010). In other words, teaching capability is a factor which causes the teachers who lack training and experience to feel more stressful than the other teachers. In Malaysia, a study by Mukundan and Khandehroo (2009) indicated less experienced ESL teachers had a higher level of emotional exhaustion as compared to experienced teachers. Such findings imply that less experienced teachers are more responsive to their students than the experienced ones. In contrast, Hong Kong studies found that no significant difference has been found between teachers with various years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010). However, connection can be seen from previous study in Turkey. It involves 523 teachers from 50 primary public schools. The researcher sought to find out to what extent teaching experience variables predict burnout among primary school teachers. The results of the study indicated that working experience can be considered as significant predictors of emotional exhaustion dimension of burnout (Yalà §Ãƒâ€žÃ‚ ±n Ozdemir, 2007). From the literature it may be seen that burnout is a complex issue that should be addressed in reference to working experience. In the present study, another variable which is teaching level and the literature related to it will be discussed. 2.4Studies Related to Teaching Level and Burnout Studying on the issue of burnout among primary and secondary school teachers is important for the administration and teachers to work together to improve the working environment and reduce the burnout. In Malaysia, a survey conducted among 9,000 primary, secondary and technical school teachers revealed that 67% of Malaysian teachers suffer from stress (NUTP, 2005). From a few existing studies in the literature, researchers found primary and secondary school teachers in Hong Kong perceived different levels of stress. Teachers of primary schools perceived a significantly higher level of stress than those in secondary schools. Issues of class cuts and teachers career instability could be the main reasons for such results (Alan, Chan, Chen, Elaine Chong, 2010). A study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). By contrast, a study in Antalya, Turkey by Ali (2009) considers the relationship between teachers burnout and organizational health in primary schools. The findings show that teachers burnout level is low in emotional exhaustion and personal accomplishment and high in depersonalization. Based on a study conducted on emotion regulation ability, burnout and job satisfaction among British secondary school teachers it was found that a significant relationship exists between emotion regulation ability and a component of burnout, personal accomplishment (Brackett, Palomera, Mojsa, Reyes Salovey, 2010). However, a study on emotional intelligence and locus of control as predictors of burnout among secondary school teachers in Ondo State, Nigeria indicated that both emotional intelligence and locus of control significantly could predict burnout among secondary school teachers (Akomolafe Popoola, 2011). In Malaysia, it was found that English teachers (n=184) teaching in Malaysian primary and secondary schools in Malacca experience burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and personal accomplishment (Mukundan Khandehroo, 2009). In addition, in a research project conducted by Segumpan and Bahari (2006) among 1209 teachers from 14 secondary schools in Malacca, it was found that 57.2% of the respondents had high stress levels because of the students misbehavior. In contrast, in a study on stress among teachers in secondary schools in Kota Bharu, Kelantan, Malaysia, it was found that 74% of secondary school teachers experienced low levels of stress (Azlihanis, Nyi Nyi, Aziah, Rusli, Mohd Rahim, 2009). Moreover, a study showed that role conflict, role ambiguity, role overload, and lack of administrative support significantly predict burnout among girls secondary school teachers in Kinta, Perak (Leong, 1995). In line with that, another study in Kinta, Perak showed that burnout among teachers are significantly related to social support, working environment and role overload. The boys secondary school teachers were experience higher level of burnout and teachers from girls secondary schools experience low level of burnout (Mohd Puat, 1998). As it can be seen from the reviewed literature, there is very little research on burnout and the teaching level and hence a need for further studies. 2.5 Theoretical and Conceptual Framework of the Study Figure 1 shows the theoretical framework for this study. Basically, emotional exhaustion plus depersonalization and reduced personal accomplishment will influence burnout. In specific terms, a high score on the emotional exhaustion subscale and a high score on depersonalization subscale and a low score on personal accomplishment subscale will indicate a high level of burnout: (EE + DP) PA = BURNOUT. Based on this theoretical framework, the following conceptual framework was proposed (Figure 2): IV DV Context Figure 2: Conceptual framework As the figure shows, the independent variables (IV) are working experience of ESL teachers (>10 years and