Job Satisfaction and Job Performance free essay sample

The attitudes, ideas, feelings and interests of a child are influenced by the organization of his/her family, thinking of parents and customs of the society. Personality of parents, their education and their behaviour towards the children is the basis of development of attitudes. Teachers having favourable attitude towards their profession are generally successful, properly adjusted and well satisfied with their job. Conducting a study on the secondary school teachers of  Bangalore  city Umme (1999) concluded that attitude towards teaching correlated positively and significantly with their job-satisfaction. OBJECTIVES 1. To compare the job satisfaction of teacher educators with their attitude towards teaching; 2. To compare the job satisfaction of male teacher educators with their attitude towards teaching; 3. To compare the job satisfaction of female teacher educators with their attitude towards teaching. HYPOTHESES 1. There is positive and significant relationship between job satisfaction and attitude towards teaching among teacher educators; 2. There is positive and signification relationship between job satisfaction and attitude towards teaching among male teacher educators; 3. We will write a custom essay sample on Job Satisfaction and Job Performance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is positive and significant relationship between job satisfaction and attitude towards teaching among female teacher educators. METHOD The study was descriptive survey type. Sample The sample comprised of 250 teacher educators with 100 male and 150 female teachers educators from 20 Colleges of Education affiliated to  Panjab  University,  Chandigarh,  Guru  Nanak  Dev  University,  Amritsar  and  PunjabiUniversity,  Patiala. Tools 1. Job Satisfaction Scale (JSS) by Amar Singh and T. R. Sharma (1999) revised version; 2. Teacher Attitude Inventory by S. P. Ahluwalia (1998) revised version. Statistical Techniques Product moment correlation technique was used to find the relation between job satisfaction and attitude towards teaching. RESULTS Product moment correlations were worked out between job satisfaction and attitude towards teaching. The value of correlation between job satisfaction and attitude towards teaching was 0. 0456, which was not significant. This leads to the partial confirmation of hypotheses 1. Hence, job satisfaction of teacher educators thus is positively but not significantly related to attitude towards teaching. The value of correlation between job satisfaction and attitude towards teaching was 0. 123, which was positive but not significant. Thus, the hypothesis 2 was partially accepted. Hence, job satisfaction of male teacher educators is positively but not significantly related to attitude towards teaching. The value of correlation between job satisfaction and attitude towards teaching was 0. 0034 which was positive but not significant, which leads to the partial confirmation of hypothesis 3. Thus, relation between job satisfaction and attitude towards teaching of female teacher educators is positive but not significant. CONCLUSION The job satisfaction of teacher educators was positively but not significantly related to their attitude towards teaching. The job satisfaction of male and female teacher educators was also positively but not significantly related to their attitude towards teaching. REFERENCE Umme, K. (1999) A factor analytic study of job involvement of secondary school teachers in  Bangalore  city. Experiments in Education  28, 9 , 159-163, September. Teachers are increasingly dissatisfied with their jobs, with budget cuts, larger classroom sizes and increased levels of stress all contributing to the problem, according to a nationwide survey released Thursday. The  annual MetLife Survey of the American Teacher  shows the lowest level of job satisfaction among teachers since the group began the survey in 1985. According to the survey, which was conducted toward the end of 2012, teacher satisfaction has declined 23 percentage points from four years earlier, and is down 5 percentage points from 2011. Weve seen a continuous decline in teacher satisfaction, Dana Markow, vice president of youth and education research for pollster Harris Interactive,  told the Huffington Posts Joy Resmovits. Harris Interactive conducted the poll for MetLife. The survey shows that half (51 percent) of teachers report feeling under great stress several days a week, which is an increase of 15 percentage points over 1985. The survey does not break down responses by state, but its no secret that teachers in Wisconsin have been under stress. Many joined massive protests at the Capitol in 2011 when Gov. Scott Walker introduced Act 10 —  his bill that stripped collective bargaining rights from most public employees. The combination of diminished bargaining rights and reduced funds for education in Walkers first biennial budget led to increased employee benefit payments,  a wave of teacher retirements  and also  put many school districts under financial pressure. The combination of that, plus increasing demands for school and teacher accountability, led one teacher in Whitefish Bay to tearfully tell her school board last week that she is resigning. In a  widely shared story on Whitefish Bay Now, high school math teacher Christine Kiefer was quoted saying: I love teaching kids and I love the kids families and I love my colleagues and I love Whitefish Bay, but I cannot wait any longer. I cant stay at a job that sacrifices all my time for my own family — at least two hours every school night and between six to 12 hours every weekend — time after the bell rings, time that produces such good results when there is no good faith effort on the part of the district to pay what I am worth, to pay me what you would probably have to pay an equivalent replacement for me. In the article, a Whitefish Bay School Board member told Kiefer they have little power to improve matters because so many key decisions are made at the state level. Two years ago, the article said, the state cut the districts funding by $2 million. Our hands are tied, School Board Member Cheryl Maranto said. I know the reason we are surviving is because of what happened to your pay and benefits. Read more:  http://host. madison. com/news/local/education/local_schools/job-satisfaction-for-teachers-at-record-low-survey-shows/article_063b0866-7c45Abstract:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Work plays a prominent role in our lives. It occupies more time than any other single activity and it provides the economic basis for our lifestyle. Satisfaction  with work or  job  is generally defined as the employee’s general attitude towards his or her  job, management and the organization. It is often believed that teaching is a noble profession and  teachers  enter the teaching profession for intrinsic factors which encompass the opportunities for professional advancement, personal and professional challenges, professional autonomy, interactions with colleagues and interactions with students. The present study was conducted to understand whether the perception of  job  satisfaction  among  teachers  is affected by the type  oforganization (private versus government) and the gender (male versus female). The findings  of  this study indicated that the government school  teachers  appeared to be more satisfied than the private school  teachers, though there was no significant difference in the  job  satisfaction  of  male and female teachers. -11e2-bf7c-001a4bcf887a. html#ixzz2MToVGRxsJOB SATISFACTION IN TEACHERS JADE A. YEZZI, AND  DAVIDLESTER [pic] Read More:  http://www. amsciepub. om/doi/abs/10. 2466/pr0. 2000. 87. 3. 776Teachers decision participation, school climate, sense of efficacy, and  job  satisfaction  have increased in importance in recent years. Using a national data set, the authors of the present study explored the dimensionality of these variables and their interrelationships. Regression analyses were performed to pre dict  teachers sense of efficacy and  job  satisfaction  from decision participation and school climate. Aspects of school climate emerged as stronger predictors of  jobsatisfaction  than did the elements of decision participation. Strongest among these school climate dimensions were the lack of obstacles to teaching and principal leadership. Similarly, the best predictors of  teachers sense of efficacy were the dimensions of school climate referred to as faculty communication and the lack of obstacles to teaching. Contrary to predictions, dimensions of decision participation didPresent thought and action relating to satisfaction and motivation of teachers appear to he based on the assumption that job factors which satisfy teachers and job factors which dissatisfy teachers are arranged on a conceptual continuum. This paper tests an alternate assumption which was proposed by Frederick Herzbcrg and his associates. Herzberg suggests that job factors which satisfy workers and job factors which dissatisfy workers are not arranged on a conceptual continuum but are mutually exclusive. The findings of the study reported here revealed that some factors, reported by teachers as contributing to their job satisfaction and job dissatisfaction, were polar in a positive direction and other factors were polar in a negative direction. Achievement, recognition and responsibility were factors which contributed predominantly to teacher job satisfaction. Interpersonal relations (students), interpersonal relations (peers), â€Å"supervision technical†, school policy and administration, unfairness, status and personal life were factors which contributed predominantly to teacher dissatisfaction. Further, the satisfaction factors identified for teachers tend to focus on the work itself and the dissatisfaction factors tend to focus on the conditions of work. The results of this study tend to support the universality of Herzbergs findings. not emerge as best predictors of either  teachers sense of efficacy orjob  satisfaction. Present thought and action relating to satisfaction and motivation of teachers appear to he based on the assumption that job factors which satisfy teachers and job factors which dissatisfy teachers are arranged on a conceptual continuum. This paper tests an alternate assumption which was proposed by Frederick Herzbcrg and his associates. Herzberg suggests that job factors which satisfy workers and job factors which dissatisfy workers are not arranged on a conceptual continuum but are mutually exclusive. The findings of the study reported here revealed that some factors, reported by teachers as contributing to their job satisfaction and job dissatisfaction, were polar in a positive direction and other factors were polar in a negative direction. Achievement, recognition and responsibility were factors which contributed predominantly to teacher job satisfaction. Interpersonal relations (students), interpersonal relations (peers), â€Å"supervision technical†, school policy and administration, unfairness, status and personal life were factors which contributed predominantly to teacher dissatisfaction. Further, the satisfaction factors identified for teachers tend to focus on the work itself and the dissatisfaction factors tend to focus on the conditions of work. The results of this study tend to support the universality of Herzbergs findings. This report describes U. S. K-12 teachers satisfaction with teaching as a career and identifies some workplace-related factors associated with satisfaction. Factors examined include school and workplace characteristics, teacher background, salary, and other benefits. Results are presented in three sections. The first section describes satisfaction levels of teachers with different background characteristics, teaching in different types of schools and school systems, with different perceptions of workplace conditions, and receiving different levels of compensation. The second section contrasts characteristics of most and least satisfied teachers. Using multivariate analysis, the third section describes the strength of association between teacher satisfaction and those workplace conditions open to policy changes after accounting for other relevant teacher and school characteristics. Findings indicate that working conditions related to satisfaction are administrative support and leadership, student behavior, and school atmosphere. Compensation is only modestly related to teacher satisfactioSignificantly, job satisfaction and motivation are very essential to the continuing growth of educational systems around the world and they rank alongside professional knowledge and skills, center competencies, educational resources as well as strategies, in genuinely determining educational success and performance. This study assessed the differences and relationship between the level of teachers’ job satisfaction, motivation and their teaching performance in Rivers State of Nigeria. A questionnaire titled ‘TEJOSAMOQ’ was used to collect data for the study. While the data for the study was analyzed using multiple statistical procedures: mean point value, standard deviation, and variance, t-test of significance and One-way-analysis of variance (ANOVA). The survey results revealed that teacher related sources of job satisfaction seem to have a greater impact on teaching performance, as teachers are also dissatisfiedwith the educational policies and administration, pay and fringe benefits, material rewards and advancement. Background to the Study The relevance of job satisfaction and motivation are very crucial to the long-term growth of any educational system around the world. They probably rank alongside professional knowledge and skills, center competencies, educational resources and strategies as the veritable determinants of educational success and performance. Professional knowledge, skills and center competencies occur when one feels effective in one’s behavior. In other words, professional knowledge, skills and competencies can be seen when one is taking on and mastering challenging tasks directed at educational success and performance (Filak Sheldon, 2003). The above factors are closely similar to efficacy, and, of course, it is well known that many teachers lose or fail to develop self-efficacy within educational settings (Dweck, 1999). In addition, needs satisfaction and motivation to work are very essential in the lives of teachers because they form the fundamental reason for working in life. While almost every teacher works in order to satisfy his or her needs in life, he or she constantly agitates for need satisfaction. Job satisfaction in this context is the ability of the teaching job to meet teachers’ needs and improve their job/teaching performance. However, it is assumed that teachers’ agitations and demands are beyond the resources of the Ministry of Education or the government. As a result, the government in Nigeria and the Nigerian Union of Teachers (NUT) are in a constant stand-off over the increase in salaries, benefits, and improvements in working conditions of teachers. The federal and state governments have argued that the present economic realities in the country cannot sustain the demanded increase in salaries, benefits, and improvements in working conditions. Specifically they argue that teachers’ demands are beyond the governmentresources. Another problem is the government’s position concerning the job performance of the teachers; they accuse the teachers of negligence, laziness, purposeful lethargy, and lack of dedication and zeal to work. They further argue that teachers’ level of efficiency and effectiveness does not necessitate the constant request for salary increase, incentives and better working conditions. While teachers on their part argue that the existing salary structure, benefits and working conditions do not satisfy their basic needs in as much as other sectors of the economy have bigger salary structure, better motivation and enhanced working conditions. They feel Nigeria’s economy is not properly balanced, hence, their demands. The teachers’ argument is in line with Adams’ (1963) equity theory of motivation. Adams’ Equity Theory calls for a fair balance to be struck between employees’ inputs (e. g. , hard work, skill levels, tolerance, and enthusiasm) and employees’ outputs (e. g. , salary, benefits, and intangibles such asrecognition). According to the theory’s finding, a fair balance serves to ensure a strong and productive relationship with the employees, with the overall result being satisfied, thus motivated employees. The theory is built-on the belief that employees become demotivated, both in relation to their job and their employer, if they feel as though their inputs are greater than the outputs. Employees can be expected to respond to this is different ways, including de-motivation (generally to the extent the employee perceives the disparity between the inputs and the outputs exist), reduced effort, becoming disgruntled, or, in more extreme cases, perhaps even disruptive (http://www. mindtools. com/pages/article/newLDR_96. tm) Teachers are expected to render a very high job performance, and the Ministry of Education is always curious regarding the job performance of its teachers. Also, the Ministry of Education demands a very high measure of loyalty, patriotism, dedication, hard work and commitment from its teachers (Ubom Joshua, 2004). Similarly, the roles and contexts of educations’ motivational methods and tools cannot be underemphasized because high motivation enhances productivit y which is naturally in the interests of all educational systems (Ololube 2004, 2005). The overall purpose of the study was to explore and explain job satisfaction and teachers’ work motivation in relation to Nigerian teachers’ needs satisfaction for school effectiveness. The primary purpose of the present research was to test these ideas in the education environment, using teachers’ job and need satisfaction ratings as the dependent variables and teachers’ background information as the independent variables. To a large extent, this work is built on the theoretical frameworks of scholars like Herzberg, Mausner and Snyderman (1959) and Maslow (1943, 1970). The research hypotheses and objectives of this research were made to order for the study of Nigerian teachers’ job satisfaction, with the view of ascertaining the degree to which intrinsic and extrinsic factors of motivation impact them in their work situation. The relevance and intrigue of this research may be seen in how far it supports or refutes prior claims about job satisfaction and motivation amongst Nigerian teachers and, if possible, teachers around the world. Prominently, Nigerian teachers referred to in this study are secondary school teachers. In addition, the job and needs satisfactions of the Nigerian teachers werecompared with the findings from similar studies both within and outside the field of education. For example, Adams (1963), Denga (1996), Filak and Sheldon (2003), Hoppock (1993), MaKenna (2000), Michaelowa (2002), Reis et al. (2000), Robbins (1998), Roe (1970), Sheldon et al. (2001), Sheldon, Ryan, and Reis (1996), Ubom (2001), Ubom and Joshua (2004), Vroom (1964), and Whawo (1993) were consulted in order to establish the extent of variability or association that may exist across their findings. Finally, the empirical findings from this study would help in describing or explaining the pivotal role of motivation on the needs satisfaction of Nigerian teachers’ in line with other theories that are reviewed in this work. However, the emphasis of this research is on the need-based or content theories, with a glance at process and reinforcement theories. The questionnaire developed and used to gather data for this study borrows from similar works on motivation and need satisfaction by authors like Maslow (1943, 1970), Herzberg, Mausner and Snyderman (1959), Ifinedo (2003) and many others. In particular, this research paper is written for education planners, policy makers, educators, academics and human resource development and strategic managersinterested in empirical information methods to conceptualise the issue raised in this study and provide them with useful suggestions that might help them improve secondary schooling in Nigeria. Multiple audiences exist for any text, thus it is my intention that the academic community will also find this paper a useful addition to school effectiveness and school improvement literature. Theoretical Perspectives and Literature Review Employee job satisfaction and motivation can be studied through several broad approaches vis-a-vis content or need based theories, process theories and reinforcement theories. However, the term employee motivation is a complex and difficult term to define; therefore a precise definition of this concept is elusive as the notion comprises the characteristics of individual and situation as well as the perception of that situation by the individual (Ifinedo 2003; Rosenfeld Wilson 1999). An organization’s liveliness, whether public or private, comes from the motivation of its employees, although their abilities play just as crucial a role in determining their work performance their motivation (Lewis, Goodman Fandt 1995). Golembiewski (1973, p. 597) refers to motivation as the degree of readiness of an organization to pursue some designated goal and implies the determination of the nature and locus of the forces inducing the degree of readiness. To Kelly (1974, p. 279), motivation has to do with the forces that maintain and alter the direction, quality and intensity of behavior. According to Hoy and Miskel (1987, p. 176), employee motivation is the complex forces, drives, needs, tension states, or other mechanisms that start and maintain voluntary activity directed towards the achievement of personal goals. In short, Dessler (2001) defined motivation as the intensity of a person’s desire to engage in some activity. From the above definitions some issues are brought to mind that deal with what starts and energizes human behavior, how those forces are directed and sustained as well as the outcomes they bring about (performance). It follows therefore that there is a relationship between motivation and job satisfaction, which is paramount in any organization’s existence. However, the concepts of motivation and job satisfaction are often confused with one another. Peretomode (1991) citing Gibson, et al. pointed out that the two terms are related but are not synonymous. They acknowledged that job satisfaction is one part of the motivational process. While motivation is primarily concerned with goal-directed behavior, job satisfaction refers to the fulfillment acquired by experiencing various job activities and rewards. It is possible that an employee may display low motivation from the organization’s perspective yet enjoy every aspect of the job. This state represents high job satisfaction. Peretomode (1991, p. 113) also argued that a highly motivated employee might also be dissatisfied with every aspect of his or her job. Ifinedo (2003) demonstrated that a motivated worker is easy to spot by his or her agility, dedication, enthusiasm, focus, zeal, and general performance and contribution to organizational objectives and goals. Need-based Approach or Content theory Several factors are believed to influence a person’s desire to perform work or behave in a certain way. The need-based theories explained these desires; they explained motivation primarily as a phenomenon that occurs intrinsically, or within an individual. We can widely recognize two need-based theorists and their theories: Maslow’s hierarchy of needs and Herzberg et al. ’s two factor theory. Abraham Maslow’s Hierarchy of Needs Abraham Maslow’s (1943, 1970) need-based theory of motivation is the most

Everything You Need to Know about Economics Research Paper Writing

Everything You Need to Know about Economics Research Paper Writing Why do exactly students need to write research papers? If there is a certain question, why is it not enough just to provide the answer? Well, we bet you would be really happy if that was possible, but the point is not in answering the question, but proving that you are right and describing the process of how you have come to that. Sounds complicated? It is so if you have no idea what to do, but you are no longer in that situation because right now you’re looking at a guide that contains everything you need to know about research papers in the economics field. Economics research papers usually try to find out in what way a group or an individual would sort out a specific problem or react to a specific incentive. Additionally, they also explore how variables change under the influence of exogenous shock. There are 2 main types of economics research papers that you are likely to get as assignments: Theoretical. The aim of this paper is to prove that a certain model can exist. It can be a model developed by another researcher or the one created from scratch. The choice falls to the theoretical economics paper when there is not enough information for the model to be tested on reality examples. It is characterized by a great deal of mathematics, theorems, proofs, etc. Empirical. This type of research paper tests the model to determine whether it complies with the reality. Unlike theoretical pieces, it contains more prose than mathematics, and the results of the research are usually organized in tables. There are many more types of economics research papers like history papers, literature reviews, handbooks, etc., but the ones that we described are most commonly assigned. It’s important to identify which sort of writing you have to produce because this way you’ll be able to choose the relevant topic. 4 Steps to Come up with the Right Title for the Paper The fact that each guide or manual on academic writing is shouting about the importance of the proper topic is for a reason – a topic practically decides the fate of your writing! That’s why it’s essential to devote enough time on the search for your perfect topic that will allow you to create an excellent economics paper. So, in order to achieve that, you need to: 1. Find out What Type of Economic Research to Conduct As you can see, each piece of the information we provide you with is connected with the rest. For this reason we’ve told you about empirical and theoretical research papers, and you should take into account this division while making your choice. Just have a look at our list of sample topics to understand the difference. Empirical Economics Research Topics Theoretical Economics Research Topics How Income in June Affects the Expenses in June How Income in June Affects the Expenses in Future Months The Influence of Tanzania’s Economic Growth on the Status of Africa Future Global Consequences of Tanzania’s Economic Growth The Reasons of Unemployment among Fresh Graduates in the USA How the US Experience with Fresh Graduate Unemployment Can Be Used in Another Country to Avoid the Problem The Analysis of Oil Price Increase in Russia Possible Consequences of the Price Rise in Russia for Chinese Oil Shareholders Working Wife or Working Husband? The Family Chores Division The Difference Between Economic Decisions Made by Children with Working Father and Children with Working Mother 2. Settle upon Something That Is Important to You If you choose a certain topic just because it is hot right now or because your professor likes it, the success in such a case is very unlikely. You won’t care enough to make the right investment of time and effort to deliver a well-researched economics research paper. On the other hand, if you choose a cause that is really significant and topical for you, you will be ready to spend sleepless nights looking for information and building up your theories. 3. Choose an Interesting Economics Topic You may say that it’s the same as selecting the topic that is important to you, and partly it is. But here we’re talking not only about you. You need to pick an issue that will manage to spark the interest of your professor as well. So, if you’re curious about why the prices on PS4 games have risen during the last years, make sure your supervisor is also thrilled to know the answer to that question. 4. Select the Issue Within the Courses You Have Taken This lifehack will make your life much easier – if you settle upon the issue that you haven’t covered in any economics courses, you’ll spend a great deal of time â€Å"accommodating† yourself to a new field. However, if you stay with a fairly familiar topic, the researching and writing will go faster and smoother. These steps will help you critically evaluate your options and end up with a really suitable topic both for research and you. Writing a Research Proposal for an Economics Research Paper A research proposal is a small piece of writing that you create for your advisor or board committee. You describe the topic of your future paper and the direction of your research. After you submit the proposal, the consignee either approves or declines your project plan. But if you follow our economics research paper writing tips on writing it, there will surely be a positive outcome. So, your economics research proposal must: Be coherent and clear (short sentences, simple academic words, realistic expectations, etc.); Be properly structured (title page, literature review, research question, methodology, the progress of work plan, list of references); Contain no more than 3000 words. Basically, the main purpose of a research proposal is to persuade the public that your topic is worth researching, is very important for the whole field of studies and will bring significant findings. Maybe it will be also helpful in this situation to know the personalities of your supervisor and board members as you’ll know their points of contact and how to convince them. How to Structure an Economics Research Paper: Methods Our Writers Choose An economics research paper like any other academic piece has an established structure that comprises several very important elements. It is essential to know the purpose and necessary content for each part, that’s why we’re going to dwell upon them in our further writing. Abstract This paragraph summarizes the whole economics research paper in maximum 200 words. It’s quite challenging to stuff all the essential info in several sentences, but the practice shows that it is possible. So, in this synopsis, you need to focus only on the most significant points like: ââ€"  The topic of your work and the research question; ââ€"  Aims of the research; ââ€"  A few words about methods, discussion and results. Keep these points in mind while writing an abstract not to get into the weeds. Introduction There are 2 approaches to writing an introduction: creating it before all the other parts of a research paper or leaving it for the end. Both of them are working variants, but you should choose the one that seems more logical to you. In an introduction to the economics research paper, there should be 3 sections: A general overview of the research question. State why the answer hasn’t been found yet – either previous researchers didn’t think about it from the angle you present or just didn’t cover it enough to come to some sort of an achievement. The aim of your paper. What exactly do you want to accomplish with your research? The stance of a writer. What’s in it for you? Why did you choose this topic and what do you intend to do with it? Answering these questions you will give the readers a general idea of what your position is. Make your introduction concise, clear and to-the-point. It is the first full-value part of your economics research paper, so it will 100% be inspected by your professor with an excellent precision. Take that into account! Methodology This stage doesn’t require a lot of efforts on your part – you just need to enumerate the methods you have used to research the issue. The economics methodology may include statistical modelling, observation, computational methods, different types of analysis, deductive/inductive reasoning, etc. Just ensure you know what they mean and how they are applied to create adequate account of used methods. Results The results can be presented numerically, in the form of graphs or tables, or described with words. Of course, you will need to add your own commentary to link all the done work with findings, but don’t get too involved into discussing them as for that you have another section. Discussion Here you review your results including as much of your interpretation as you wish. The important aspect to do on the discussion stage is to connect this part with the introduction, i.e. to make sure you’ve achieved all aims, answered the research question and proved your thesis statement. Conclusion The conclusion is your paraphrased introduction with the addition of some other elements: here you need to emphasize the significance of your research findings and how they can be applied in practice in your field of studies as well as others. You may also extend on the prospects of the further research. References Well, a good and proper way to finish an economics research paper is to enlist all the resources that you’ve consulted and referred to while writing your piece. Don’t forget to format them according to the citation style you’re supposed to follow. 5 Fundamentals of Successful Economic Writing Crafting an economic paper is not that easy. If it was, there wouldn’t be so many guides on how to write/improve this and that to get a good mark. Consequently, we’ve prepared for you a list of 6 fundamental tips that may enhance your economics writing. NOTE: Don’t think about them while making an outline or creating your 1st draft. It’s better to apply them when you conduct proofreading/editing sessions. Moreover, it’s not necessary to take each sentence and check with these principles. If you come across a paragraph that seems a bit off, you can make use of several tips to improve it. But you can certainly rely more on your own logic. 1. Make Your Subjects Short The readers are more eager to perceive the action than the subject. That’s why, very often they jump to verbs even without reading the noun. And if you make the subject too long (we know it’s tempting, especially with the official style of academic writing), you’ll confuse the reader. 2. Analyze instead of Analysis Use active verbs to make a statement. As we’ve mentioned in a previous comment, your readers make it all about verbs and understand the information better if it’s expressed with the help of action. 3. Sentence Structure: First Old Info, Then New Info Start every sentence by linking to the statement already mentioned in a previous piece, and leave new comments for the end. This way you make your writing flow and the reader doesn’t â€Å"stumble† on incoherent bits of data. 4. Avoid Passive Voice Although passive voice is a certain feature of a formal style of writing, many experts still advise to minimize it in your writing. It makes it difficult to get who is the doer of the action, thus reading takes more time than it could have with the active voice. 5. One Paragraph = One Thought Don’t stuff your paragraphs with many concepts just because you want to include as much information as possible. Remember the formula – one paragraph equals one subtopic. This way you make it easier for the reader to concentrate on the issues you discuss. This economics research paper writing guide covers all the significant parts of an economics research paper. It is important for you to deal with one part at a time to produce high-quality writing. So, use our manual to do just that and earn a good grade!

Did Georgia Violate international law in August 2008 conflict with Research Paper

Did Georgia Violate international law in August 2008 conflict with Russia - Research Paper Example As Georgia sought to gain its independence, South Ossetia wanted to gain its independence from Georgia as well (BBC News, â€Å"Europe). Separatist movements disturbed the peace too often in the region and consequently, Soviet troops were sent into South Ossetia as peacekeeping forces (BBC News, â€Å"Europe†). Armed and violent conflicts went on until 1992 when Georgia, South Ossetia and Russia agreed that peacekeeping forces (from their countries) should be deployed to the region. South Ossetia was subsequently restored as a territory of Georgia. However, things did not improve for South Ossetia. In 2006, the territory voted overwhelmingly in favour of independence from Georgia (BBC News â€Å"Europe†). This move was supported and favoured by Russia. This further increased the tension between Russia and Georgia. This brewing tension in the region finally came to a head when, in early August of 2008, Georgian troops clashed with separatist forces in South Ossetia. Thi s clash escalated into an aerial bombardment and ground attack by Georgia against South Ossetia on the 7th of August. Following said attack, Georgia took control of Tskhinvali, the capital of South Ossetia (Jotman, â€Å"Georgia-Conflict with Russia†). As claimed by the Russians, many of their citizens in South Ossetia were endangered. This prompted their attack on Georgia and their deployment of troops into South Ossetia. After several days, Russia was able to drive away Georgian troops and take control of Tskhinvali (Jotman, â€Å"Georgia-Conflict with Russia†). Russia also drove away Georgian forces in Abkhazia and later occupied other parts of Georgia (BBC News â€Å"Europe†). After a ceasefire agreement which was mediated by French President Sarkozy, Russia pulled out its forces towards South Ossetia and Abkhazia. It still however maintained its control on Ossetia’s borders. This

The film one flew over the Cuckoo's Nest Essay Example | Topics and Well Written Essays - 250 words

The film one flew over the Cuckoo's Nest - Essay Example During the first electro-shock therapy he was told the procedure would not be painful, but was not given a choice with regards to the therapy. Eventually he was lobotomized again without consent because he was a danger. The film makes one ask if it is wrong to forcibly give medication and electro-shock therapy with a keen understanding in the end that it is wrong. It is wrong on a basic level in that it violates human rights. Society believes there are inalienable and fundamental rights that cannot be overstepped because they are either natural or legal rights. In philosophy there is also the concept of human rights, which are considered universal and egalitarian. Forcing medications or electro-shock therapy on patients goes against these rights even if the patients may need help because the patient is not given a voice in the matter. It cannot be denied that some individuals may not understand what is being asked, but there are laws to protect an individual who is unable to speak for themselves. In this instance a guardian, not the mental institution staff, with their best interests in mind would be given the choice in determining medication. By forcing a person to undergo treatment without consen t, it becomes an abuse of power and control rather than actually helping the individual to overcome any issues they

Robert McNamara Essay Example | Topics and Well Written Essays - 2250 words

Robert McNamara - Essay Example 2 The president relied on him very much for advises ranging from the issues of national security to business matters. In 1961, he initiated a program to increase the warfare capability of the US forces, after reviewing the major challenges that were facing the forces. Out of this review, he created two institutions in the defense forces, the Defense Intelligence Agency and the Defense Supply Agency. 3 These institutions were created to enhance the effectiveness on the defense forces to counter the effects of communism. Since the communist wars avoided direct military confrontations and resulted to ambush and guerrilla warfare, the institutions were meant to train and equip the military personnel as well as the US allies on the tactics to counter the communist wars. One such ally was he South Vietnam. The lessons to learn from Robert McNamara on wars can be traced back to the Cuban missile crisis.4 He played a major role helping in the administration and eventual calming of the Cuban crisis. Instead of a counter reaction, which would entail a missile strike, Robert McNamara opted for the blockade option. This was eventually agreed upon as the best method to address the crisis by the then Joint Chief of Staff, through his influence. During his tenure in office, he served to strengthen the forces, through the expansion of the regular armed forces, as well as calling on the reserves to join active duty. 10His was tenure of preparation for war, committing billions of dollars to the military department spending, overseeing the inceptions of millions of nuclear weapons and orchestrating sales of arms in foreign countries. 6 His role in the war dates back to the increase of war advisers in the war of Vietnam, from the 900 that was already there to a tune of 16,000. These advisers in the war of Vietnam were not supposed to engage in active combat, but rather meant to offer training to the army of Vietnam.13 Initially, the US did not play a military role in the Vietnam W ar. It offered financial and military advise to South Vietnam army in order to resist the re-union that was being sought by the communist North. Active US military combat in the war of Vietnam came into being during the tenure of Robert McNamara as the secretary of defense. He played a greater role in escalating the US involvement in this war. Most notable, is his role in calling upon the congress and the public to support US active combat involvement in the Vietnam war, after some false information that the North Vietnam army had attacked two US destroyers in August 1964.2 Through the advice of Robert McNamara, the president ordered a retaliatory attack on the North Vietnam army bases. This was the first of McNamara’s involvement in fuelling active war. The lesson learnt from this, owing to the fact that he reacted to false information that the North Vietnamese had attacked the US forces, is that his judgment was not right. A second mistake done by Robert McNamara in his war endeavors is the support of the US attack of the South Vietnamese in 1965, after a consideration that together with their Northern allies, they were increasing their military activity.1 The US entered into combat in South Vietnam bombing it in a more devastating manner and started bombing North Vietnam. 10 This is yet another failure by Robert McNamara, since he engaged in the encouragement of the troops to engage in acti

Behavioural Analysis in this reflective essay

Behavioural Analysis in this reflective essay The reflective essay will analyse my behaviour in accordance with my personality traits and motivational factors. Since, this essay compromises of reflective and behavioural analysis,definition of Behaviour;â€Å"Behaviour is an aspect of an individuals mind, the manner in which one reacts when one is confronted with a circumstance or an event† (Vecchio, Hearn Southey, 1992).Every individual possesses a unique behaviour of itself as it is directly proportional to the occurrences of events in their life. In this essay I will discuss my scores based on assessment question and support them based on my behavioural experiences within the particular environment, some of the results were surprising and I got to know positive as well as negatives aspects of my behaviour analysis. Behavioural Analysis in this reflective essay is based on the questionnaire â€Å"What about me† focusing mainly on personality insights (1.A.1 to 1.A.5) and motivational insight (1.C.1 to 1.C.10) listed in the organizational behaviour self assessment library CD, version 3.3 (Robbins Judge, 2007b). Beginning with the personality side of my behaviour; the initial analysis of (I-A-1). Whats my basic personality? (Robbins Judge, 2007b) .It accessed highly on conscientiousness with a score of 14, 13 extroversion, 13 Agreeableness,13 Emotional Stability and 9 openness to experience. Gordon Allport says that personality is â€Å"the dynamic organisation within the individual of those psychophysical systems that determine his unique adjustments to his environment† (Robbins, Millett Waters-Marsh, 2004, pp.100). A high score of 14 on conscientiousness is completely appreciated as I am conscientious and achievement oriented, decision of Principal and Staff in school to elect me as Head Boy during School (2002-03) proves a worth here, during my term I achieved objectives and goals allotted in my mission. Academic Awards in Science, Mathematics and Hindi, Inter School Sports Trophy for Soccer and Cricket, and Cultural Fest. I agree on my score of extroversion.I was the Student Coordinator for College Management Fest (MATTRIX 2007-08).I was coordinating with college teams from states all together. Agreeableness, the score of 13 is well suited to me,I am a person who can be trusted and cooperative, this quality was right there from childhood, in our Boarding School (Scindia School) we had Cafe Distribution,I was always considered for the distribution due to trusting and cooperative nature. Emotional stability score was unexpected,I partially agree with it, though I am not a calm person nor enthusiastic to the extent of my score of 13, when I was working with AOL (America Online Ltd.) during my tenure once I had to handle a situation where the customer was very impatient and non cooperative, even after I had resolved his Technical problem he was not agreeing on the fact that the problem was solved, it was already 45 minutes on that call,I really lost control over it, with a rude tone I just hanged up the call. I agree, I am not very open to experience and feel the moderate score of 9 (I-A-1) is justificable.Most of the times I prefer familiar things, but sometimes I do have wide range of interests and a fascination with novelty and innovation which is evident from the fact that I went to a trip to a place called Panchmari (India) which was about exploring the deep forests and attending a military training camp. Coming to (I-A-2) â€Å"Whats my Jungian 16 type personality?†. My personality has been classified as ENTP type i.e. extrovert, intuitive, thinking and perceiving. It surprised me as I dont consider myself as a complete extrovert but person bordering on an introvert.I am a talkative person.I socialise well with people.During my flight to Melbourne I was in constant touch with the people around asking them about different things and restless trying to make contacts.But I avoid talking to people who tend to have an effect on me indirectly or directly as I can feel the negative vibes coming out of them, its my mental conditioning, this is also justified by psychologists who term it as â€Å"operant conditioning which means to develop a behaviour in order to gain a positive reward or prevent a negative event in ones life† (Robbins, Judge, Millet Waters-Marsh, 2008).I think a lot before presenting anything let it be a project or any decision. The only fact of â€Å"Whats my Jungian 16-type personality?† which I agree with is P type personality i.e. Perceiving.I think â€Å"if a person cannot self actualise their own worth its their destiny†. When I was in International Conference at Bangladesh we were given a group activity where this guy called Andrew from UK was very reluctant about a last minute change which a group decided,he just decided to back up and the group didnt have a problem from him backing out as I took the responsibility of covering the topic which he was suppose to,and we actually managed to be one of the top five teams scoring an average in the competition. (I-A-3) People with type-A personality are ones â€Å"who are geared towards making constant effort to gain more and more in limited time even at times of opposing forces which makes them impatient† (Robbins Judge 2007a).I took a hasty decision of giving 300$ to a landlord for booking a room for me as I didnt have accommodation arranged and I had applied for an on campus accommodation,but the university didnt give confirmation on campus accommodation so just one day before the check out I went and paid the amount to book a room,to my surprise I got a room confirmed the same evening, I landed up paying the 300$ which went waste.In group many a times my friends have pointed me out for cutting their conversation and interrupting in between even before they finish their conversations,these behavioural characteristics justifies my assessment score of 117. Ambiguity (I-A-4) is the ability which I developed as an when I stepped in outside world, a score of 21 is positive indication. In my previous company I was asked to sell a Swaraj Mazda bus to an unknown customer, it was a bit difficult situation as I use to handle Administration,but taking it as a challenge I sold 2 vehicles to the customer and was rewarded for it, this can be related to Variable ratio schedule also i.e. â€Å"reward varies relative to the behaviour of the individual†.(Robbins, Judge, Millet Waters-Marsh,2004, pg no.52). Creativity (I-A-5) is â€Å"Individualistic, novel, idea generating process†. (Gregory. B Margaret. A,1990, pp.210).I completely agree with my score of +3,as I am not creative to an extreme level.Sometimes I am creative by adding idea and thought to an ongoing process.During a Soccer match when my coach was suggesting a plan to be followed and he was surprised by an idea which I gave to implement in that plan which was more result oriented. Discussing questions on â€Å"Motivation Insights†. Motivation is the act of triggering an individual to strive towards their established goals in order to achieve it successfully (Robbins Judge, 2007a). (I-C-1) ‘What motivates me?†. I have been judged to have a high growth need of 16, which I completely agree. Alderfers ERG (Existence, Relatedness and Growth) theory classifies existence, relatedness and growth needs as three major groups of needs (Robbins Judge, 2007a). According to his theory different individuals attach different degree of importance to each of the above mentioned need categories and can strive to satisfy any of the need groups without following a set pattern which is in slight contrast to Maslows hierarchy of needs theory which followed a order in which lower level needs were satisfied before higher level needs could be satisfied (Robbins, Judge, Millet Waters-Marsh, 2004).Success achievement, that is what I desire.While working with Earnest and Young(Financial Organisation) I was able to analyse the financial markets and convert money into more realisable asset.I will pursue the same career with added value to my knowledge after MBA.Existence need s, score of 13 is not agreeable as I am considerate of job security within the organisation.I was offered a job in Northern Trust Co. to pursue a training in US for which there was no job guarantee so I rejected the offer. Discussing about dominant needs (I-C-2), my score is fair in terms of Achievement-21, Affliation-15, Autonomy-15 and Power-16. I think â€Å"no one is perfect; all improve from their past exposures†.I always try to perform better than my previous performances specially in studies, the difference can be seen in my Marks Cards from 12th Grade till Date as it shows an upwards trend.With success you automatically gain power its a proven fact which drive others towards me, in class whenever there was group presentation most of my classmates preferred my group.McClellands theory of needs also consider achievement, power and affiliation as three most motivating needs (Robbins, Judge, Millet Waters-Marsh, 2004). (I-C-3) â€Å"What Rewards Do I Value Most†?.I tend to get motivated by factors like Recognition, Job Security,Prestigious Title etc.Score of 5 in recognition and job security is agreeable as I like to be appraised for my work.I was judged as the best Speaker for the Debate competition held in Mayo College.I prefer a permanent job rather than a temporary job, you cant actually focus on your work and strive through efficiency if you are not secured in an organisation..My score of 4 in Good pay, prestigious Title, Interesting work, Chances to advance and friendly co-workers holds a little less importance. Discussing (I-C-4) â€Å"Whats My View On The Nature Of The People?†, I believe my score of 19 is truly justifiable, as I fall in between theory X and theory Y.I have a tendency to work with different individuals,it is a perfect picture of my view on nature of people.My class was divided into groups having rivalries but I was comfortable adjusting with everyone. (I-C-5) â€Å"What are my Course Performance Goals?†.Score of 11 has completely impressed me.I am a Goal Oriented individual.I decided to pursue MBA and will be specialising in finance as this directs me towards my objective.One factor I think is missing with performance goal is time which is explained in the Enriching Goal-Setting Theory with Time: An Integrated approach (Fried Slowik, 2004), according to this theory most of the motivation plan fail to integrate the time factor and hence are not completely valid as past, present and future depend a lot on time. (I-C-6) â€Å"How Confident I am in my abilities to succeed?†, score of 30 is perfect as I am confident.I took the challenge to pursue MBA in Melbourne even after the great media hype about Indians getting attacked. (I-C-7) â€Å"Whats my Attitude towards Achievement?†.Score of 43 Favour Seeing Successful People fall and 51 Favour Successful People Rewarded is sarcastic.It hardly affects me considering others success stories.It was great to see my friends accepting rewards for scoring high marks in 10th Grade and there were people who were expecting the reward but were not given,it didnt have much effect on me. (I-C-8)â€Å"How sensitive am I to Equity Differences†?,(I-C-9) Whats my Jobs Motivating Potential? , and (I-C-10) Do I want an Enriched Job?, the scores for the above questions were (I-C-8) 27, (I-C-9) 170, and (I-C-10) 4.1 . I dont agree with my score of 27(I-C-8) as it states category Entitleds,I am justified with the category Equity sensitive.I was involved in rotract club of my college where we conducted a blood donation camp it was a team effort we appreciated the consequences with equal appreciation, relating to Equity Theory â€Å"it is an exchange perspective, a perspective that views behaviour as a process in which workers exchange appropriate work behaviours for desired consequences† (Gregory B, Margaret A, 1990, pp.165).The MPS and enrichness in job result are nearby average indicating attachment towards challenging work and growth which motivates me to an extent.I was in Administrative department for Swaraj Mazda I had to make a marketing plan which I compl eted in a month.I realised my capabilities in Marketing field,the motivation provided by the Managing Director proved an added advantage. In Job Characteristics Model by J. Richard Hackman and Greg Oldham â€Å"there is set of job characteristics and these characteristics affect behavioural outcomes†. (Stephen P, Robbins, Timothy A,13th Edition,2009,pp 217). In the above essay I have analysed my behaviour in respect with the results provided by taking the questionnaire in the self assessment library (Robbins Judge, 2007b). It was a great discovery I could say about my behavioural and motivational aspects, quite surprising in few questions like Equity Differences, Extroversion, and Emotional Stability where I didnt agree with my results, but at the same time I have been able to identify positive personality motivational traits like conscientiousness, A type personality, growth relatedness needs which I value more in an organisation, I am a highly achievement oriented individual which motivates me a lot specially now doing my MBA at La Trobe University, the confident aspect considering my abilities to succeed in what I do is comparatively high. Overall the assessment results has given me a bird view point about my negative indicators and an opportunity to convert them into positive indicators of behavioural aspect and strengthen the per sonality aspects already acquainted by my personality. REFERENCES Fried, Y. Slowik, L. H., (2004), Enriching Goal-Setting Theory With Time: An Integrated Approach, Academy of Management Review, 29, 3, pp. 404-422, Wayne State University, (Accessed on 19th July, 2009). Robbins, S.P., Millett, B. Waters-Marsh, T., (2004), Organisational Behaviour, 4th Edition, Pearson Education Australia, Australia. Robbins, S.P. Judge T.A. (2007a), Organizational Behaviour, 12th Edition, Prentice Hall, Upper Saddle River, New Jersey. Robbins, S.P. Judge T.A. (Eds.) (2007b), Prentice Halls Self-Assessment Library Version 3.3, Pearson Prentice Hall, New Jersey. Robbins, S.P., Judge, T.A., Millett, B. Waters-Marsh, T., (2008) Organisational Behaviour, 5th Edition, Pearson Education Australia, Australia. Vecchio, R. P., Hearn. G. Southey, G., (1992), Organisational Behaviour: Life at Work in Australia, Harcourt Brace Jovanovich, Australia. Stephen P. Robbins , Timothy A. Judge, (2009) Organisational Behaviour,13th Edition, Pearson Prentice Hall, New Jersey. Gregory B. Northcraft, Margaret A. Neale, (1990), Organisational Behaviour (A Management Challenge), The Dryden Press, a division of Holt,Rinehart and Winston, Inc. APPENDIX S.P. Judge T.A. (Eds.) (2007b), Prentice Halls Self-Assessment Library Version 3.3, Pearson Prentice Hall, New Jersey App. 1 1.A.1 Whats My Basic Personality? App.2 1.A.2 Whats My 16-Type Jungian Personality? App.3 1.A.3 Am I a Type-A? App.4 1.A.4 How Well Do I Handle Ambiguity? App.5 1.A.5 How Creative Am I? App.6 1.C.1 What Motivates Me? App.7 1.C.2 What are my Dominant Needs? App.8 1.C.3 What Rewards Do I value Most? App.9 1.C.4 Whats My View On The Nature Of The People? App.10 -1.C.5 What Are My Course Performance Goals? App.11- 1.C.6 How Confident Am I In My Abilities to Succeed? App.12- 1.C.7 Whats My Attitude Toward Achievement? App.13- 1.C.8 How Sensitive Am I To Equity Differences? App.14- 1.C.9 Whats My Jobs Motivating Potential? App.15- 1.C.10 Do I want an Enriched Job Questionnaire and Results are attached.

Topology Essay -- Mathematics Geometry Essays

Topology Topology is the study of those properties of geometric figures that are unchanged when the shape of the figure is twisted, stretched, shrunk, or otherwise distorted without breaking. It is sometimes referred to as "rubber sheet geometry" (West 577). Topology is a basic and essential part of any post school mathematics curriculum. Johann Benedict Listing introduced this subject, while Euler is regarded as the founder of topology. Mathematicians such as August Ferdinand MÃ ¶bius, Felix Christian Klein, Camille Marie Ennemond Jordan and others have contributed to this field of mathematics. The MÃ ¶bius band, Klein bottle, and Jordan curve are all examples of objects commonly studied. These and other topics prove to be intricate and fascinating mathematical themes. Topologists are mathematicians who study qualitative questions about geometrical structures. They ask questions like does the structure have any holes in it? Is it all connected, or can it be separated into parts? Topologists are not concerned with size, straightness, distance, angle, or other such properties. An often-cited example is the London Underground map. This will not reliably tell you how far it is from Kings Cross to Picadilly, or even the compass direction from one to the other. However, it will tell you how the lines connect between them, using topological rather than geometric information (What 1). Furthermore, if one figure can be distorted into another figure without breaking, then the two figures are described as being topologically equivalent to each other. Two examples of topologically equivalent figures are a coffee cup and doughnut, and groups of the letters of the alphabet. First, an object shaped like a doughnut is a torus. A torus can... ...and. New York:Oxford University Press, 1993. "Felix Christian Klein." Available Online. http://www-groups.dcs-and.ac.uk/~history/Mathematicians/Klein.html. Accessed 12/4/99. Flegg, Graham. From Geometry to Topology. New York: Crane, Russak, and Company, Inc.,1974. "Jordan Curve Theorem and its Generalizations." Available Online. http://www.math.ohio-state.edu/~fiedorow/math655/Jordan.html. Accessed 12/6/99. "Marie Ennemond Camille (1838-1922)." Available Online. http://ukdb.web.aol.com/hutchinson/encyclopedia/91/M0046091.htm. Accessed 12/6/99. "What is Topology?" Available Online. http://www.shef.ac.uk/~pm1nps/Wurble.html. Accessed 12/4/99. West, Beverly Henderson, and others. "Topology." The Prentice-Hall Encyclopedia of Mathematics. 1982. 21: 577-585. Yaglom, I.M. Felix Klein and Sophus Lie. Boston: Birkhauser Boston, 1988.

Piri Thomas’ “Alien House” Essay

Throughout the short story Alien Turf, Piri, a little Puerto Rican boy who just moved to an all-Italian neighborhood encounters many obstacles. Piri will face rejection and inadequacy. He gets teased, and beaten up, but still, he stays strong and acts older than he really is. At the end of the story, Piri is encountered with a strong sense of compassion from Rocky, an Italian boy who had previously beaten him up. The boys realized that racism is only skin deep, but each person may be a kind, caring human being. In the beginning of the story, all Rocky saw was a Puerto Rican invading his Italian neighborhood. According to him, only Italians belonged in the neighborhood, and Puerto Ricans, like Piri and his family, should be ultimately banned. Racism is a belief that one race is the primary determinant of human traits and capacities. Racial differences may produce an inherent superiority of a particular race. Rocky fully lived by this in the beginning, and even throughout most of the story. What is compassion? According to the Merriam-Webster Dictionary, compassion is sympathetic consciousness of others’ distress together with a desire to alleviate it. Some other people may see compassion as being sympathetic toward someone or something when they are struggling or having some sort of problem. If this is what compassion means, then Rocky truly showed compassion for Piri at the end of the story. During the last fight that the Italian boys got into with Piri was when everything changed. One of the boys screamed to Piri from down the street, â€Å"You even buying from us paisans, you must wantta be an Italians.† Usually, he would just run away from them, but this day was different. Piri, sticking up for himself, screamed back to them, â€Å"I wouldn’t be a guinea on a motherfucking bet!† Rocky and his gang were shocked that he said this. The boys started fist fighting and Piri hit Tony in the stomach as hard as he could, watching him fall to the ground. Tony grabbed a handful of asphalt and threw it in Piri’s face. Rocky hit Tony in the face, knowing that his friend had crossed the line. Rocky showed compassion by sticking up for Piri. He took Piri’s hand saying,  Ã¢â‚¬Å"Comon kind, lemme take you home. Rocky recognized that yes, Piri was a little bit different because he was Puerto Rican, but he was also a human being. He realized that racism is only skin deep, and everybody has feelings. Piri was also touched in this instant. He never would have thought that any of the boys, especially Rocky, the leader of the gang, would ever stick up for him. To his amazement, not only did Rocky yell at his friend, but he also threw a couple of punches at him. Compassion was displayed in this because Rocky new that even though he really didn’t like the fact that there was a little Puerto Rican boy that moved into his neighborhood, he could not dismiss the fact that what his friend did was wrong. He was going to help this little boy out. Rocky experienced a true epiphany during this part of the story. His views about everything were disregarded in that instant when his friend threw the asphalt in Piri’s face. He knew that if they really wanted to, they could have beaten Piri up real bad since he couldn’t see, but Rocky knew that it would not be a fair fight. Rocky also recognized the fact that Piri needed his compassion and care in that instant, and that was exactly what he was going to do.

TBD Devastator - Douglas TBD Devastator

TBD Devastator - Douglas TBD Devastator TBD-1 Devastator - Specifications: General Length: 35 ft. Wingspan: 50 ft. Height: 15 ft. 1 in. Wing Area: 422 sq. ft. Empty Weight: 6,182 lbs. Loaded Weight: 9,862 lbs. Crew: 3 Number Built: 129 Performance Power Plant: 1 Ãâ€" Pratt Whitney R-1830-64 Twin Wasp radial engine, 850 hp Range: 435-716 miles Max Speed: 206 mph Ceiling: 19,700 ft. Armament Power Plant: 1 Ãâ€" Pratt Whitney R-1830-64 Twin Wasp radial engine, 850 hp Range: 435-716 miles Max Speed: 206 mph Ceiling: 19,700 ft. Guns: 1 Ãâ€" forward-firing 0.30 in. or 0.50 in. machine gun. 1 Ãâ€" 0.30 in. machine gun in rear cockpit (later increased to two) Bombs/Torpedo: 1 x Mark 13 torpedo or 1 x 1,000 lb. bomb or 3 x 500 lb. bombs or 12 x 100 lb. bombs TBD Devastator - Design Development: On June 30, 1934, the US Navy Bureau of Aeronautics (BuAir) issued a request for proposals for a new torpedo and level bomber to replace their existing Martin BM-1s and Great Lakes TG-2s. Hall, Great Lakes, and Douglas all submitted designs for the competition. While Halls design, a high-wing seaplane, failed to meet BuAirs carrier suitability requirement both Great Lakes and Douglas pressed on. The Great Lakes design, the XTBG-1, was a three-place biplane which quickly proved to possess poor handling and instability during flight. The failure of the Hall and Great Lakes designs opened the way for the advancement of the Douglas XTBD-1. A low-wing monoplane, it was of all-metal construction and included power wing folding. All three of these traits were firsts for a US Navy aircraft making the XTBD-1 design somewhat revolutionary. The XTBD-1 also featured a long, low greenhouse canopy that fully enclosed the aircrafts crew of three (pilot, bombardier, radio operator/gunner). Power was initially provided by a Pratt Whitney XR-1830-60 Twin Wasp radial engine (800 hp). The XTBD-1 carried its payload externally and could deliver a Mark 13 torpedo or 1,200 lbs. of bombs to a range of 435 miles. Cruising speed varied between 100-120 mph depending on payload. Though slow, short-ranged, and under-powered by World War II standards, the aircraft marked a dramatic advance in capabilities over its biplane predecessors. For defense, the XTBD-1 mounted a single .30 cal. (later .50 cal.) machine gun in the cowling and a single rear-facing .30 cal. (later twin) machine gun. For bombing missions, the bombardier aimed through a Norden bombsight under the pilots seat. TBD Devastator - Acceptance Production: First flying on April 15, 1935, Douglas quickly delivered the prototype to Naval Air Station, Anacostia for the beginning of performance trials. Extensively tested by the US Navy through the remainder of the year, the X-TBD performed well with the only requested alteration being an enlargement of the canopy to increase visibility. On February 3, 1936, BuAir placed an order for 114 TBD-1s. An additional 15 aircraft were later added to the contract. The first production aircraft was retained for testing purposes and later became the types only variant when it was fitted with floats and dubbed TBD-1A. TBD Devastator - Operational History: The TBD-1 entered service in late 1937 when USS Saratogas VT-3 transitioned off TG-2s. Other US Navy torpedo squadrons also switched to the TBD-1 as aircraft became available. Though revolutionary at introduction, aircraft development in the 1930s progressed at a dramatic rate. Aware that the TBD-1 was already being eclipsed by new fighters in 1939, BuAer issued a request for proposals for the aircrafts replacement. This competition resulted in the selection of the Grumman TBF Avenger. While TBF development progressed, the TBD remained in place as the US Navys frontline torpedo bomber. In 1941, the TBD-1 officially received the nickname Devastator. With the Japanese attack on Pearl Harbor that December, the Devastator began to see combat action. Taking part in attacks on Japanese shipping in the Gilbert Islands in February 1942, TBDs from USS Enterprise had little success. This was largely due to problems associated with the Mark 13 torpedo. A delicate weapon, the Mark 13 required the pilot to drop it from no higher than 120 ft. and no faster than 150 mph making the aircraft extremely vulnerable during its attack. Once dropped, the Mark 13 had issues with running too deep or simply failing to explode on impact. For torpedo attacks, the bombardier was typically left on the carrier and the Devastator flew with a crew of two. Additional raids that spring saw TBDs attack Wake and Marcus Islands, as well as targets off New Guinea with mixed results. The highlight of the Devastators career came during the Battle of the Coral Sea when the type aided in sinking the light carrier Shoho. Subsequent attacks against the larger Japanese carriers the next day proved fruitless. The TBDs final engagement came the following month at the Battle of Midway. By this time attrition had become an issue with the US Navys TBD force and Rear Admirals Frank J. Fletcher and Raymond Spruance possessed only 41 Devastators aboard their three careers when the battle began on June 4. Locating the Japanese fleet, Spruance ordered strikes to begin immediately and dispatched 39 TBDs against the enemy. Becoming separated from their escorting fighters, the three American torpedo squadrons were the first to arrive over the Japanese. Attacking without cover, they suffered horrific losses to Japanese A6M Zero fighters and anti-aircraft fire. Though failing to score any hits, their attack pulled the Japanese combat air patrol out of position, leaving the fleet vulnerable. At 10:22 AM, American SBD Dauntless dive bombers approaching from the southwest and northeast struck the carriers Kaga, Soryu, and Akagi. In less than six minutes they reduced the Japanese ships to burning wrecks. Of the 39 TBDs sent against the Japanese, only 5 returned. In the attack, USS Hornets VT-8 lost all 15 aircraft with Ensign George Gay being the only survivor. In the wake of Midway, the US Navy withdrew its remaining TBDs and squadrons transitioned to the newly arriving Avenger. The 39 TBDs remaining in the inventory were assigned to training roles in the United States and by 1944 the type was no longer in the US Navys inventory. Often believed to have been a failure, the TBD Devastators principal fault was simply being old and obsolete. BuAir was aware of this fact and the aircrafts replacement was en route when the Devastators career ingloriously ended. Selected Sources Aviation History: TBD DevastatorHistory of War: TBD Devastator Boeing: TBD Devastator

Naval Commander Donald DuBrul

At 7:50 a.m., Naval Commander Donald DuBrul was about to complete his 4 a.m. to 8 a.m. watch on board the USS Argon. The ship was stationed in the Navy Yard towards the entrance to Pearl Harbor in Hawaii. He began wondering if the next man would show up for his shift. In the distance, a band onboard the USS Nevada could be heard playing the Star-spangled Banner for the flag-raising ceremony that was about to commence. The singleman paced waiting for his chance to have his watch end when he turned east to look out over the harbor. Directly east, Ford Island could be seen with its battleship yard full and past that, the ammo dump and tank farm. Over the music being played on the Nevada, a plains whine could be heard. Commander DuBrul looked up just in time to see an explosion on Ford Island. His immediate thought was that some American pilot was about to be court marshaled; until another plane flew in and unloaded its cargo. The first wave of Japanese torpedo planes ! came into full view as they passed through the clouds aiming for the battleship yard. The time was 7:53 a.m. The seaman stood in astonishment as flames lept from the ships. He was awakened by a voice over the loud speaker yelling, Air Raid Pearl Harbor! This is no drill! The air was filled with the whine of dive bombers and the sounds of antiaircraft guns beginning to start their counterattacks. One of the more prized battleships, the Arizona, took a torpedo right down its exhaust stack where it blew up. Seamen dove off ships trying to swim to safety, only to be burned by waves of fire in the harbor that contained burning oil. Onboard the Nevada, the band kept playing as the ship prepared to escape the harbor. In fear of blocking the exit, it turned and beached itself. At about 9 a.m., after two waves of Japanese dive bombers took their toll on the once great US Navy, the chaos had finally ended (DuBrul). A date which will ...

Relationship Marketing Term Paper Example | Topics and Well Written Essays - 1000 words

Relationship Marketing - Term Paper Example The term paper "Relationship Marketing" talks about the strategies to develop strong associations with customers through providing information which matches their requirements and desires. In the business viewpoint, relationship marketing is concerned with appealing, developing and retaining customers’ relations. Relationship marketing is based on developing a mutually advantageous exchange between industry associates. The growth of relationship marketing was accelerated by the literature of management advisors. The present concept of relationship marketing drifted from ‘organizational behavior’ and ‘industrial marketing’ where reliance among organizations has been the basis for a successful business to business coalitions. According to Iacobucci and Hibbard, the relationship in commerce can be of three kinds, which are: â€Å"Business Marketing Relationships† (BMR), â€Å"Interpersonal Commercial Relationships† (ICR), and â€Å"Business to Customer Relationships† (B-to-C). In BMR the business associations are characterized by long-standing, close and deep connections between fairly symmetric associates. BMR requires assurance, faith, and reliance in understanding business relations. ICR is characterized by the relationships between service organizations and end users. ICR can occur between two relatively balanced associates and it is long-term in nature. The consequences of effective ICR include increased satisfaction and productivity. Finally, B-to-C is demarcated by technology oriented relations among business and individual consumers.

Global economic environment &marketing Essay Example | Topics and Well Written Essays - 1500 words

Global economic environment &marketing - Essay Example Secondly, the fact that there was emphasis on the achievement of fairness rather than focusing of liberalization of trade also resulted in disagreement among member states. The fact that certain nations had bargaining power over others and this power was being shifted to other member countries caused a rift between members. Some of these issues reflect on the case study. For instance, one of the guidelines of the organisation was fairness. However, countries usually want to maintain the bargaining power over others irrespective of the fact that globalization has resulted in change and new markets where countries which were not major players in the past are currently significant players in the market. 4.2 In the international market, free trade cannot be fair. This is as a result of the fact that each country wants to protect its indigenous business establishment thus governments end up providing an added advantage over other business organisations in the international market (Salvato re, 2012. For instance, countries such as the United States of America are known to offer subsidies to farmers in order to give them an upper hand in the import and export sector. Question Five 5.1 Various a factors contributed to the economic crisis in Thailand to spread to other south East Asia countries making it a contagion. One of the major factors that contributed to this is that most of the respective governments in the region did not deal with the increasing balance of benefits in turkey, overheating pressures the stock market and property bubbles early enough. The fact that pegged / fixed exchange rates went on for too long was also a major contributor since it resulted in a false sense of stability that encouraged firms in the region to lend huge sums of money to those in Thailand. Finally, the fact that financial markets in the region were not regulated and supervised at the time was also major contributor 5.2 Countries in the region would have been able to prevent such a crisis if they implemented certain policies. Firstly, more supervision and regulation would have helped in ensuring that balance deficits that were present would not have risen to that level (Jackson, 1999). Secondly, countries in the region should have come up with measures that would ensure that stock market and property bubbles could be withstood since they would have been forecasted. Finally, the region would have adopted exchange rates that were not fixed. They would allow the exchange rate of currencies in the region to be determined by the forces of demand and supply. This would have helped greatly since a fall in the Thai baht would indicate something was wrong. Report Introduction There are various indicators that are used to determine the economic position in which a country or a region is in. Such indicators are instrumental in policy and decision making especially for business establishments that operate internationally. Such companies are able to determine if their bus iness ventures will be successful by evaluating indicators such as GDP. This part of the paper will focus on how different indicators have affected particular regions and how they are interpreted by an organisation Gross domestic product (GDP) is an indicator in macroeconomics that is used to measure the economic state of a country. It is the value of all goods and services recognised officially produced within a specific country in a stipulated period. In general, it is used to determine