A Worldview Definition Essay

A worldview is the way you interpret everything that happens around you and the rest of the world. Everyone has some sort of worldview whether it is conscious or subconscious. People have different worldviews and it can be affected by several different factors around them. A Biblical/Christian worldview is â€Å" It’s any ideology, philosophy, theology, movement or religion that provides an overarching approach to understanding God, the world and man’s relations to God and the world,† quoted by David Noebel, author of Understanding the Times. There are five questions that help justify our beliefs in the Christian/Biblical worldview. The first is the Question of Origin, which is how did life begin? In Genesis 1:1 and Psalms 139:13-16 it tells us about the beginning and the reason for all of creation. The second is the Question of Identity. Identity asks the question, who are we? Genesis 1:27 and Jeremiah 1:5 are scriptures that cover the question of Identity. Both tell us that we were made in Gods image and that before we were created we were appointed a prophet to the nations. The Third question is the Question of Meaning/Purpose. This question is asking why we are here. Everyone is born with a purpose for life. John 17:3 states we were put on earth so that we may come to know God. Another scripture is Galatians 5:13-14 which states we were called unto liberty by love to serve one another. The fourth question is the Question of Morality. The Question of Morality asks what is meant by right and wrong or good and bad? Ephesians 2:9-10 states that following Jesus is the best way to have righteous morals. When you follow Jesus, not men you don’t have to worry about what is right or wrong, you know! Acts 5:29 Peter and the Apostles say â€Å"we must obey God rather than men.† The last question is the Question of Destiny. The Question of Destiny asks is there life after death. A scripture that everyone knows that refers to destiny is John 3:16, it says â€Å"should not perish but have everlasting life.† The book of Revelations talks a lot about Destiny, a scripture that goes along with that is Revelation 21:3-5. In those scriptures it tells about how there will be life after death and no more crying or pain. The biblical worldview influences me to always do what Jesus would do and treat people the way I would want to be treated. I have been raised under those sayings and I raise my kids under them also.

Harry S. Truman and Korea -to Unite Essay

The Chinese joined the Koreans side and helped fight back against US troops. General MacArthur -To completely defeat the Korean and Chinese armies. -President Truman ordered for him to stop his assault on the Asian countries. -He persisted and was eventually fired because his arrogance cost them the battle. President Truman -To keep Korea from becoming a communist country. -China helped North Korea fight the war to spread communism. They joined with the allies in the UN to help stop the spread of communism. China -To spread and maintain communism -They were afraid of the US and UN invading them -They planned a surprise attack which was successful. United Nations -To stop the spread of communism. -MacArthur persisted on fighting. -They relieved general MacArthur of his duties. How did General Douglas MacArthur react to the events in Korea? What was his stance on the Korean War? – He decided to keep pushing against the enemy’s border. He believed China did not have enough resources to fight back. He wanted to take out the Chinese army once and for all. How did President Truman respond to the events in Korea? What was his stance on the Korean War? – President Truman wanted to stop the spread of communism in the East. He fought a war against North Korea and China to keep communism away from South Korea. He wanted to end the fighting once they had cleared Chinese troops from Korea. Which leader’s actions were the most justifiableGeneral McArthur’s or President Truman’s? Support your claim with evidence from the lesson. – President Truman’s actions were more justifiable because He knew when the battle was over. He did not want to keep pushing against the enemy. The push that MacArthur made on China caused them to lose the battle and be attacked in a surprise. Would the outcome of the Korean War have been different had General MacArthur not been fired? Why or why not? Support your claim with evidence from the lesson. – I think the outcome might have been different if MacArthur had not been fired. They might have kept fighting against China until they had completely wiped out their army. They could also have disbanded all communism in Korea and maybe in China as well.

Changing Roles Of Nurses Nursing Essay

Changing Roles Of Nurses Nursing Essay The role of nurses has grown considerably in the last decade in accordance with the rapid changes in technology, as well as political and socio-economic developments. The perioperative practitioners play a significant part in this all nursing profession. However, the role of perioperative nurses considerably changes in the operating theater for a variety of reasons. For instance, the diverse regulations and rules clearly explain the role of these nurses in the operating room. In addition, from the viewpoint of legal, moral, and professional perspective, the role of nursing within the perioperative landscape has come many challenges. The changing environment dealing with professional accountability and its effect on the scope of nursing practice has emerged. According to Boss (2002), the changes in the nursing roles over the years have been influenced by several guiding codes; Code of Professional Conduct (UKCC 1992) and Code of Professional Conduct. These changes include the whole a rena of developing roles in perioperative nursing which include working as advanced scrub practitioner (ASP). Dowling (1996) explains that these new functions of nurses deal with principles like meeting the needs of patients, giving an all rounded, complete care as well as developing needed skills. In addition, responsibility and accountability are essential skills are required in this field. Nurses who serve as ASP have several issues to content with such as independence, professional accountability, and duty to care in addition to legal issues. Of late, nursing has developed into all the functional activities which arose as a result of the technological, socio-economical and political changes. The ASP is part of all this nursing activities since their roles always vary for several reasons in the operating theater. For instance, different regulations and rules always define the roles of the ASP nurses who operate within the theatre are generated differently. In the ethical, legal a nd professional perspectives, the ASP preoperative environments have many new challenges which must be addressed on a daily basis. The ever changing boundaries of professional responsibilities and their influence on the practice have emerged. The clinical and practice influence has influenced the academic, professional and academic development of the Scrub Theatre practitioners. The Advanced Theatre Scrub Practitioners are personally accountable for their practice and must always work in a cooperative and collaborative manner with the healthcare professionals and other people who are involved in provision of care, respect and recognize their contributions to the care team. For the Advanced Theatre Scrub Practitioners to be successful in their careers, they must be effective and always work towards achieving a certain goal. The Advanced Theatre Scrub Practitioners provide the nursing care to the patients in a perioperative environment and they also deal with the technical and instrum entation equipment that will be used during the whole process. Emotional labor is always very crucial for both the nurses and the ASP and it ahs been established to be very important in the nursing profession. In the Operating theatre, the ASP have to consider two major areas in their work which include one, to keep the surgeon dealing with the patient happy and the second, not to upset the surgeons. The second point is a big reminder that if the ASP can make the Surgeon jovial and happy, then they will be very sure that they will not upset the surgeons. It is highly recommended that the ASP maintains the emotional labor with the co-employees rather than the patients.

Policy Competition for Foreign Direct Investment Case Study

Policy Competition for Foreign Direct Investment - Case Study Example Multinational companies have an upper hand on governments in developing nations. The developing nations have the need to grow. They need large multinationals to stimulate economic growth. This country is rich in oil, a valuable resource. The multinational company dictated the terms of operation in that country. The government agreed to these terms at the expense of the citizens. (Oman 78) This shows weakness in the government. The politicians are more driven by short horizon policies that achieve economic growth and are blind to the long run impact on citizens and the economy. The agreement was made between the company and the politicians. Most politicians do not have the relevant skills to make such decisions as oil exploration. Multinationals take advantage of the illiteracy levels in developing nations to get ahead in business. They are, after all, large private companies whose priority is to make profits. In achieving this objective, it created employment for the locals. Increase d income of the local employees improved their living standards. The host country GDP improved as a result of the Chevron operations. These are the benefits that the previous government sought to achieve. ... The government is in a position to set up public hospitals and dispensaries to take care of the local community health needs. This case shows the failure of eh government in setting its priorities straight. It also indicates a lack of national sovereignty. The multinational dictates its terms of operations in that country. This s was done to favor its own objectives. The government in a developing nation is powerless in the presence of a large multinational. Who protects such governments? Where were the World Bank and the UN? The safety of people, the environment and national sovereignty should be the responsibility of many bodies and not just the government. (Oman 112) The multinational in this case has failed in the following ways. First, it overlooked the global environmental laws that require proper waste management. It used its power and resources to manipulate the previous government into agreeing to its terms of service and keeping quiet on the harm the company caused. As a re sponsible company, it should have engaged in some corporate social responsibility. This includes but is not limited to treating waste before disposal, construction of a health unit to address the community health needs. Chevron management ignored all these. The current government realized the problem in the previous arrangement. Unlike the past weaker government, it has gone ahead and sued the company. The refusal of the state to settle is a clear indication of the care it has for its citizens. Although the company sues the state for negative publicity, the company is on a losing battle from moral ethics stand. A mistake was done; it should have e been addressed in all ways possible.

Research Defense Essay Example | Topics and Well Written Essays - 750 words

Research Defense - Essay Example This self induced greed would also increase our emotional detachment from the world just as the threat of nuclear weapons had done. 2. What ideas and theories did the frames provide that were a basis for your own argument Why did you choose these particular sources Explain each of your frames in detail and explain why they were used. The Ronald Reagan quotes provided a foundation for the theory that excessive spending was a political tactic and was encouraged by the government. The Federation for American Scientists (2007) were the basis for the contention that the Cold War was being pursued with the same sense of avarice and spending that was being taken in the private lives of Americans. Capra tied in the influence that technology has had on our spending habits that resulted in enormous personal desires for technology as well as the scientists' spending on advanced weapons systems. Kotkin (2003) and Reuveny & Prakash (1999) advanced the theory that the Cold War's advancement of Capitalism was affecting the Soviet's standard of living by negatively impacting their own spending patterns. They were spending more and enduring the hardships that came with it. The government exploited these small successes in the Cold War through more government excess and increased technology. 3. What frames provided counterpoints and varying perspectives for your paper Why did you choose those Again, explain in detail. The article titled "Generation X" (2007), which appeared in the Tallahassee Democrat on November 7, 1993, and was reprinted in the Atlanta Constitution, Charlotte Observer, Houston Chronicle, and Miami Herald, contends that the Gen-Xers were opposed to the massive debt left behind by the Cold War years. This generation grew up during, or was born, in the Reagan era. However, even though they were complaining, they were caught in the same trap of excessive greed that their elders had been. Though many would criticize the capitalistic approach and deficit spending, the criticism was often shallow and unfounded. 4. What did you argue in your paper Why did you argue that How did you use your sources to develop and support that argument The paper argued the technology and the threat of nuclear war had isolated the American public both emotionally and physically. In this isolation, self-gratification was allowed to flourish, and may have been the only satisfaction available. The fruits of capitalism could be explored to a great degree and there would be no personal responsibility taken for its outcome. It allowed for no outside moral guidance and values were quickly discarded. The surface rewards of economics were the only satisfaction available in the world of emotional isolation. They only furthered a sense of inadequacy that was brought on by what we could not have, not by what we had. This was evidenced by the envy of the Soviets for Western material goods. 5. If you had to pick one flaw in your work with the research paper, what is it and why did it occur One flaw in the paper is the failure to adequately pursue the aspect of the emotional isolation and its effect on over-consumption through the research of academic psychologists. This isolation that was driven by fear and enabled by

Cultural and Communication Self-Assessment Paper Essay

Cultural and Communication Self-Assessment Paper - Essay Example In this case, it is justified to argue that the culture of Indonesia is an amalgamation of varying cultures, ranging from Hinduism, to Islam. On another point of view, Purdey (pp.6) indicates that the origin of the Indonesians is from China. The people of Indonesia migrated from China; thus, the origin of Indonesia is attributed to China. Others have been indicated to have migrated from the Indies and eastern part of Asia. The number of immigrants into the country, from the Chinese origin as a result of population increase indicated an escalating trend. The studies carried out by Suryadinata (pp.125) and Sneddon (pp.37) indicate that in the course of imperialism, the number of persons from China to the country increased. In fast statistics from the census carried out in the year 2010 portray that the number of Chinese citizens from the country are above eight million. The population of the country that is purely Indonesian stands at 3.7 million. This is an elucidation of the fact that the country is made up many Chinese citizens (Tong, pp.147). Belief, in simple terms, can be described as the acceptance of something or a practice as factual (Blackburn, pp.39). Beliefs have in one way or another been indicated to hold a very important place in the minds of individuals. Through these beliefs, human beings have been made to claim a position in the societies they live in, through their conceptions. With mental conception and conviction on the values and beliefs of the truth, the population is bound to develop a routine that governs their way of life. In Indonesia, serving a meal to numerous guests is a symbol of hospitality and status in the family (Brouwer, Hartog & Staveren, pp.27).This is evident most specifically during the month of Ramadan when relations and friends converge for feasts. This symbolizes compassion and virtues of sharing in the society. The relations are

Biology really matters Essay Example | Topics and Well Written Essays - 500 words

Biology really matters - Essay Example For example, young adults, who have low normal levels of human sex hormone, Testosterone tends to perform quite successfully on spatial tests, when compared to the ones with high normal levels. (Kimura, 2001). These fluctuations in the hormone levels could occur throughout the year, with higher levels happening in the autumn and lower levels in the spring, thus improving the subjects’ performance on spatial tests in the spring. On the other hand, women’s estrogen hormonal levels tends make quite effective in person-oriented occupations and functions. Unlike, the impact of seasons on the hormonal changes in men, women’s hormonal levels fluctuate around across the menstrual cycle, thus impacting their performance during those periods. (Kimura, 2001). Because of these biological differences in the hormonal levels, it is clear that women tend to gravitate towards fields like education, nursing and social work more often than men. (Kimura, 2001). On the other hand, al though, men and women are equally represented in the other health-related professions, in most cases men tend to perform better in the science fields. These differences in the hormonal levels also impacts men and women’s susceptibility to certain diseases, and which indirectly impacts their behavioral patterns. That is, according to United Nations Economic Commission for Europe, estrogens offer women of reproductive age some protection against cardiovascular diseases. That is, before the age of 65, heart disease is one of the leading causes of mortality among the men, but on the other hand, cancer causes death mainly in women. After menopause and due to the hormonal changes in the women’s physical body, a kind of reversal takes place, with women facing a higher risk of cardiovascular diseases than men and in turn, men face higher risk of cancer than women. (United Nations Economic Commission for Europe). With the most important risk factors for cancers being tobacco sm oking and diet,

Martin Luther King Essay Example | Topics and Well Written Essays - 500 words - 9

Martin Luther King - Essay Example One which will not leave more sufferings through people being arrested and even killed in riots and police retaliation. His followers were conditioned to only involve themselves in mass protests that were peaceful an example being the bus riot protest seeking an end to segregation in the buses and other transportation systems. His leadership as a civil rights activist compared to that of other leaders was marked with less bloodshed. Even though the masses and their perseverance to their just cause always caused a headache to the white people and the justice system, as well as other security branches of the government, in the end, they got what they were looking for and that is justice (Kirk 38). Other than seeking justice which was what he is famously remembered for, Martin Luther King Jr. was also deemed important because of his seeking equality for all as long as people lived in the same country. His young and old adulthood was marked with him seeking equality for people he did not even know about but did that because he believed in the human rights and in people being created equally and hence should be accorded equal treatment at all times. This did not mean that he did not respect the authority because he did but he wanted the same authority to use their power for just causes. He went to hotels and other public areas â€Å"preaching† the importance to equality among mankind and this is how he gained his popularity as a civil rights activist and started seeking justice later on in his life. Martin Luther King’s speech of â€Å"I have a dream† shot him to the highest of the popularity ranks and is still sensational up to date decades later after his death. He was elite and a very smooth-spoken and talented orator and public leader with excellent public speaking skills. This made him an autocratic leader moving people with just his words and paralyzing people with his speech.

Female Discrimination in the Workplace Essay Example | Topics and Well Written Essays - 750 words - 1

Female Discrimination in the Workplace - Essay Example It is certainly unethical to discriminate workers based on their gender. These include holding back promotions, giving them a different job title and preventing them from taking part in other work opportunities (Finn n.d.). Keeping the female worker in the team would result in better outcomes for the client as she is better suited to deal with the client’s assignment. Since the consulting firm KPMG itself discourages gender discrimination, this would allow talented individuals to come forward rather than inexperienced and incompetent individuals. By discouraging gender discrimination, there will be equal opportunities for both male and female workers based on their expertise resulting in enhancement of the company’s image. Legally as well, a woman possesses the right to complain to the Human Resource department of the firm regarding the discrimination. If the claim is found to be true then legal actions are taken against the offenders and this might lead to defamation o f the firm ruining its image in the business world. Removing the female worker from consideration might lead to demotivation of the worker. This might also result in low morale, low productivity and can also negatively impact the firm’s revenues. I will keep a watch or a countdown timer that would calculate the amount of time spent playing games or studying. Also, I will keep an Objectives Chart on which I will record the chapters I have completed successfully. I will write down whatever goals I have achieved regarding the topic or subject. Every time I will spend the designated amount of time playing games, which is one hour, I will reward myself by adding $3 to the reward fund that is to be spent at the end of each week. If I spend lesser time than one hour, I will add an additional $1 to the $3.

National Honor Society Essay Example for Free

National Honor Society Essay Being nominated to become a member of the National Honor Society is a highly prestigious honor, and I am very grateful to be a candidate. I have always strove to do the best that I can to achieve the highest grades possible and to stand out amongst my peers. Not only do I focus on my academics, but I strive to be an outstanding asset to the student body throughout my years here at East Clinton High School as well. Getting admitted into the National Honor Society has been one of my goals since I first arrived here at high school, and I have recognized the standards for entry into the organization. I understand that to become an official member of the society, I need to acquire and demonstrate four key characteristics of an ideal National Honor Society member: scholarship, leadership, service, and character. To my acknowledgment, there are no questionable incidents that could be used to challenge my selection into the National Honor Society. I sustain a high grade point average of 3. 8 while engaging in college preparatory classes such as College English, Pre-Calculus, Chemistry, and – in a previous year – Biology 2. In addition to my current attending classes, I also take an online college math class that assists me in solving problems in real world situations. Education has been one of my first priorities since childhood, and I plan to further advance in my studies each day. I have in many ways shown my characteristic of scholarship. In addition to my scholastic achievements, I participate in various co-curricular activities that demonstrate my involvement with the school and community. I am a varsity athlete for the sports, tennis and track. This year I, along with my fellow tennis teammates were proud to present ourselves as the SBAAC League champions. In addition to that, we concluded the SBCN season with an undefeated title. It was my greatest pleasure to receive an SBAAC Scholar Athlete award from my tennis coach on the day of the awards ceremony. Spanish Club, headed by Mrs. Elizabeth De Leon, is a club that recognizes the Spanish culture and then incorporates the culture into entertaining service projects. I was one of several members to participate in a successful bake sale that raised just under 200 dollars. I was also a member of the Student Council my sophomore year, and together as an organization we successfully provided a wonderful homecoming for the student body. Above all, I was selected by my class advisor to represent the junior class as their Treasurer in the Prom Committee. As Treasurer, I am responsible for keeping track of as well as counting the incoming funds that are received from any fundraisers. In my spare time, I help raise money by volunteering to work at the concession stands for sporting events as well as any fundraiser that is active at the moment. I attend all Prom Committee meetings with an open mind and ready to formulate new ideas for the committee. Key Club, an international organization which provides service, is an organization I am proud to represent. I have pledged to uphold the objects of Key Club International since my freshman year to present day. I have participated in many service projects within Key Club. Some projects that I have aided in or with are the Ho Ho Shop, Sabina’s Historical Society Museum for Christmas around Sabina, and Highway Clean Up. Moreover, I was honored with the privilege to attend a leadership camp held by Kiwanis International in Ashley, Ohio. With the selection from my Key Club advisors, I was able to travel to a 3-day camp that was accompanied by inspiring students from other schools from all over south Ohio. There, I learned the principals of being a good leader, and also lead groups in assigned projects. At the camp, you were able to find inspired, motivated young adults who were kind and open-hearted. Being surrounded by peers who were comprised of excellent qualities enabled me to comfortably present myself and my character in an assertive manner. At school, I contribute my service by aiding teachers and students. As a junior, I offered to assist teachers with their work whether it may be grading papers or filing their documents. In addition, I was a library helper the first semester of this year. To conclude, my amount of service activity participation has demonstrated that the characteristic, ‘service’, is present. Taking on the position of Treasurer and a Student Council member are both examples of my leadership. However, I am a Yearbook Editor in School Publications as well. I am one of twelve yearbook editors that construct the contents of the yearbook. With such a position, it is imperative to attend events in which are in relation to what you were assigned. Being a part of the junior class fundraising and obtaining the position of Treasurer for Prom Committee is admirable. If being in Prom Committee has taught me anything, it is that you have set your priorities and acknowledge your responsibilities and to follow through with them. The Committee has taught me a great deal about being a leader.

Conflict Resolution between Teacher and Parents

Conflict Resolution between Teacher and Parents Introduction From time to time, all teachers will be faced by a difficult and demanding parent. From challenging academic results to accusations of bullying, some parents can be very intimidating or even aggressive. Until relatively recent times, the school was viewed as the realm of the professional, the educator, the teacher. As Carol Vincent states: ‘No parents beyond this point such signs could have been seen in schools around the country, symbolizing the clear division between home and school. She goes on to describe schools as: ‘[I]slands of professional expertise, of calm, order and learning. How we all miss the good old days in the midst of a hectic, stressful Parents Consultation Meeting, when we see the approach of Mr and Mrs Smith, looking as happy as we might have predicted with Johns latest report! Conservative government educational policy, from 1979, was underpinned by the notion of parents as the â€Å"consumers† of an education system, who would be empowered with considerable influence over the way in which the â€Å"producers† the teachers operated, not least by the use of â€Å"parental choice† as a factor in determining which schools would thrive and which close. More recent educational policy, during the Labour Partys terms of office, has stressed the importance of the home/school partnership in promoting the learning of young people. Carol Vincent, quoting a 1986 study by Cowburn, summarises this shift in perception as follows: â€Å"Parents were once kept out of schools so as to allow the professionals uninterrupted control: parents are now being encouraged to get involved, to come into school so that they can understand why the professional exercises control in the manner he/she does†. Communicating clearly, therefore, what we do, what we have done, being prepared to justify our actions by reference to school policy, to educational theory and practice, to the statutory demands of the National Curriculum, for example, needs to be at the forefront of the teachers agenda in any meetings with parents, whether arranged or a surprise encounter. We are no longer autonomous rulers in our own little world, but need, as professionals and experts, to be prepared to explain, or justify, our actions and decisions in language that is accessible to the parent. Situation H or S Heated? In the table above, jot down in the first column possible situations which might generate an ‘interview with parents. For example: report sent home detention issued o praise postcard sent home * In the second column, indicate whether the ‘invitation to meet is most likely to come from Home (H) or School (S) * In the third column, rate the likelihood of the meeting becoming heated on a scale of 1-5, 1 being highly unlikely, and 5 highly likely. Getting the basics right conflict avoidance The importance of the dialogue between school and home cannot be underestimated, and those schools which have taken steps to ensure that their relationship with their parents is a good one, based on mutual respect and concern for the young people whose care they share for at least five days each week will have fewer flashpoints on the level of personal interaction between parent and teacher. Everyone has an experience of school life, so, in that respect, all our parents feel that they are experts! For many, their own experiences of school and of teachers are not particularly good ones: some find entering school premises a daunting prospect, and this unease can quickly escalate into difficult or aggressive behaviour. Many associate their visits to school with negative emotions: they have responded to so many summons because of a childs poor behaviour, attitude or progress that any chance to â€Å"get ones own back† by criticising the school is pursued with relish. Make a note below of skills which you use in the classroom:  · to defuse tension  · to manage behaviour  · to foster co-operation  · to ensure compliance  · to foster a good working relationship A couple of examples are included to get you off to a good start! Skills I use daily:  · Friendly greeting as pupils arrive.  · My ‘no nonsense face.  · Standing up full height to look imposing Which of the above are also useful in dealing with parents? Many difficult encounters can be avoided if the school:  · Has clear policies on a variety of relevant topics e.g. uniform, behaviour, information that is shared with parents on a regular basis. As a teacher, ensure that, in your dealings with pupils, you apply such policies with fairness, consistency and equity.  · Takes steps to involve parents in the life of the school whenever possible the good old school play, or talent show, provides opportunities for parents to cross the school threshold in a non-confrontational context. As an individual, seek out opportunities to establish a dialogue with parents, even if it is only a nod of acknowledgment, if you meet them outside school in a supermarket or in the queue for a plane at the airport! Look for, and utilise, any opportunities to share an interest in something other than the child who is the focus of your relationship.  · Has clear and well established practices for communicating with parents e.g. on behaviour, attendance, progress. Such communication should be timely and prompt, not restricted to key points in the school year e.g. end of year report, and should also inform parents of a childs positive contributions to the life of the school, for example via â€Å"praise postcards†. As a teacher, try to ensure, wherever it is reasonable, that particular parents do not always associate your name with bad news.  · Provides a welcoming environment for parents a cheerful reception area; a cheery greeting from reception staff; a light, warm room in which meetings can take place In many ways, the parents who arrive at the school fired up in defence of their child, or who demand to see a teacher to find out why progress is not being maintained, is less of a threat to the life of the school than those parents who refuse all attempts to initiate a dialogue, to the point that their child is excluded. Parents who are moved to anger by something they believe has happened, normally because their child says so, can potentially become the teachers greatest ally, once a more appropriate relationship has been established. Communicating with parents  · In the table below, in the first column, list the means of communication which your school uses with its parents. There are 3 examples to get you started.  · In the second column, rate the effectiveness of each, on a scale of 1-5, 1 being of little use and 5 being highly effective. Communication Rating Annual written report Grade card termly Consultation evening How could any of the above be adapted to improve effectiveness? What makes a person angry? Anger is a natural part of the human condition, but it isnt always easy to handle. Some people mask their anger. Others explode with rage. Good parents invest a great deal of emotional energy in their offspring: which of us, as a parent, has not been moved to strong emotion by something that our child tells us, or something that they have done, or not done? We also acknowledge the importance of social and emotional intelligence for our young people in school, and many schools are delivering extensive programmes to support this aspect of their pupils development. Since youngsters learn more from models than from lectures, it is reasonable to assume that many of those pupils who have difficulty expressing emotion, or controlling an outburst of anger, are not seeing positive role models at home in this respect. It may be, therefore, that a parent does not intend to show anger or aggression, but has never learned to express concern in a more appropriate way. There are a number of courses which schools can access and provide for their parents, to support them in developing their own emotional literacy, which will not only be of benefit in your encounters, but will also help them to reinforce, and model, the behaviours and responses that you are hoping to develop in the children. The Millennium Cohort Study by the Centre for Longitudinal Studies, Institute of Education, University of London, published in October 2008, shows that what parents are most concerned about in choosing a school in the first place is not only the schools performance, but other characteristics that, taken together, parents rate even more highly the â€Å"good impression† created by the school, a strong anti-bullying policy, its ability to accommodate an ethnic mix, and its facilities amongst others. It therefore follows that these are the sorts of issues that parents are most likely to seek to approach the school with if they feel that it is â€Å"all going wrong† for their child. Psychologists recognize that anger arises for different reasons in different types of people, which may need to be handled in different ways by the sensitive teacher. You may recognize parents that you have had, on occasion, to deal with in the profiles detailed below, although it is highly unlikely that any parent has ever reached the point of hatred towards their childs teacher it just feels like it sometimes! Understanding what may be the underlying cause of parents anger, over and above the particular incident that has provoked this meeting, may help you not to respond too quickly, with mounting irritation, to what appears to be an unreasonable display from across the desk. Types of Anger Disguised Anger These individuals may not, at first, let others know how angry they are. Sometimes, they dont even know how angry they are. But the anger will come out! They look hurt and innocent. They gain a sense of control over their lives by frustrating others. The teacher needs to become practiced in interpreting body language, which may indicate anger bubbling below the surface, just waiting to explode when a trigger point in the conversation is reached. Paranoid Anger This type of anger occurs when someone feels irrationally threatened by others. They seek aggression. They believe people are against them, dont understand their viewpoint or their concerns. They expect others to attack, verbally at least. Because of this, they jealously guard and defend what they think is theirs these parents are often those who say things like: â€Å"My son wouldnt do that† â€Å"My daughter says she has done the work and you lost it and I believe her†. People with paranoid anger give it away it is self evident from their body language, both their verbal and non-verbal communication, that they are very, VERY annoyed. Such parents may often feel insecure, especially in the school environment, and unwilling to trust the school, or you as its representative. Sudden Anger People with sudden anger are like thunderstorms on a summer day. They zoom in from nowhere, blast everything in sight, and then vanish. Sometimes its only lightning and thunder, a big show that soon blows away, but can cause damage, occasionally physical, but certainly in terms of the relationship between the teacher and the home, and to the home-school partnership, that will take a long time to repair. Sudden Anger people gain a surge of power. They release all their feelings, so they feel good or relieved: you, on the receiving end, feel battered and emotionally exhausted. These are the people in danger of losing control: they may get physically violent and, at the least, will say and do things they may later regret. Sometimes, all you can do is simply let the anger blow up, and blow over do not attempt to interrupt or respond until the storm has passed, but keep calm, keep still and make it clear that you are listening. It may even be that the best solution is to simply let this parent have his, or her, say, then suggest a return appointment, in the hope that regret has tempered their anger, and allowed reason to surface. Shame-Based Anger People who need a lot of attention or are very sensitive to criticism often develop this style of anger. The slightest criticism sets off their own shame and since they share such close emotional links with their children, any criticism of the child is felt to reflect badly on them. They feel worthless, not good enough and, like any living creature, when they feel backed against a wall, they will come out fighting! When they feel the teacher is ignoring them, like not giving in to their demands to move their child to a different teaching set, they take it as proof that the other person dislikes them as much as they dislike themselves. That makes them really angry, so they lash out; You made me feel awful, so Im going to hurt you back. They get rid of their shame by blaming, criticizing, and ridiculing others. Their anger helps them get revenge against anybody they think shamed them. Such parents need reassurance; they are good people; they are doing their best for their child; thei r child has huge potential that is not yet being realised because of the issue at hand. Deliberate Anger This anger is planned. People who use this anger usually know what they are doing. They arent really overtly emotional, at least not at first. They like controlling others, and the best way theyve discovered to do that is with anger and, sometimes, violence. Power and control are what people gain from deliberate anger. Their goal is to get what they want by threatening or overpowering others. Firmness and fairness are the best responses to this: such individuals have to learn that he who shouts loudest does not always get what he wants, that you as an individual, and the school as an organisation, does not respond to threats and bullying, but decides what is best in the interest of the pupils. Addictive Anger Some people want, or even need, the strong feelings that come with anger. They like the intensity, even if they dont like the trouble their anger causes them. Their anger is much more than a bad habit it provides emotional excitement. It isnt fun, but its powerful. These people look forward to the anger rush, and the emotional high. Anger addicts gain a sense of intensity and emotional power when they explode. They feel alive and full of energy. You, as an individual, are not going to break this addiction alone but nor should you have to tolerate it repeatedly. If every encounter is the same, this problem needs dealing with at a higher level. It may even be that, in the interests of the health and safety of staff, it may not be possible to continue to accommodate such interviews. Moral Anger Some people think they have a right to be angry when others have broken a rule. They view the offenders as bad, evil, wicked, sinful. They have to be scolded, maybe punished. People with this anger style feel outraged about what bad people are doing. They say they have a right to defend their beliefs. They claim moral superiority. They justify their anger as being for the best, in a good cause. They dont feel guilty when they get angry because of this. They often feel superior to others, even in their anger. These people suffer from black-and-white thinking, which means they see the world too simply. They fail to understand people who are different from themselves. They often have rigid ways of thinking and doing things. Another problem with this anger style is crusading attacking every problem or difference of opinion with moral anger when compromise or understanding might be better. For these people, you need to â€Å"prove† that you are operating â€Å"within the rulesâ⠂¬ : it is not your decision, but one dictated by a policy which you have to enforce. They may not like the rule, but should appreciate the evidence that you are applying it consistently! Hate Hate is a hardened anger. It is a nasty anger style that happens when someone decides that at least one other person is totally evil or bad. Forgiving the other person seems impossible. Instead, the hater vows to despise the offender. Hate starts as anger that doesnt get resolved. Then it becomes resentment, and then a true hatred that can go on indefinitely. Haters often think about the ways they can punish the offender and they sometimes act on those ideas. These people feel they are innocent victims. They create a world of enemies to fight, and they attack them with great vigour and enthusiasm. However, this hatred causes serious damage over time. Haters cant let go or get on with life. They become bitter and frustrated and their lives become mean, small and narrow. Golden Rule NEVER trade anger with anger! You do not extinguish a fire by throwing more fuel on it. Whatever anger type you recognise yourself to be, in the context of a meeting with parents; you are the professional cool and collected. Breathe deeply, switch off your more sensitive self, dont take the insults personally and dont respond in kind, trading hurt for hurt, insult for insult. Learning to read the signs à ¢Ã¢â‚¬ Ã¢â€š ¬ a guide to non-verbal communication! As teachers, we are generally adept at recognising the subtle signs that all is not well with the pupils in our care; we need to adapt and enhance these, often subconscious, abilities when assessing the degree of anger, or annoyance, or high emotion, in the parents before us. When people are tense or nervous, there are clear visual signals, long before the volume, or pitch, of their voice increases! Their fists may be clenched, or their hands or feet tapping. Their hands may be interlocked, as if praying, and the apparent pressure between the hands gives an indication of just how tense they may be. Their arms are crossed, but they are gripping their biceps. Look at the parents mouth: upward turns in the corner of the mouth are often positive signs, and downward turns, or flat lines, demonstrate negative behaviour. Are lips pressed together or relaxed and comfortable? When the parent speaks, emotion is betrayed by a high pitch, fast pace or stuttering, long before the voice becomes over-loud, or the language abusive. Parents may repeatedly clear their throats. Their eyes evade you. Be aware of these signs of unease, and respond sympathetically; you may avoid the situation escalating into anger. Be welcoming and placatory: listen attentively to their concerns; nod in acknowledgment of what they are saying; feed back your understanding of what they are saying. Offer a comfortable environment and perhaps a drink and a biscuit. Do not approach over-assertively; if you put such parents on the defensive, they will move quickly from unease to anger. One of the most valuable ways of discovering whether someone is being open and honest is to look for palm displays. When someone begins to open up or be truthful, he will expose all, or part, of his palms to another person. Like most body language, this is a completely unconscious gesture, one that gives you a hunch that the other person is telling the truth. When a child is lying or concealing something, his palms are hidden in his pockets or he adopts an â€Å"arms folded† position, for example, when he tries to explain where he was. One of the tricky things about body language is that we are often unaware of how we are reacting to it. We may, for example, form a negative judgment about someone because she slouches, wont look us in the eye or talks with her hands. Because we are unaware of why we made the judgment, we are unable to filter out our biases about what body language means and what it tells us about an individual. Be aware, also, of what you are communicating through your own body language. Be open, physically. Do not cross your arms across the chest or hold obstructive objects (such as your marks register) protectively between the two of you. Approach parents with a hand outstretched in greeting, make eye contact and smile as if pleased to see them even, or perhaps especially, if you are not! Aggressive body language will only alienate, and probably exacerbate what may already be a tense or confrontational meeting. You need to appear relaxed, with an upright posture, and maintain direct eye contact. Rounded shoulders tend to imply that you are afraid or subservient, although a rigidly upright posture can, by contrast, convey inflexibility think of the regimental sergeant major! Drooping, hunched shoulders have the connotation of carrying a heavy burden, and will not create the impression of someone who is confident in the decisions they have made. Beware of using arms and legs unconsciously as a protective barrier. Be aware of overall position: put simply, we lean towards people we like and lean away from people we dont. Avoid gazing at the floor, one of the cardinal sins of body language: if you avoid looking at people, you avoid connecting with them. It will make the parent feel youre not interested in them or anything theyre saying if you cant even be bothered raising your eyes to fake interest, what hope have they got? or perhaps that you are arrogant its rude not to look at someone who is talking to you or nervous and slightly dodgy avoid looking someone in the eye and they automatically assume youre hiding something. Try not to resort to habitual actions which convey nervousness, such as fiddling with your collar or scratching your neck. You might as well have a neon sign hanging round it that reads My names John/Jane and youre making me feel horribly insecure and/or as nervous as hell. Both gestures are signs of doubt and uncertainty. People pull their clothes away from their necks when theyre in a hot spot, literal or otherwise; this may be how you are feeling, but do you really want to convey the fact so openly? And finally, propping up your face with your hand putting your hand on the side of your face and leaning on it could be sending a clear message, either â€Å"Im so bored and tired, I can hardly hold my head up† or â€Å"Im feeling faintly superior and quite possibly judging you while Im at it.† We simply would not sit like that in front of a boss or someone we respected. Your facial expression needs to be responsive to what the parent is saying. Keep your hands relaxed and your voice confident, measured in volume and pitch. Bear in mind that, when holding a conversation, people use certain head movements to indicate that they have come to the end of a sentence and are waiting for the other persons answer. Lowering of the head may indicate the end of a statement or raising the head the end of a question, and a demand for your response. Look for signs of growing â€Å"congruence†: when we are starting to see another persons point of view, we tend to imitate their body language. When a group is in congruence, the positions of their bodies mimic each other, in some cases like a mirror image: when one member of a congruent group changes his position, everyone does so with him. Congruence within a group usually indicates that all the members are in agreement. If the group has two points of view, the defenders of each opinion will adopt different positions; each subgroup will be congruent within itself, but not congruent with the other subgroup. When interviewing two parents, looking for congruent movements may help you to establish who is the dominant partner, and it may not necessarily be the one who first begins to speak: they may be holding the â€Å"big guns† in reserve, to catch out the unwary teacher, who is beginning to think that he, or she, is winning the argument. Manage the situation by trying to bring the â€Å"silent partner† into the discussion at a point that suits you â€Å"What do you feel has happened, Mr Smith?† When those on the â€Å"other side† of the discussion begin to mirror your movements, you know that they are getting on side, and listening to what you have to say. To try to break the tension at the beginning of the interview, to increase a persons comfort when they are closed-off, utilize mirroring; observe the parents behaviour and then, in a subtle way, act the same way they are acting. If their arms are crossed over, sit back, relax a little, and then begin to cro ss your arms. The Managed Meeting The majority of times we have an interview with parents, we are well aware that the meeting will take place. There is, of course, the annual Parents Consultation Evening, or you may have sent a letter home about a disciplinary related incident, for example, that you can confidently predict will elicit a response from home and even, perhaps, that it is likely to be an emotional, or even heated, exchange. There are also social events, a â€Å"Celebration Assembly† perhaps to which parents have been invited, which might also prompt some to request a few words with you in private regarding a long running issue. And, sometimes, the meeting has been suggested by you, effectively a summons to the parents to attend a meeting of crucial importance to the youngster, for example, if there has been cause for a temporary exclusion or a permanent exclusion is on the horizon. Whenever you have the opportunity to â€Å"manage† such meetings, make the most of the opportunity to ensure a good outcome for all parties, and the minimum of stress for yourself. It is, perhaps, worth emphasising that most encounters with parents are perfectly amicable, or may be emotional for them, although not in any way expressed in angry exchanges. It would be a mistake to always assume the worst; your own tension will be conveyed to parents and might be the â€Å"last straw† that tips them over the edge! a) Fixing a Date When a parent requests a meeting in advance, or if you are issuing the summons, think carefully about the timing. Allow enough time to prepare effectively a few days at least. When confirming the time and date, if you are not really sure why the meeting is being requested, politely enquire as to the general topic. Pick a time which you can â€Å"manage† i.e. that will have a definite start time and a definite finish: meetings during the school day are often better from this point of view, since parents will anticipate that you will have classes to teach at some point! However, it is also often the time least favoured by parents, who may work during the day or have other commitments, for example younger children to make arrangements for. If the meeting must be at the end of the school day, make sure that you have established with the parents how long the meeting will last, and inform a reliable colleague, whose job it will be to bring the meeting to an end by â€Å"interrupting†: this could be a teaching colleague, a member of non-teaching staff, even a cleaner or caretaker, reminding you that the room needs to be cleared. Emotionally charged meetings have a tendency to become circular, the tension rising and falling, and can, if you dont manage them, carry on for disproportionately long times, and they are no more effective than a short, sharp, focussed meeting in bringing about a satisfactory outcome. When you have fixed the date and time, make sure that it has been entered into the school calendar. Book a suitable room, if available. Inform the appropriate line manager which parents you are meeting and why curriculum leader, pastoral team leader, senior management. Informing the SEN coordinator would also be appropriate for certain pupils. Make sure that the reception staff know, and will be ready to greet the parents warmly. Make it clear to all how long you are scheduling the meeting for, and make sure that there will be some support for you, should matters become heated or should the meeting drag on interminably and have an â€Å"exit plan† agreed to address these possible scenarios. Use the interim time wisely to gather as much information as you can. Check school records for any information from previous meetings, perhaps with other members of staff: ask colleagues for any tips or pieces of information, about family circumstances perhaps, that you might not previously have been privy to. Do not forget support staff and those in reception, for example, who may have had cause to speak to these parents before. Use â€Å"local knowledge†: many support staff live locally and may know these parents in an entirely different social setting, as neighbours perhaps, and may also have useful information to add. Dont forget the child who is the stimulus for the discussion but beware of appearing to pump for information! Always remember that the child has his, or her, own agenda, and you never know what the little dear has been saying at home that may potentially have already inflamed an otherwise perfectly amicable meeting. Gather together the â€Å"evidence† you may have relating to the meeting examples of class work, attendance records, records of missed homeworks and some comparative information (no names of course) with other class members, photocopies of graffiti, photographs of damage whatever supports the issues you need to put across. Have copies available of relevant policy documents, or previous written correspondence, and a clear note of when, and how, such communications have been conveyed. Make sure that you have carefully read records of any previous correspondence, whether on the matter in question or another: incidents which may appear to you to be unrelated, to parents desperate for a reason to excuse their childs behaviour may seem to provide evidence of a â€Å"conspiracy† at least if they bring something up, you will know roughly what they are referring to! The watchword for your preparation should be â€Å"Forewarned is forearmed!† b) Managing the Environment How we guard our personal space boundaries, and how we enter into the others personal space, is integrally connected with the way we relate with other people. It is important for people to have their ‘own space, and how you manage the space in the meeting room will establish the relationship between you and the parent, and possibly the emotional tone that the meeting will take. Make sure that you have established a â€Å"space† for yourself that you are comfortable with, in terms of the distance between you and the parents, and your relative positions. If the meeting is taking place in your â€Å"teaching space†, this is, in one sense, a kind of temporary home territory for you, perhaps marked by personal belongings, and one in which you may feel comfortable. Conversely, you may see this as a potential battleground, or a territory you want to protect, and feel happier in a more formal meeting room. Each school will, in addition, have its own established practices which may dictate the venue. Arrange the chairs in the interview room before the parents arrive, giving thought to the atmosphere you want to establish, as well as more practical issues. A desk between you and them may feel â€Å"safe† and protective, but also conveys that you feel in need of protection, and creates a barrier between you, enforcing an â€Å"us and them† mentality. The room layout should reflect the home school partnership in action. If you want to have the comfort of a desk, or simply need one on which to gather your evidence, consider having the parents sitting at right angles to you, rather than directly across the desk. Think about the position of chairs, and who will sit where, relative to the doorway in the worst possible scenario, you want to be sure that YOU are the one closest to the door and can leave before they do! This may be to seek help or support from elsewhere, to remove yourself from a highly charged atmosphere and allow â€Å"calm down† time, or to bring a meeting to an end when it has gone way beyond sensible limits, despite your best efforts. In these circumstances, always make sure that you h

Supervisors and Managers Responsibilities Essay -- Organizational Stru

Many organizations and establishments have philosophies in how an organization is to be functioning and which positions are necessary to execute the plan. One of the crucial positions that make the establishment function is that of a Supervisor. The term supervisor is a word with Latin roots which means â€Å"to look over,† however, a supervisor is viewed as a person who is an immediate overseer to an employee at a workplace. The supervisor is the person an employee would directly report to for any work related situation. A supervisor plays an essential part of the management team that gives an organization purpose and leadership by being responsible for employees’ progress and productivity (Bittel & Newstrom, 1992). Supervisors and Managers share some similarities in that they oversee people however they have clear differences that can distinguish one from the other. Managers are usually occupied in four areas which include: planning, organizing, leading and coordinating activities for the organization. Like supervisors, managers give an organization purpose and leadership however their responsibilities are traditionally greater than that of a supervisor by executing responsibilities such as identifying goals, objectives, methods, resources needed to carry out methods, responsibilities and dates for completion of tasks (McNamara, 2010). Managers are considered to be the organizational group above supervisors and have supervisors carry out their mandates and have the goals reach out to the staff through the supervisors. Supervisors carry out many activities in order to keep their portion of the organization functioning. Supervisors are responsible for their direct reports' progress and productivity in the organization. Sup... ...s the chance for biased pay scales. A second use for a job description is to serve as a reference when the employee is due for a performance appraisal (McNamara, 2010). A rater can reference the job description if an employee feels that he or she did not think that a certain task that was asked of them was part of the job description. An employee should be familiar with the job description as well as the performance appraisal procedures before being evaluated. A rater can always reference the job description for the basis of a review and an employee can reference the job description if they feel as though they are being rated unfairly (McNamara, 2010). Both are vital as the job description allows for the employee to understand what is expected of him or her and the performance review states whether the worker fulfilled those expectations asked of him or her.

Patients with Life-Altering Illnesses Essay -- Nursing, Health Care

Communicating with someone who has a life-altering illness is not an easy task. A person needs to have compassion, patience, and listening skills. I have seen firsthand how a caring healthcare provider and having an attitude of optimism can prolong a person’s life. Illness can be characterized as acute, chronic, and life-altering (Tamparo). Acute is when a patient experiences severe symptoms for a short amount of time. Acute illnesses are not life-altering unless they are not treated. If left untreated, it may then lead into a chronic illness. A chronic illness is when the symptoms go on for a long period of time. Some examples are: arthritis, multiple sclerosis, emphysema, and chronic obstructive pulmonary disease. Chronic illnesses may then progress to a life-threatening illness. Some examples are: HIV/AIDS, cancer, heart disease and diabetes. This stage is when death is inevitable. More than forty-five percent of Americans are living with a chronic illness which affects their daily activities (Consortium). It not only affects the patient but family members as well. A few of the healthcare problems that are common with a life-altering illness are stress, trust issues with the healthcare system and family, depression, and end of life decision making. Having a good support system is so important to these patients so, keeping the communication open between the physician and patient will help tremendously. It will relieve some of the frustration that accompanies the illness. Some of the biggest obstacles patients with a life-altering illness deal with are: (1) The stigma of the disease (2) Lack of adequate family support (3) The impact of the disease on themselves and their family (4) Lack of adequate resources (Rober... ...ongress Briefed on the Self Management of Chronic Illness." (2011): 1-5. Consortium of Social Science Associations (COSSA). 2011. Web. 17 June 2011. Farber, MD, Neil J., Susan Y. Urban, MD, Virginia U. Collier, MD, Joan Weiner, PHD, Ronald G. Polite, Elizabeth B. Davis, PHD, and E. Gill Boyer â€Å"The Good News About Giving Bad News to Patients.† Dec. 2002. Groopman, Jerome E. The Anatomy of Hope: How People Prevail in the Face of Illness. New York: Random House, 2004. Print. Kowalczyk, Liz, ed. "Learning the Patient's View." 20 Mar. 2006. Web. 17 June 2011. Roberts, Cleora S., Cindy Severinsen, Chuck Kuehn, Drew Straker, and C. Joy Fritz. "Obstacles to Effective Case Management with AIDS Patients The Clinician's Perspective." Web. 17 June 2011. Tamparo, C., and W. Lindh. Therapeutic Communication for Healthcare. Clifton Park: Delmar Cenage Learning, 2007. Print.

Upholding Shakers Traditions :: essays research papers

Traditions Upheld The Shakers are universally admired for their architecture and handcrafts. Shakers believed that they served God by approaching every task with care. This care resulted in a distinctive Shaker style of architecture, furniture and decorative arts characterized by traditional Shaker values of simplicity, utility and fine craftsmanship. The Shaker sense of order and neatness is reflected in the clean lines and lack of ornamentation of their designs. Shakers were pioneers of the principles of form and function advocated later by architects and designers. The Shakers, or United Society of Believers in Christ’s Second Appearing, are the most enduring and successful of the many communitarian societies established in America in the 18th and 19th centuries. The first Shakers, led by Ann Lee, came to America from Manchester, England, in 1774 seeking a place to freely practice their religious beliefs. Near Albany, New York, they established the foundation for a unique sect which has endured for more than 220 years. The early Shakers traveled through New England and New York, attracting converts who were impressed by the kind of personal, spiritual relationship with God preached by Ann Lee. Converts gathered into communities, bound by their shared faith and a commitment to common property, celibacy, confession of sins, equality of men and women, isolation and separation from the world. By the 1830s nineteen Shaker communities had been established in New York, Massachusetts, Connecticut, New Hampshire, Maine, Ohio, Kentucky and Indian a. Shakerism reached its peak in the mid-1800s, with an estimated five thousand members. There are still a few Shakers around today. The village that was most discussed by Susan Jackson Keig was in Pleasantville Kentucky. She discussed the Shakers singular way of life and their very detailed lives. There were four villages in Ohio, two in Kentucky and one in Indiana. There were nineteen major Shaker villages. These people new the secrets to live they seemed to live longer and be in better health. The Shakers were caring people they would take in orphans and all sorts of people, they did not discriminate against who was allowed in their village. Susan Jackson Keig showed a medley of beautiful pictures that can not be found any where else. I really enjoyed her presentation. Upholding Shakers Traditions :: essays research papers Traditions Upheld The Shakers are universally admired for their architecture and handcrafts. Shakers believed that they served God by approaching every task with care. This care resulted in a distinctive Shaker style of architecture, furniture and decorative arts characterized by traditional Shaker values of simplicity, utility and fine craftsmanship. The Shaker sense of order and neatness is reflected in the clean lines and lack of ornamentation of their designs. Shakers were pioneers of the principles of form and function advocated later by architects and designers. The Shakers, or United Society of Believers in Christ’s Second Appearing, are the most enduring and successful of the many communitarian societies established in America in the 18th and 19th centuries. The first Shakers, led by Ann Lee, came to America from Manchester, England, in 1774 seeking a place to freely practice their religious beliefs. Near Albany, New York, they established the foundation for a unique sect which has endured for more than 220 years. The early Shakers traveled through New England and New York, attracting converts who were impressed by the kind of personal, spiritual relationship with God preached by Ann Lee. Converts gathered into communities, bound by their shared faith and a commitment to common property, celibacy, confession of sins, equality of men and women, isolation and separation from the world. By the 1830s nineteen Shaker communities had been established in New York, Massachusetts, Connecticut, New Hampshire, Maine, Ohio, Kentucky and Indian a. Shakerism reached its peak in the mid-1800s, with an estimated five thousand members. There are still a few Shakers around today. The village that was most discussed by Susan Jackson Keig was in Pleasantville Kentucky. She discussed the Shakers singular way of life and their very detailed lives. There were four villages in Ohio, two in Kentucky and one in Indiana. There were nineteen major Shaker villages. These people new the secrets to live they seemed to live longer and be in better health. The Shakers were caring people they would take in orphans and all sorts of people, they did not discriminate against who was allowed in their village. Susan Jackson Keig showed a medley of beautiful pictures that can not be found any where else. I really enjoyed her presentation.

Epic of Gilgamesh and Hero Essay

People have been attempting to define the word â€Å"hero† for as long has man has existed on this planet. To define a hero one must first appreciate that there are many different types of hero’s. For example, a hero could be an epic hero such as King Gilgamesh, in The Epic of Gilgamesh, or a hero may a simple individual that serves his/her country or even a school teacher that devotes his/her life to the development of the youth. Hero’s come and hero’s go. Some hero’s even lose â€Å"hero status† over time; Adolf Hitler and Osama bin Laden were hero’s to followers during their lifetime. Hero’s come in many forms, a hero can be someone we look up to (father, mother, teacher). They can be a unique character passed down for thousands of years such as Odysseus, in The Odyssey. They can be someone we’ve never interacted with or someone by our side every day. They might be brave, courageous, truthful or dishonest. A hero could be male or female, black or white. A hero may be someone that simply affected a life in a positive way. One thing hero’s all have in common is that they provide drive and purpose for those the believe in them, they help some focus on dreams and they might provide a path when no path exists. In this paper will be defining a hero and the qualities an epic hero has with my definition. I will be using epic hero’s in, The Epic of Gilgamesh and The Odyssey to help shape my explanation. As noted before, there is no easy way to define what a hero truly is, as hero’s are often defined in the eyes of the beholder. Being a king or someone of status alone does not make a hero; nor does intellect, strength, or bravery. In short, a hero (as well as an epic hero) connect multiple heroic qualities . The Epic of Gilgamesh accurately defines this definition of a hero as he has numerous heroic traits. Gilgamesh is portrayed as a true hero through his abilities, intelligence, willingness to die for his quest, admiration, and his human qualities. We see examples of all of these attributes throughout this quest; starting with the introduction of Gilgamesh in The Epic of Gilgamesh; â€Å"He knew the ways, was wise in all things† (1.4). From the start one is awed and intrigued with this character as being â€Å"wise† and knowing the â€Å"ways†, these are attributes often associated with many people’s view/definition of a hero. Reverting back to the (hero) teacher analogy; as a child most of us had a teacher that we believed knew everything there was to know. We looked up to that person to answer any question we might have. We were young and impressible, not unlike the armies that followed Gilgamesh, but that alone did not make him a hero. A hero of today, like an â€Å"epic† hero, must also have abilities that appear super human. Hero’s can do things that others cant or wont attempt. The epic hero Gilgamesh had this trait as well, as noted in The Epic of Gilgamesh, â€Å"opening passes in the mountains, Digging wells at the highlands’ verge, Traversing the ocean, the vast sea, to the suns rising,† (1.39-41). It is this final line that one can compare a hero of today to an â€Å"epic† hero from long ago. In today’s war time climate members of the military are often portrayed as hero’s. These individuals â€Å"traverse the ocean† on a quest of their own. They leave family members behind, they face life and death, and like Gilgamesh, are often changed forever by the loss of a close friend. The comparisons of a hero today and the epic hero Gilgamesh continue. A hero utterly believes in what he/she is doing and is willing to die for that cause. Gilgamesh, like a public servant (policemen, firemen) of today is willing to die for a cause that is greater than himself. We again see an example of this in The Epic of Gilgamesh, â€Å"Your heart should be urging you to battle. Forget about death, He who marches first, protects himself,† (IV. 182-184). I compare these lines to the first responders of 9-11. These brave men and women, with no regard for their own safety, â€Å"marched† into burning buildings with the sole purpose of protecting others. They were on a quest of their own, and just like Gilgamesh, ignoring the dangers of the beast Humbaba, first responders of 9-11 ignored the fact the buildings were doomed. Responders of 9-11 followed their hearts into a battle of another kind altogether. Gilgamesh is not the only epic hero that shares attributes of the modern day hero. Odysseus in Homers The Odyssey, shared some of the qualities used to define a hero’s of today as well. Odysseus might not have the super human vigor, endurance, and powers as written about Gilgamesh, but Odysseus was a courageous and knowledgeable warrior as well a master strategist and athlete. His persistence was unmatched as Odysseus schemed, lied, cheated, and talked his way out of trouble for over ten years in his quest to return home. We know Odysseus was a master strategist by the skillful design and deception that his Trojan Horse played in the Trojan war. This sly act, which became Odysseus’ trademark, was born from Odysseus’ clever imagination. I compare this with a modern day hero, the late General Norman Schwarzkopf, who used deception and propaganda into fooling the Iraqi army into thinking the United States would be invading from the sea, forcing Saddam Hussein to move large numbers of his forces to protect southern Iraq (Connelly 2012). Right, wrong, or indifferent, many people today view professional athletes as hero’s. While I personally believe professional athletes to be role models and not hero’s, I also feel that an athlete can be a hero as long as his/her off field actions communicative heroic traits. Odysseus was a world class athlete but did not need to boast about it. He only showcased his skill after being challenged and provoked by Euryalus. Homer writes of Odysseus athletic capability in The Odyssey, â€Å"He jumped up, cloak still on, and grabbed a discus, Larger than the others†¦As the discus zoomed overhead and finally landed, Far beyond the other marks†¦Ã¢â‚¬  (VIII.205-213). Odysseus would never perform feats so bold unless it suited his purpose or cause. Unlike athletes of today, Odysseus was not one to brag, or show off in away; again as written in The Odyssey, â€Å"†¦I am not like The immortals, either in build or looks. I am completely human†¦Ã¢â‚¬  (VII. 221-223) This â€Å"quiet professional† trait is something the modern day athlete â€Å"hero† should be taught to emulate. Epic hero’s as well as modern day hero’s must take risks for a greater purpose. Odysseus was a risk taker in every sense of the word. A power example of this is during Odysseus encounter with Cyclops in Book Nine of The Odyssey, Homer writes , â€Å"We got to the cave quickly. he was out, Tending his flocks in the rich pastureland.† (IX.207-208). Odysseus risked everything by going into that cave. In his mind the risk was better than the alternative. His men needed food and taking the risk was worth the likelihood in confronting Cyclops. This event reminds me of a modern day hero named Chesley Sullenberger. This hero saved the lives of 155 people by landing a fully loaded, disabled plane into the Hudson river (Bomkamp 2010). Sullenberger was willing to take a risk for the greater good, and like the epic hero Odysseus, saved lives because he was willing to give his own life for a chance at saving his passengers. In conclusion, the definition of a hero will be different for everybody. Hero’s can be your wife, a friend, a teacher, or a fireman that chooses to walk into a building with total disregard for his/her own safety. Epic hero’s from a thousand years ago had many of the same characteristics that still define hero’s of today. We see examples of this in the text; whether that is the god like qualities as written of Gilgamesh in The Epic of Gilgamesh, â€Å"Surpassing all kings, for his stature renowned,† (I. 30), or the cunning and intelligent protector of his men Odysseus, as described by Homer in The Odyssey , â€Å"All right, Eurylochus, you stay here by the ship†¦.I’m going, though. We’re in a really tight spot.† (X. 291-293). In the end, epic hero’s of the past and hero’s of today all share the quality that everyone of us has; in the end they have human qualities. Hero’s battle emotions, hero’s change over time, and all hero’s are on a quest of some sort. A quest can be as simple as finishing a college education , completing a marathon, or attending a AA meeting. A Quest can be as challenging as battling the fierce monster Humbaba, or traveling ten years to return to a loved one. Everyone has the potential to be a hero, it just depends on the definition that is being used.

Economics and Prostitution Essay

Introduction: The word â€Å"prostitution† has always confused the minds of people for years. Constant attempts to solve this existing problem have not really given any positive results. For some time the problem was obviously ignored by the government as if it completely did not know what to do with it. In the beginning of the XXI century a prostitute has become one of the most ordinary goods that the market can offer. It is also necessary to mention that the demand on prostitution is constantly growing due to several factors worth of separate analysis. Prostitution has always been â€Å"covered† from the eyes of citizens as is has always been unacceptable. Nevertheless, the problem does not disappear and in fact it becomes even more â€Å"sharp† with time. Of course it is easier to pretend like there is no enormous amount of women and men that have no other way to survive but offering sexual services. Basically, the Law of Canada has not done anything good enough to solve the problem in any way, except causing vagueness in the understanding  of what is legal and illegal in terms of sexual services. Prostitution has a lot to do with the economy, as it is not only its â€Å"dark† side but also the potential legal income, which is always needed so much. So what is prostitution? Does it need economical stimulation or should it be completely prohibited or ignored? And should the economical approach be used to prostitution at all? Prostitution is not and will never be a standard job and this is something that is to be never forgotten. 2. Choosing prostitution as a â€Å"career† opportunity? Read more: Reasons for Prostitution The most horrifying thing about prostitution is that it has become not just a way to make money for starving and homeless people but also a â€Å"career† opportunity for the young generation. Why do our children have to grow up with the notion that prostitution is a source of getting money and surviving in this world? The contemporary world lives under certain regularities. A man has to get a job that will provide him or her with a sufficient amount of money in order to maintain a normal living. So if a person does not have enough knowledge to get this or that job he or she always has another opportunity – to prostitute himself or herself. Prostitution as a primitive was of making money; it is a problem that prevents the society from its perfection and development. Prostitution is obviously a negative phenomenon, demoralizing the society but is has actually become a â€Å"job† for many men and women and this fact cannot remain unnoticed. 2.a. Definition of prosti tution Prostitution does exist and it an unchallengeable fact. It existed since ancient times in different countries, with different social-political statuses. A prostitute is a person who provides sexual services in exchange for money. In other words it is a person who offers sex and gets paid for it. Nevertheless, none of the people providing this type of services are performing a business activity. It is usually believed that prostitutes are women; nevertheless men play an important part in prostitution as an object of high demand, too. Anyhow it is very hard to give a definition to prostitution as a profession, because prostitutes do not pay taxes and do not receive any pension while on retirement. Prostitution is not illegal in Canada and this fact puts it in a very uncertain position in terms of possible â€Å"career opportunities† for the young generation. It is legal to  sell services but it is illegal to buy them – this statement makes many people bewildered. One th ing is certain for sure: prostitution – is an act of selling a person’s body for further sexual services for material compensation. 2.b. Danger of the oldest profession Choosing prostitution as a profession is not rational. Yes, it does bring income and the demand is always high. But what will a prostitute remain with at the threshold of the pension age? This is one of the reasons that many people such as the criminologist Dr. John Lowman argue in favor of its legalization1. Prostitution is considered as a potential source of renewing the budget of Canada. But there are also other reasons for not becoming a prostitute except the tax-pension side of the issue. Many of the prostitutes simply disappear and often become the victims of violence. According to the statistics â€Å"90 percent had been physically assaulted in prostitution and 78 percent had been raped in prostitution†2. Prostitutes do not get the protection the representatives of standard professions do. They can also be the cause of spreading of venereal diseases due to the fact of absence of a proper medical checkup. This â€Å"dangers† put prostitution in the position of the â€Å"risk zone† occupation. No one will argue that choosing an occupation with high risks is not rational at all. 3. Economical approach to prostitution Prostitution is legal in Canada. But it is only formally, because â€Å"pimping and operating or being found in or working in a â€Å"bawdy house† (every place where one or more prostitutes regularly work or where â€Å"indecent acts† are performed) are not†3. Criminal Code sections 210 and 211 forbid â€Å"Bawdy houses† and section 212 foresees responsibility for living on the avails of the prostitution of a person. How should the economical approach be applied to prostitution? Canada’s Justice has put prostitution in a position where is has to be done in certain places without any publicity or in other words it has to respect the moral abutments of the society. If prostitution is to be viewed as a type of â€Å"profession† than it is put on the same level with other taxpayers such as teachers, lawyers and many others. The application of the economical approach means that prostitution has to have a legal status. SO this makes us view prostit ution as a business. A business  activity is an independent activity directed to a systematic income arrival from property use, selling goods, work execution or rendering services registered and stated by Law. So prostitution is a systematic income obtained from rendering a service. Prostitution gets the possibility to exist illegally from the gaps in the Law and the Canadian Law with its semi-legalization does not make it easier to define the status of prostitution in the country. If prostitution is legal than prostitutes have to be 18 years old and have the right to medical and social security. At the same time they have to pay the monthly income tax, which will make the profession less profitable, then it is now. 3.a. Prostitution and economy. The existance of prostitution in Canada still can be explained form the point of the economic approach for Canada has a market-based economy. According to the economic approach both of the sides have to be in profit. Demand gives birth to supply and in this terms prostitution is just the reaction of the high demand of sexual services. So it is about the morality of the society in the first place. Third parties should be completely eliminated from this â€Å"deal†. These third parties, known as â€Å"pimps† or even sex-firms are the ones to be persecuted. Sex-workers have become an integral part of Canada’s society and they even form alliances such as the Sex Worker’s Alliance of Vancouver. The amount of money obtained from prostitution is enormous, so therefore the budget is left without any additional financing. There are only two ways out –either to completely legalize it eliminating street prostitution or to completely forbid it. Prostitution has increased in the last years in Canada. This has a lot to do with the sex-tourists arriving to Canada searching for sexual services. This means that Canada is getting foreign â€Å"deposits† that go to â€Å"nowhere†. Conclusion: Prostitution can be found in Canada’s every corner and especially in its main cities4. Its existance is conditioned by many factors. Canada is offering licensed sex but for some reason the gaps in the law enforcements are so big that it is completely impossible to notice them. In many cases prostitution is the only option of a person and the reaction of the government should not be through the legalization of this option but in the creation of other options of decent money making. The economic approach explains the existance of prostitution because any country is a big market place and is interested in  profit in the first place and Canada in not an exception. â€Å"The communicating law† is not effective anymore. Prostitution needs to be analyzed from every single side and needs a new conception of functioning if functioning at all. The economic approach app lication does not imply that the profit is made on the degradation of the society. And it is obvious that if the sex-workers had education, a place to work and a decent salary they would never have found themselves on the panel and could be their labor would have brought a bigger income for the budget. Canada needs to change the economic approach to the human approach and study everything concerning the prostitution for new.

Management and Lego Media Int Essay

MATSUSHITA ELECTRIC 1. Describe the organizational culture at Matsushita Electric Company (MEC). In what ways has it historically been innovative? Give examples (at least two). 2. a) Describe MEC’s journey into internationalization. b) Where would you classify them now in terms of their phase of int’l development? c) And how would you classify their managerial mindset (parochial? Ethnocentric? Geocentric?)? Give historical examples (& contrast w/r/t the company’s tenets of globalization) to support your answers (to each of a,b,c above). 3. As of the late 1990’s (post KM’s death), how well has corporate management succeeded in propagating KM’s approach to innovation beyond the Japanese culture? Give specific examples of successes and/or challenges. Q4. What is needed to improve cross-cultural management within MEC? CASE TWO LEGO What are LEGO’s values and corporate identity? How did these develop over time (prior to LEGO Media Int’l)? How did Lego’s organizational structures & policies permit int’l alignment AND explicitly reflect the company’s belief in equifinality? How did LEGO actively reduce barriers to communication? Give examples of some of their internal communication practices & indicate which communication barriers these practices helped to reduce. Describe the organizational culture @ UK Lego (Lego media Int’l). What is the evidence that it, too, believed in equifinality? When you compare it to the corporate LEGO identity, would you say that this (UK Lego culture) is an example of Corporate (Danish) LEGO’s cultural dominance? Cultural avoidance? Cultural accommodation? Cultural Compromise? Or Cultural Synergy? Explain why it represents the form of c/c conflict resolution that you’ve said it does. CSE THREE NOVO NORDISK What problems/challenges did NN face prior to facilitation? Describe how the facilitating team was created (nature of its diversity/homogeneity, and how people were selected into it). Was this consistent with the â€Å"best practices† for creation of multicultural teams? Explain. What was/were the objective(s) of the facilitation endeavour? Was it a routine or innovative task? Describe the process by which the NN facilitation team managed cultural differences _(BETWEEN THE MEMBERS OF THE TEAM AND THE UNIT/PROCESS GROUP THEY WERE FACILITATING)_ . Give specific examples to illustrate their methods of differentiation, integration, and their use of external feedback. What’s the evidence that the facilitation team succeeded? Explain in terms of both task outcomes (alignment to corporate goals) & social outcomes (emergent states of mutual trust, collective identity, and confidence in the facilitating team’s ability to achieve its task). Can C/C Management via the NN style of facilitation be a way of accomplishing alignment in other (non-Danish) MNCs? Why/why not? CASE FOUR SULZER INFRA What problems was Sulzer Infra facing prior to creating its new vision? Were these well-structured or ill-structured problems (Explain)? How did it come to recognize these as problems? What was the new Vision about? & What challenge did it present? How did the Vision/Strategy 2002 program & Sulzer Infra Academy set about trying to meet those objectives? Specifically, (a) who was involved ? (b) what were the 4 major elements of knowledge acquisition that were intended? And (c) What was the main focus of each of the 3 days? What was the intended function of the arts component of the program? What were the intended functions of the†P-teams† & the â€Å"Know-How ring†? In what ways were they meant to cooperate? Throughout the program, what helped to bridge c/c differences and which c/c issues remained a challenge? From the perspectives of the UK & Dutch offices, to what extent were knowledge management objectives (e.g., dissemination & utilization goals) achieved by the program? Based on these views, how could Sulzer Infra have improved their program? CASE FIVE PURIFYING AN IMAGE What responsibilities do organizations have to customers who rely on a line of products, one of which has exhibited a fatal, but potentially solvable, defect? Did Baxter accept responsibility for the deaths too quickly? How personally responsible is a CEO for a localized product-liability issue? Was Baxter ethically obligated to close Romney Plant? Could Baxter have ethically attempted to shift blame for the dialyzer defects to 3M or to the organization that owned the Romney Plant a few months before the crisis? What ethical responsibility did Baxter owe to the employees at the Romney Plant that it closed in the wake of the Dialyzer crisis?

Development of optical nanoelectronics Essay

Nanotechnology has become more advanced in recent years. This made possible the development of optical nanoelectronics. Optical nanocircuits have been the focus of recent researches because of its superior advantages over the existing electronic circuits. They offer high-speed transmission of data, high bandwidth, and even miniaturization of circuit elements. But optical nanocircuits, operating in the optical frequencies, are not solely based on the existing circuit theory that has been the foundation of the existing Microwave circuits. Theory of Electromagnetics must be deeply analyzed and extended to understand how optical nanocircuits work. In microwave circuits, resistors, inductors and capacitors can be modeled using lumped elements. The changes in electromagnetic field inside the electronic components are quasi-static in nature. This idea also holds true for optical nanocircuits. In order to preserve the quasi-static nature of the elements, the dimensions of the components need to be tinier than the wavelength. This has been possible because of the advancement of nanotechnologies. But the problem in the optical frequencies is the behavior and response of the metallic and non-metallic components. At optical frequencies, metals tend to show plasmonic resonance, which causes the permittivity of the material to have a negative real part. Since metals don’t show the property of conduction at optical frequencies, Conduction current is not the main current flowing thru the metal. Displacement current is dominant current flowing thru the metals at optical frequencies. This displacement current is greatly affected by the permittivity of the material used. The characteristics of the permittivity of the material determine whether the material acts as a nanoinductor, a nanocapacitor, or a nanoresistor. If the real part of the permittivity of the material is positive, the material acts as a nanocapacitor. On the other hand, if the real part is negative, it acts as a nanoinductor. Materials have nanoresistance when the imaginary part of the permittivity of the material is not equal to zero. These nanoelements can also be used to realized nanofilters. Existing ideas using resistors, inductors, and capacitors to create lowpass, highpass, and bandpass filters can also be used to create nanofilters. Depending on the connections of the nanoelements, nanofilters can be constructed. Nanoinductors, nanocapacitors and nanoresistors can be connected in either series or parallel to produce the necessary nanofilter. A sample of optical nanocircuit is shown in the image below. Figure 1. Realization of optical nanocircuit. (Engheta, Science 2007. ) References: Alu, A. , Salandrino, A. , & Engheta, N. Parallel, Series, and Intermediate Interconnections of Optical Nanocircuit Elements, Part 2: Nanocircuit and Physical Interpretation. Universtiy of Pennsylvania, Philadelphia, PA, USA. Retrieved November 15, 2008 from http://arxiv.org/pdf/0707. 1003. pdf Engheta, N. , SAlandrino, A. , & Alu, A. (2004). Circuit Elements at Optical Frequencies : Nano-inductors, Nano-capacitors, and Nano-resistors. Universtiy of Pennsylvania, Philadelphia, PA, USA. Retrieved November 15, 2008 from http://arxiv. org/pdf/cond-mat/0411463. pdf Engheta, N. (2007). Circuits with Light at Nanoscales: Optical Nanocircuits Inspired by Metamaterials. Science. Shivanand, S. V. (2008). Optical Nanocircuits. Purdue University, Indiana, USA. Retrieved November 15, 2008 from http://cobweb. ecn. purdue. edu/~ece695s/Lectures/Lecture_20. pdf

Case study Example | Topics and Well Written Essays - 1000 words - 8

Case Study Example hough in relation to our corporate ethics, I believe in following the chain of command and have to report to my immediate supervisor, which in this case is you. There is no need for urgency in rushing through this contract, and selling a sub-standard product to a client. I was of the opinion that if final touches was done on this wonderful product, it would give us better business, and more clients would be willing to get into contract with us. Another reason for my hesitation is the client we are getting into an agreement with. Eastern Wisconsin University is a regional university. Yet for such a product, that causes so much excitement to our engineers, and of course, the impact it would have on the market, a major institution would not shy from it in whatsoever manner. From the data, I gathered that testing was actually done in the lab under approximated temperatures. The tests talk about temperatures below 10 degrees Fahrenheit of freezing point or slightly below zero, but nothing under 10 degrees below zero is mentioned. In our country, temperatures fall up to 50 degrees below freezing point, although rare, such information would have been helpful in proving the credibility of our product. Being a writer, engineering features and workability of â€Å"Hot Spot† could have been explained to me to shed some more light into what it is all about, to have a vivid picture as I write. The only understanding I have on the product is that it consist of premade plate fitted underneath with low wattage circuitry that run and mate with existing sidewalk. It would be fair enough for us to disclose a few features of regarding our product and its workability to the client. After my lunch break, I received two memos that clarify the status of â€Å"Hot Blocks.† A memo from Mr. Robert to Bob states that after testing â€Å"Hot Blocks† under temperatures between 32 and 50 degrees Fahrenheit, it gave perfect results of the function of melting snow both in rapid runoff and of

Management, Leadership and Skills - Planning and Control Assignment

Management, Leadership and Skills - Planning and Control - Assignment Example Project management is incomplete without a good leader and project staff. These people combine their skills with technology and communication infrastructure to achieve project goals. However, increasing global competition has created multiple problems for project managers. Some of these problems include changes in goals, breakdowns in communication, unrealistic schedules, improper planning, ambiguity in goals, non-motivated and uncommitted workforce etc. In this fast-paced environment, it is therefore important to have good project managers who can overcome such issues. Project management is an integral part of the business entities now and organizations need strong project managers to lead various projects. The effectiveness of projects depends on the quality of management which is achieved by the hard work of people. In the field of project management, the workers and the staff associated with the project play an integral role in making it a success or a failure. In this research paper, project management has been discussed with in-depth details. Moreover, the role of project leaders and the impact of their leadership style on the motivation of people has also been analyzed critically. Theories related to leadership and motivation would add more value to the topic and make it more credible. Furthermore, the impact of good infrastructure in terms of smooth communication between project leaders and the project staff would also be studied deeply. The role and characteristics of project leaders heavily influence project management. According to Riaz et. al, literature has usually ignored the impact of project manager’s leadership capabilities on the success of projects as one of the most significant success factors. The authors have argued that project manager’s effective leadership style is vital for the success of projects.