The Effects Of Emotion On Human Beings - 1368 Words

At the beginning when asked what it means to be human I believed that to be human you had to meet some requirements. For someone to fall under the category of being human they had the ability to believe in a greater power. Also a person being able to live out their faith in any way they would like to allows them to be labeled as human. The biological make up of a human also was another requirement that was needed to be met to be labeled as human. Having a heart, brain, skin, hair, and all the other biological features were something unique to the human category. Emotion is another theorem of why humans are human beings. Emotions control how we act some lead to mistakes other leads to great success. Mistakes also bring about guilt, and†¦show more content†¦In my research I learned that many inhuman things were soon going to be labeled human because they were meeting those requirements changing my perspective on what it means to be human. Robots were once just metal objects, but with the advancement of technology they now have biological features. Now, a robot can be seen with skin that almost looks just like a humans and almost feels like â€Å"real human skin† (Christensen 2). The robot also has been advanced with biological features such as eyes and hair along with the skin. Not only is technology advancing the outside biological features of the robot, but it is also advancing the ones on the inside as well. Robots used to contain nothing inside of them, but wires and metal. Humans have now figured out how to â€Å"incorporate human brain cells† (Mitchell 1) inside of the robot itself. The human brain cells are now helping robots control themselves instead of having someone else control the robot. A robot advancing to having self-control is allowing them to be seen as human beings. Hair, eyes, and fingernails are making the robot hard to distinguish actual humans from robots. Robots could â€Å"look so human that we may not be able to tell man apart from machine† (Zolfagharifard 2). Advancements in artificial intelligence are now allowing robots to have intelligent conversations with humans. When the robots are asked questions, they can send back an answer to the person they are having the conversation with. A robot

Abortion Essay example - 1239 Words

Abortion is defined as the termination of a pregnancy before the fetus is capable of independent life. Abortions must be conducted before the end of six months or the fetus will leave the womb and it would be considered premature birth. If the fetus weighs less than 18 ounces or is less than 20 weeks into pregnancy, it is usually considered an abortion. There are two types of abortions. One is spontaneous and the other is induced. Spontaneous abortions are known y another name, miscarriages. The second form of abortion is an induced abortion. This is the deliberate termination of the fetus.Many have pondered upon the meaning of abortion. The argument because every child born should be wanted, and others who believe that every child†¦show more content†¦Abortion is not only a womans right, it is a womans choice. Allowing abortion to e legal is immoral. A pre-born child is given the status of a product of pregnancy and never seen as the miracle only a woman can create. Compassion for the small one is drowned out under a demand for rights, but what about the rights for the unborn. A woman has a right to her own body is an idea more and more women are realizing, but that idea ignores the unborn childs right to his or her own body. Never, in modern times, has the state granted to one citizen the right to have another killed in order to solve their personal, social, or economic problems. The embryo is its own being that should have its own rights to protect it. The zygote is a unique genetic being. If one were to abort an embryo then that embryo, that human life would never be duplicated again. For example, a scientist that may have found the cure to A.I.D.S would be killed. There is a better way to solve our problems than by killing children. A fertilized egg is the most beautiful, most innocent being that we could ever create and can redeem even our worst mistakes. This fertilized egg is not just a mass of tissue, for if it were there would be no debate. It is immoral to kill; therefore, abortion is immoral.Abortion should be banned because life begins at conception. The individual sex cell consists of 23 chromosomes.Show MoreRelatedAbortion : Abortion And Abortion998 Words   |  4 PagesAbortion Abortion is defined in several ways all of which stop a pregnancy. There are different ways of abortion, which are spontaneous abortion, surgical abortion, and medical abortion. Abortion has been arguable topic for decades. One can neither believe abortion to be good nor bad. The idea of individuality and human life is not quite the same. Idea of human life has come from conception; simultaneously on the other hand, fertilizer eggs used for in vitro fertilization are also human lives butRead MoreAbortion : Abortion And Abortion Essay921 Words   |  4 PagesPaper: Abortion Laws The topic of abortion is a widely debated and very heated topic in Texas. The Republican party’s platform supports family values and are completely against abortion under any circumstances, including abortifacients. The Democrat party’s platform supports the rights for women to make choices about their own bodies. They support abortifacients and a person’s right to have an abortion. There is also a large percentage of those that are in the middle in that they believe abortion shouldRead MoreAbortion, The, And Abortion998 Words   |  4 PagesIn the United States there are more than a billion abortions performed each year. Since the court case Roe vs Wade in 1973 more than 56 million babies have been murdered in the United States before they had the chance to take their first breath (Snyder, Michael). These statics along with many more show the huge injustice that is happening in the country I call home. Abortion is defined as the removal of an embryo or fetus from the uterus in order to end a pregnancy. It can include any of variousRead MoreAbortion : Abortion And Anti Abortion1624 Words   |  7 Pagesa very large controversy between the ideas about abortion and anti-abortion. Different religious views, beliefs, peoples many different customs and even people of different cultures all have their own preferences and ideas on the take of this political issue. Views against abortion can lead to as much of an impact as a violent/non violent riots outside of an abortion clinics, to something as simple article in the newspaper. The belief on abortion that leads to a lot of the controversy is that inRead MoreAbortion, The, And Abortion Essay1656 Words   |  7 Pages An abortion is when the pregnancy of a women is ended; it is called sometimes Termination of pregnancy. There are two types of abortion. The first type is the spontaneous abortion; it occurs within the first two months. What causes it is frequently unknown yet is probably the results of intra-uterine contamination, or limited attachment in the building unborn child to the interior coating walls in the womb (uterus). Such conditions this unborn child, if the idea advances further, mayRead MoreAbortion, The, And Abortion953 Words   |  4 Pagesdebates that is constantly talked about is abortion. When it comes to abortion, the laws vary depending on the state you live in. Whether people support or are against abortion, few actually know about the abortion process. Have you ever heard of suction aspiration or prostaglandin chemical abortion? Those are two of the various methods that are performed in the different trimesters of pregnancy. According to writer Steven Ertelt of Li feNews.com, Oklahoma’s abortion laws are restrictive compared to otherRead MoreAbortion : Abortion And Abortion1930 Words   |  8 PagesAbortion has been around for quite some time. Laws have been set allowing it and banning it during different periods of time. The procedures that can be done are all very different. There is a medical abortion involving drugs and there are surgical abortion involving a more invasive procedure. There are also different points of view on it. There are those who fully support the termination of a pregnancy and those who are completely against it. There are many factors to consider and very differentRead MoreAbortion And Abortion2038 Words   |  9 PagesMostly seen as a religious issue, abortions are anything but that. Biology and science are the only deciding factors when it comes down to it. Science is the only thing that can prove whether an unborn child is living; no religion can do that. Through modern science and technology, it has been proven and well documented that human life does in fact begin at conception. The scientific evidence also contradicted the court ruling in the Roe v. Wade case, where it was stated that the Court could notRead MoreAbortion : The Fight For Abortion1543 Words   |  7 PagesAlthough abortion was decriminalized in 1973, the fight for abortion rights did not end with Roe v. Wade. Just in the past three years, there have been systematic restrictions on abortion rights sweeping the country sate by state. In 2013, 22 states enacted 70 antiabortion measures, including pre-viability abortion bans, unnecessary doctor and clinic procedures, limits on medicated abortion, and bans on insurance coverage of abortion In 2011, 92 abortion restrictions were enacted, an in 2012, thatRead MoreAbortion : The Issue Of Abortion1212 Words   |  5 PagesThe topic of abortion has been an ongoing debate for many years. According to ProChoice.org, abortion was legal in in the days of the early settlers . At the time that the constitution was adopted abortions were legal. Abortions were openly advertised and performed before the first fetal movement (13-16 weeks from the start of a women’s last period). The concern for abortion started in the late 1800’s when immigrants were coming into the country in large numbers and the fear was that they would produce

Acid and Shoe Free Essays

CHAPTER 1 Introduction Background of the Study Like many other hygiene convenience, shoe polish or can also be called boot polish is usually a wax , cream or paste used by people to shine, water proof and restore the appearance of leather shoes. This extends the footwear’s life. This is made up of many kinds of chemicals and because of this; it can cause irritations, allergies to us. We will write a custom essay sample on Acid and Shoe or any similar topic only for you Order Now In our generation, shoe polish is used every day and companies produce a lot of it to meet the demands of consumers. This leads to chemical wastes. We the researchers would like to find or discover materials like banana peelings, leaves, or trash and use them as alternatives for these chemicals but without sacrificing the effectiveness of the shoe polish. Recently the Philippines has experienced flash floods and according to the disaster agency of the Philippines more than 338,000 people in 13 provinces were affected by the disaster, with nearly 43,000 still in schools, churches and gymnasiums. This was mainly caused by illegal logging and improper disposal of garbage. If we are successful in using trash as alternative for making shoe polish we could lessen the trash in the streets because companies would be collecting these trashes to produce their product. As of now, Ateneo de Iloilo students and teachers are using leather shoes when going to school and when it rains it could damage the physical appearance of the shoes which would lead them to buy new ones. Many of them uses shoe polish to protect and clean their shoes and some are not safe when it comes in contact with skin, eyes or other sensitive parts of the body. Our investigation could benefit them because they would be able to homemade shoe polish that would not cause harm or irritations to them. The investigators chose this study because of curiosity and that the investigators are looking for other alternatives in making a shoe polish which is convenient and safe to use. It is through this experiment that most of us could greatly benefit in ways that are useful in our everyday lives. Statement of the Problem This study seeks to answer the following questions: What other components can be added in making the shoe polish that would make it a better alternative than those bought in stores? How effective is the presence of the glycerin, charcoal, citric acid in the making of the shoe polish? Will these alternative components be sufficient in making a great shoe polish? What factors affect the efficiency span of the shoe polish? Hypotheses In view of the preceding questions, the following hypotheses are advanced: 1. The harder the charcoal, the smoother and finer shoe polish can be made. 2. The given alternatives are sufficient in the making of shoe polish. 3. Considering that you undergo the process of heating, the more you stir the finer the shoe polish. . The more number of kerosene drops, the slimier the polish. 5. The greater the volume of the water added, the less effective the polish. Significance of the Study The investigators believed that the result of the study will be beneficial to the following: Students. This study could help the students by adding some information on their knowledge about shoe polishes. This could also enhance their creativity and resource fulness while doing the study. Shoe shiners. This study can help shoe shiners by giving them alternative ways on how to create their own shoe polish. Instead of buying the industrial shoe polish, they can use their own creation. It’s more cheaper, less expensive and more convenient. Environment. This study can help the recycling department in our environment. Instead of using the normal ingredients, we can use trash as the main ingredient. In this study, we are not only learning on the alternative ways on how to make shoe polish but also helping the environment at the same time by recycling and reducing of things. Future investigators. This study could serve as a basis for them to do more esearch and add more information to the things that we have done. This could also be a form of help to them as a source of information on how to start the research. Scope and Limitations This study revolves or focuses only on the topics about shoe polish and it’s processes. The experiment is only limited to 2 sub trials per trial. The study is limited to safe components that can be used for comparative testing. Thus, flammable or co rrosive materials will not be appropriate to use in the investigation. Definition of terms 1. Glycerin – is a thick liquid that is colorless and sweet tasting. It has a high boiling point and freezes to a paste. Glycerin’s most common use is in soap and other beauty products like lotions, though it is also used, in the form of nitroglycerin, to create dynamite. (Merriam-Webster Online Dictionary) In this study Glycerin is used as a component in making a shoe polish. 2. Charcoal – a dark or black porous carbon prepared from vegetable or animal substances (Merriam-Webster Online Dictionary) In this study charcoal is used as a component in making a shoe polish. 1. Citric acid – is a natural,  weak organic acid  that is found in many fruits and vegetables, especially citrus. Because citric acid is also a byproduct of the  citric acid cycle, it is also produced by many living organisms, including mold. (Foodreference. about. com) In this study citric acid is used as a component in making a shoe polish. 2. Soap – A substance used with water for washing and cleaning, made of a compound of natural oils or fats with sodium hydroxide or another strong alkali, and typically having perfume and coloring added (Google. com) In this study soap is used as a component in making a shoe polish. How to cite Acid and Shoe, Papers

Dell Mercosur Essay Example For Students

Dell Mercosur Essay Dell Mercousur Given how Dell translates its foreign currency financial statements into Dollars, how would a falling Brazilian Real affect Dell Mercosur’s financial statement? A country’s falling currency can affect a businesses operation in many ways. Partly its currency helps determine a company strategy and can impact decision making. For instance, as a result of the falling real, the Chief Financial Officer of Dell Mercosur has to base his strategies depending on the strength or weakness of that particular country’s currency. One of the reasons is especially due to the fact that they own a manufacturing plant in Brazil. Most company’s future growth rates are highly dependent on its continued growth and success in its international markets. Furthermore; since Dell translates its currency according to the current rate system. The company’s assets and liabilities are translated at the exchange rate for that period and are also subject to the gains and losses of foreign exchange fluctuations. Dell Imports about 97 percent of its manufacturing costs. What type of exposure does that create for it? What are its options to reduce that exposure? Importing 97 percent of its manufacturing costs exposes Dell to fluctuating foreign currency exchange rates which is unfortunate because their goal is to reduce the impact of fluctuations on the company’s profit earning and cash flow. Possible solutions would include hedging their exposure through the implementation of option and forward contracts. Describe and evaluate Dell’s exposure management strategy. As discussed in the reading, Dell employs the use of purchased option and forward contracts. This is used as a hedge in order to protect the company against transactions that are whereby denominated in currencies other than the United States Dollar. Specifically, Dell uses forward contracts to protect monetary assets and limit liabilities. The corporate treasury is set in place to measure and monitor the flow of currency worldwide. One aspect of their strategy involves forecasting exposure, and the second key is to implement a sturdy design and execution. It is highly important that Dell monitors all foreseeable activities ranging from revenue capabilities to potential market fluctuation.

Media Management Norms in the Industry

Alabarran, Chan-Olmsted and Wirth (2006, 275) believe that media management stands alone as a distinct field of management for two major reasons. The first reason is the unique position that media organizations as well as their output occupy in the cultural and political life of societies and nations where they operate in (Cook 1998, 122; Sparrow 1999, 46; Golding Murdock 2005, 68).Advertising We will write a custom essay sample on Media Management Norms in the Industry specifically for you for only $16.05 $11/page Learn More Croteau and Hoynes (2001, 54) and Mcchesney (2008, 44) believe that media organizations have the capacity, and in some situations, the obligation to influence the cultural and political behaviours, attitudes as well as opinions of audiences. The second reason is its economic position. Media organizations produce products which are quite different from products offered by businesses in other industries. (Napoli 2003a, 106) states th at media organizations produce content which are distributed to audiences as well as audiences to be distributed to advertisers. (Hamilton 2004, 11) confirms that it is these products, content and audiences, which make the media to have distinct economic characteristics that distinguish the media industry from other industries across the globe. It is these economic distinctive characteristics that require managers of media companies to have specialized training as well as specialized understanding of the unique dynamics of the industry’s marketplace so as to be able to make effective managerial decisions and strategic plans (Herrick 2004, 102). This paper discusses how content and audiences have affected the structures of media organizations. Content and audience have significant influence on various political and cultural issues in the society. Therefore media organizations have to focus on the core of the businesses while serving the information needs of the audiences (Bark in 2002, 168). However, the increasing competition in the market among media companies has created intense competition for audience attention. This has largely been caused by the increased channel capacity of different forms traditional media, television and radio, as well as the growth of content delivery technologies such as the internet and Direct Broadcast Satellite. Napoli (2003b, 64) says that these factors have fragmented the media audience such that it has become quite a challenge for one media outlet to attract significant audiences.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Where there was once two international television networks, CNN and BBC, there are several of them nowadays including CNBC, CNN, BBC, FOX News, Al-Jazeera, MSNBC as well as numerous other regional and national television channels. Alabarran, Chan-Olmsted and Wirth (2006, 284) report that an average home receives more than a hundred television channels which is also supplemented by content from the internet. However, the huge increase in the content options available to audiences has not been accompanied by increase in the amount of money that people spend on media. Consequently, the structure of most media organizations has changed in attempts to remain relevant in the market (Vogel 2004, 156)). Some media companies have formed mergers while others operate in joint partnerships to achieve economies of scale as they reduce costs. Mergers and partnerships allow media companies to increase the content they provide to the audiences while still maintaining profitability (Doyle 2002, 211). Partnerships allow them to share news content, production equipment, newspaper distribution, costs for capturing events as well as transport costs incurred in collecting information. Marketing research has also become very important in the structures of media organizations especially in the print indu stry as result of changing consumer (audience) trends. The increasing available content options especially the internet, which can be easily accessed through mobile phones and other devices, has influenced decline in newspaper readership. Thus, media companies are increasingly relying on media research as well as focus groups to be able to decide on the content of their newspapers. As such, media organizations are continuously investing in their marketing departments to be able to present content that make them relevant to the audiences they serve. According to Craft and Davis (2000, 225) media companies have to enhance their ability to successfully serve the public interest.Advertising We will write a custom essay sample on Media Management Norms in the Industry specifically for you for only $16.05 $11/page Learn More The distinct economic characteristics of the media industry, content and audience, have also influenced the type of media ownership stru ctures adopted by most media organizations. (Compaine 1995, 758: Picard 2002, 203) states that media organization managers are adopting business structures that enhance their abilities to provide more audience service-oriented content as well as services. Some media organizations have adopted more concentrated ownership structures which provide them with greater resources to devote to content delivery (Compaine and Gomery 2000, 123). This allows them greater economic efficiency as they are able to reduce costs of collecting news content as well as expenditure on staff (Einstein 2004, 76). Media organizations which adopt concentrated ownership structures employ relatively fewer journalists to collect information since the information collected to be broadcasted on television are also broadcasted on radio, and produced in newspapers. This means that media organizations can use one information sources to serve various audiences using different media channels. Again, such media organiza tions present wide content since they have journalists employed to meet every sector in each media category that the organization deals. Alabarran, Chan-Olmsted and Wirth (2006, 287) report that a study that was conducted by the Federal Communication Commission in 2003 revealed that television stations which have newspaper holdings always provide more local news as well as public affairs programming as compared to media companies without newspaper holdings. Thus, newspaper-television cross-ownership has become very important in ensuring wide content for audiences considering that the economics of media marketplace have undergone significant changes over the past two decades (Napoli 2004, 115). Napoli (2002, 172) and (Denison, Frenette Spavins 2002, 243) state that the economics of scope as regards content collection and dissemination across various distribution technologies have encouraged the production of public interest content.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Media companies which operate in one distribution channel form partnerships with other media companies with different content distribution channel to be able to acquire more content at reduced costs (Hollifield 2004 83). As competition in the media industry marketplace continues, media companies consistently expand to reach as many audiences as they can. Large national as well as multinational media outlets are increasing their ability to effectively reach more audiences and to provide content that serve the needs of audiences in specific geographical regions (Napoli 2000, 578; Napoli 2009, 169). As a result, large media companies are opening up media outlets (subsidiaries) in other countries to enable them collect and disseminate information relevant to these audiences while integrating them with international news. The need to reach more audiences and present wider content has prompted media organizations to build their satellites in various regions across the world. In some cases , multinational media companies collaborate with local media companies to construct their Direct Broadcast Satellite in their firms so as to be able to transmit content gathered directly to their transmission stations. Bowman and Willis (2003, 9) state that the distinctive economic characteristics of the media industry, audience and content, have influenced media organizations to adopt different models in their business processes as they seek to provide quality content to their audiences. Bowman and Willis (2003, 11) state that some media companies adopt top-down news model where the media organization has total control over the content that the audience receive. The media organization filters all contents before presenting them to the audience. All news from advertisers and other sources have to pass through the media organization before they are presented on television shows, newspapers and web sites. This means that everybody involved in content gathering submits their contents t o be edited or rejected. On the other hand, some media organizations prefer to let audience access the content without filtering. These organizations adopt bottom-up news organization structure. They are structured such that all participants in the media broadcasting process have opportunity to present their contents directly to the audience. In such media organizations, editors, advertisers, reporters, publishers, community as well as the audience are allowed to participate in content production (Hamilton 2004, 287). All the participants have the opportunity to change roles in the content production process so as to allow the audience to get involved. The audience have a chance to share their opinions and to contribute in content gathering as well as production. They make comments and interact with the management team of the media organization, reporters, advertisers and editors. Bowman and Willis (2003, 11) state that in this structure anyone can be a reporter. Media organizations which adopt intercast (bottom-up news) structure have the ability to provide wide content since the audience are also involved in news collection. Most media organizations especially large national and multinational companies have adopted the intercast structure to gather information from the audience and the community as a whole, as well as, in presenting content to other audience. This normally happens through interviews both on television and off-air, commentary and analysis, opinion sections in newspapers and magazines and direct reporting from the audiences. Thus, this structure helps media organizations improve their interactivity with audiences, and hence, achieve audience loyalty. The distinct nature of the media industry has created need to adopt organization structures which enhance interactivity between the media organizations and the audience. Thus, most media organizations have adopted numerous interactivity as well as communication technology such as web blogs, websit es as well as discussion boards. These allow media organizations to understand their audiences and therefore develop programs and produce contents which meet the audiences’ interest. The media industry is very distinctive due to the products that it offers to consumers. Content is produced to be distributed to the audience, and this makes the industry unique as compared to other industries. Content and audience therefore influences the structure of media organizations and the way the organizations operate. Media organizations have to adopt structures which allow them to provide quality content to the audience while reducing costs. Thus partnerships and concentrated-ownership structures have been adopted to help media organizations increase the quantity and quality of their content so as to reach more audiences while operating at lower costs. Reference List Albarran, A. B., Chan-Olmsted, S. M., and Wirth. M. O., 2006. Handbook of media management and economics. Mahwah, New Jer sey: Lawrence Erlbaum Associates. pp. 274-287. Barkin, S. M., 2002. American television news: The media marketplace and the public interest. Armonk, New York: Sharpe. P. 168. Bowman, S., and Willis, C., 2003. We media: How audiences are shaping the future of news and information. New York: The American Press Institute. Compaine, B. M., 1995. The impact of ownership on content: Does it matter? Cardozo Arts Entertainment Law Journal, 13, pp. 755-780. Compaine, B. M., and Gomery, D., 2000. Who owns the media? Competition and concentration in the mass media, 3rd ed. Mahwah, New Jersey: Lawrence Erlbaum Associates. p. 123. Cook, T., 1998. Governing with the news: The news media as political institution. Chicago: University of Chicago Press. p. 122. Craft, S., and Davis, C., 2000. New media synergy: Emergence of institutional conflicts of interest. Journal of Mass Media Ethics, 15, pp. 219-231. Croteau, D., and Hoynes, W., 2001. The business of media: Corporate media and the public area. Thousand Oaks, CA: Pine Forge Press. p. 54 Denison, L., Frenette, J., and Spavin, T. C., 2002. The measurement of local television news and public affairs programs. Washington DC: Federal Communications Commission. p. 243. Doyle, G., 2002. Understanding media economics. London: Sage. p. 211. Einstein, M., 2004. Media diversity: Economics, ownership, and the FCC. Mahwah, New Jersey: Lawrence Erlbaum Associates. Golding, P., and Murdock, G., 2005. Culture, communications and political economy. In J. Curran and M. Gurevitch (eds) Mass media and society. London: Hodder Arnold. pp 60-83. Hamilton, J. T., 2004. All the news that’s fit to sell: How the market transforms information into news. Princeton, New Jersey: Princeton University Press. p. 287. Herrick, D., 2004. Media management in the age of giants: The business dynamics of journalism. Ames, IA: Blackwell Publishers. p. 102. Hollifield, C., 2004. The economics of international media. In Alexander, A., et al (eds) Media econ omics: Theory and practice. Mahwah, NJ: Lawrence Erlbaum. p. 83. Mcchesney, R., 2008. The political economy of media: Enduring issues, emerging dilemma. New York: Monthly Review Press. p. 44. Napoli, P., 2009. Media economics and the study of media industries. In J. Holt and A. Perren (eds) Media industries: History, theory, and method. New Jersey Wiley-Blackwell. pp 161-170. Napoli, P. M., 2004. Television station ownership characteristics and news and public affairs programming: An expanded analysis of FCC data information. The Journal of Policy, Regulation, and Strategy for Telecommunications, Information and Media, 6(2), pp. 112-121. Napoli, P M., 2003a. Environmental assessment in a dual-product marketplace: A participant-observation perspective on the broadcast television industry. International Journal of Media Management, 5, 100-108. Napoli, P. M. 2003b. Audience economics: Media institutions and the audience marketplace. New York: Columbia University Press. p. 64. Napoli, P . M. (2002). Audience valuation and minority media: An analysis of the determinants of the value of radio audiences. Journal of BroadcastingElectronic Media, 46, pp. 169–184. Napoli, P. M. (2000). The localism principle under stress. Info: The Journal of Policy, Regulation, and Strategy for Telecommunications, Information and Media, 2, pp. 573–582. Picard, R., 2002. The economics and financing of media companies. New York: Fordham University Press. p. 203. Sparrow, B. H., 1999. Uncertain guardians: The news media as a political institution. Baltimore: Johns Hopkins University Press. pp. 46. Vogel, H., 2004. Entertainment industry economics. Cambridge, MA: Harvard University Press. p.156. This essay on Media Management Norms in the Industry was written and submitted by user Aria Richardson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Crime and Drug Use misc0 essays

Crime and Drug Use misc0 essays The link between drug use and crime is not a new one. For more than twenty years, both the National Institute on Drug Abuse and the National Institute of Justice have funded many studies to try to better understand the connection. One such study was done in Baltimore on heroin users. This study found high rates of criminality among users during periods of active drug use, and much lower rates during periods of nonuse (Ball et al. 1983, pp.119-142). A large number of people who abuse drugs come into contact with the criminal justice system when they are sent to jail or to other correctional facilities. The criminal justice system is flooded with substance abusers. The need for expanding drug abuse treatment for this group of people was recognized in the Crime Act of 1994, which for the first time provided substantial resources for federal and state jurisdictions. In this paper, I will argue that using therapeutic communities in prisons will reduce the recidivism rates among people who have been released from prison. I am going to use the general theory of crime, which is based on self-control, to help rationalize using federal tax dollars to fund these therapeutic communities in prisons. I feel that if we teach these prisoners some self-control and alternative lifestyles that we can keep them from reentering the prisons once they get out. I am also going to describe some of todays programs that have proven to be very effective. Gottfredson and Hirschi developed the general theory of crime. It According to their theory, the criminal act and the criminal offender are separate concepts. The criminal act is perceived as opportunity; illegal activities that people engage in when they perceive them to be advantageous. Crimes are committed when they promise rewards with minimum threat of pain or punishment. Crimes that provide easy, short-term gratification are often committed. The number of offenders may remain ...

Sexual Disorders Essay Example | Topics and Well Written Essays - 1500 words - 1

Sexual Disorders - Essay Example Nowadays, there is a universal framework of sexual disorders in terms of their causes, i.e. the scheme which will be presented below, can be applied to various forms of sexual imbalance. As Krueger and Kaplan write, Freudian approach to sexual dysfunction (Freud and his disciples identified sexual disorders as a result of incomplete Oedipus’ and Electra’s complexes in males and females correspondingly) is out-of-date, as psychodynamic perspective has already proved its inconsistency unless it is combined with social psychological views ( Krueger and Kaplan, 2000). As the scholars write, human matrix of sexual behavior underlies in the set of accepted sexual norms. â€Å"A forbidding, puritanical rejection of physical sexuality, including touching, by a parent engenders guilt and shame in a child and inhibits his capacity for enjoying sex and developing healthy intimate relationships as an adult. Relations with parents may be damaged by excessive emotional distance, by punitive behaviors, or by overt seductiveness and sexual exploitation† (Krueger and Kaplan, 2000). Fergusson adds to this viewpoint and claims that a number of sexual disorders are rooted in human guilt associated with masturbation (Fergusson, 1999), towards which the society has developed punitive attitudes so that the individual feels sexually marginalized (even though statistics suggests that about 97% males and 80% females satisfy their sexual needs on their own (ibid)) and thus impaired in terms of sexual performance. Furthermore, intensive and frequent sexual activity can also result in the ‘sexual tiredness’ and the emergence of sexual disorders, which serve the goals of sexual novelty and re-obtaining of intimacy (Federhoff et al, 1999). Furthermore, Federhoff and his colleagues hold that the gradual destruction of the bond between emotionality and sexuality leads to the mechanization of sexual life with following emergence of sexual

EU Policy in the Area of Communications Assignment

EU Policy in the Area of Communications - Assignment Example As set forth by the TVWFD, access to information is to be enforced such that all citizens may enjoy on free television the major sports and cultural events, or at least the public extracts featuring highlights of such events, that are of high public interest.   Also, the Directive mandates Member states to ensure freedom of reception and retransmission in their jurisdiction of television broadcasts from other Member states, except when the broadcast â€Å"seriously and gravely† threatens to impair â€Å"the physical, mental or moral development of minors, in particular, those that involve pornography or gratuitous violence† (Council of European Communities, 1989, p. 23).  Ã‚  As set forth by the TVWFD, access to information is to be enforced such that all citizens may enjoy on free television the major sports and cultural events, or at least the public extracts featuring highlights of such events, that are of high public interest.   Also, the Directive mandates Me mber states to ensure freedom of reception and retransmission in their jurisdiction of television broadcasts from other Member states, except when the broadcast â€Å"seriously and gravely† threatens to impair â€Å"the physical, mental or moral development of minors, in particular, those that involve pornography or gratuitous violence† (Council of European Communities, 1989, p. 23).  Ã‚  The rules imposed to the Directive are apparently too liberal and absolute, in favor of the free exchange of information, and too restrictive in the matter of Member states exercising their discretion to control the entry of harmful informational broadcast content.   This is not to say that there is no high-level commitment to the Directive, but particular circumstances may call into question the wisdom of an absolutist approach in the Directive’s interpretation.   For instance, Germany has gained a reputation for its hardline stance against racial hate speech to uphold t he personal dignity right protected by Article One of the German Basic Law.   This is for good reason:   â€Å"Suppose a nationalist government takes power in one of the new Member States and the German broadcasting authorities doubt that its broadcasting authority will clamp down on neo-Nazi programming †¦ and show a documentary of David Irving, a notorious Holocaust denier†¦Ã¢â‚¬  (Bignami, 2004, p. 129), then conceivably Germany may ban such broadcast within its jurisdiction. 3.   Analyze and discuss the reasons for the failure or success of transnational broadcasting projects in Europe. Include in your answer some reflection on the experience of a country of your choice.  

Brown v the board of education Research Paper Example | Topics and Well Written Essays - 750 words

Brown v the board of education - Research Paper Example In the middle of the twentieth century,the struggle for racial equality in the United States was reaching a boiling point.Since the end of slavery,African-Americans had been fighting for the same rights and privileges enjoyed by white Americans. By the 1950s, civil rights activists were gaining ground in efforts to desegregate American society. One of the areas in which segregation was a major problem was education. Black students were not allowed to attend school with white students, and their education suffered because of it. In 1896, the United States Supreme Court heard the case Plessy v. Ferguson, and ruled that racial segregation was not illegal, so long as segregated facilities were "separate but equal."1 In 1954, the case Brown v. Board of Education challenged this ruling and led to its repudiation. Brown v. Board of Education was a landmark decision by the United States Supreme Court that paved the way for integration and significantly impacted the civil rights movement. The case was brought to the Supreme Court by the NAACP Legal Defense Fund under the leadership of Charles Hamilton Houston and Thurgood Marshall. It was actually five cases that were heard under the name Brown v. Board of Education, after Oliver Brown, who was the lead of almost 200 plaintiffs.2 The unanimous ruling in Brown stated that â€Å"separate but equal† schools and facilities were in fact â€Å"inherently unequal... to cope with ordinary expressions of prejudice by regarding the prejudiced person as evil or misguided; but he cannot readily cope with symbols of authority, the full force of the authority of the State—the school or the school board, in this instance—in the same manner. 5 These feelings of inferiority were reinforced by the entirety of the society in which black children lived. It damaged their self-esteem and subsequently their chances for success later in life. Segregated education was not only harmful to children’s education, but also to their psyches. The Brown decision meant that black students would be able to attend the schools of their choice. Black schools were not only inferior in principle, they were inferior in practice, as well. Black schools employed black teachers who, because of segregation, had not had access to good educations themselves. They received fewer tax dollars due to the economic class of the neighborhoods in which the schools were lo cated, _____________________________________________________________________________________________________ 1. Patterson, 49 2. Martin, Waldo E. Brown v. Board of Education: A Brief History with Documents (Boston, MA: Bedford St. Martin’s, 1998), 146 3. Ibid a system perpetuated by segregation. After the Brown decision, black students had access to an education equal to that of white students, resulting in subsequent generations of black teachers who could further equal education goals, in addition to black professionals who had benefitted from the educational opportunities Brown afforded them. The decision was not a popular one in many segments of the American south. Students were threatened by whites who were unhappy with the decision, and in many cases were physically blocked from entering schools

Discussion of Management of Patient Traction

Discussion of Management of Patient Traction 1. List nursing interventions and preventative management related to skeletal traction. a. The weights used by the patient should be known and recorded in the nursing documentation; the weights must not be removed from the skeletal traction unless a life-threatening situation happens for removal of these destroys their purpose. b. The traction system must be thoroughly checked at least once every shift or every 6 to 8 hours and always after some interventions such as moving a patient, physiotherapy, and radiographic examination because the system may be inadvertently altered. c. The nurse must guarantee that the cords are attached securely by standard knots that will not shift or come undone, the weights hang freely and should not rest on the floor nor catch or jam, the ropes are in the wheel grooves of the pulleys, and that the ropes are not frayed. d. The ends of the cords must be short or approximately 5cm and bound back to themselves with the use on an adhesive tape which will prevent fraying of the cord end and possible slipping and accidental disruption of the traction. The knot itself should also be uncovered. e. The pulleys must be free running and oiled to prevent squeaking and friction should be minimized, the efficiency is maintained and the patient should not be disturbed by noise. f. Pointed ends of the pins or wires used should always be covered to prevent injury not only to the patient but also to the staff. g. The nurse should also evaluate the patients position; the patient should be on a firm-based bed to give full support and comfort to allow efficient action of the traction system and prevent the patient from slipping down the bed. h. the nurse should maintain alignment of the patients body in traction as ordered by the physician which will promote an effective line of pull. i. The patients foot is positioned properly to prevent foot drop, inward rotation, and outward rotation otherwise the foot can be supported by orthopedic devices such as foot support to maintain a neutral position. j. The elbows and knees should be protected with the use of a semi permeable film dressing or protective wool and inspected for pressure ulcers because these parts of the body are often used by patients in repositioning themselves. Also, to prevent these parts from being injured, an overhead trapeze can be helpful for the patients movement. k. Back care should always be provided and bed should be kept dry and free from crumbles and wrinkles to prevent bed sores or pressure ulcers. l. If available, a pressure relieving air-filled or high density foam mattress overlay can be used to reduce risk for pressure ulcers. m. The bed linens should regularly be changed. The patient is instructed to raise his torso while the nurses on both sides of the bed will roll down and replace the upper mattress sheet and as the patient raises the buttocks off the mattress, the nurses will slide it under the buttocks. To finish the changing, the nurses will replace the lower part of the bed linens while the patient rests on his back. The traction should not be disrupted. n. The neurovascular status should be assessed initially every hour and then every 4 hours. o. The nurse should instruct the patient to report instantly if any change in sensation or movement happens. p. The patient should also be encouraged to do active flexion-extension ankle exercises and calf-pumping exercises ten times hourly to prevent venous stasis or DVT. Anti-embolism stocking and compression devices may be used for preventive measures. q. The nurse should also inspect for looseness of pins or wires and signs of infection at the sites where the traction is inserted every 8 hours. Purulent discharge, redness or inflammation may indicate infection, though these signs subside normally after 72 hours. r. Pins that are mechanically stable require weekly pin site care. The most recommended cleansing solution used is chlorhexidine solution. If early signs of infection are present, frequency of pin site care is increased. s. The nurse ensures that the site is only covered by a sterile absorbent non-stick dressing and rolled gauze for the first 48 hours. After this, loose cover dressing or none is suggested. A bandage will only be used if the patient is exposed to airborne dust. t. The nurse should instruct the patient to take showers within 5 to 10 days of pin insertion and encourage them to leave the pin exposed to water flow and dry them with a clean towel and left to open air. Dressing may be applied if ordered. u. The patient is encouraged to perform active exercises to prevent loss of muscle mass and strength and prolonged rehabilitation. The patient can perform the following: pulling up on the trapeze, flexing and extending the feet, ROM and weight-resistance exercises for the non-involved joints. v. Isometric exercises of the immobilized extremity such as gluteal-setting and quadriceps-setting exercises are important for maintaining strength in major ambulatory muscles. 2. Discuss a component of cast care for the pediatric client or adult client. Identify manifestations of compartment syndrome. After cast application, the nurse must teach the client to report the following: a. When the toes or fingers become blue, swollen or difficult and painful to move b. When the limbs become painful c. When the client feel numbness d. When the client have blister-like or burning pain e. Presence of discharges or wetness or unpleasant smell from the cast f. If the client dropped anything from the cast The nurse must also teach the client or the care taker the following proper care of the cast: a. The cast should be kept dry. Allowing it to dry naturally is a must and it should be left uncovered. b. External heat such as a hairdryer or by sitting in front of a fire should be prevented. c. If an irritation occurs under the cast, anything under the cast should never be poked. d. The skin around the cast should be washed daily and checked for redness or sores. e. The limb must not be hanged down especially on the first few days. f. Exercises for the fingers or toes and other joints of the body should be performed for 5 minutes every hour during the day. There are certain nursing interventions and care after cast application. The following will be discussed below. a. Self-care deficit The goal of care is for the client to maintain everyday activities to a level acceptable for him. The client may need help to achieve this level. The nurse must assess the clients capabilities which will depend to a number of factors such as the site of the cast, the previous level of independence, the support available from family or friends, and some may require referral to a social worker. b. Peripheral neurovascular impairment The goal of care is to reduce the risk of neurovascular impairment and identify any early complications. The nurse must do neurovascular observations and if neurovascular impairment such as compartment syndrome is suspected, the following interventions should be done: Inform the physician immediately Cease elevation of the limb because elevation can increase compartment pressure The cast should be split down to the skin. Threads of padding should not be left uncut for it can impair the circulation If local pressure on the nerve is present, a window is needed to be cut or the cast is bivalve Compartment syndrome requires immediate surgery. (I will duscuss it after these nursing diagnosis and care) c. Impaired skin integrity The goal of care is to indentify signs of localized pressure because cast may cause pressure or localized sores. These are the following signs that should be observed by the nurse: Itching beneath the plaster Burning pain; which should not be ignore because the tissues quickly becomes ischemic which leads to numbness and absence of pain Disturbed sleep, restlessness and fretfulness in children Swelling of the fingers or toes after the immediate swelling has subsided A characteristic offensive smell due to tissue necrosis Presence of discharge The nurse must know that extra padding to a cast can increase the pressure and the padding can fall further down the cast. Cotton wool should not be used for padding because it tends to be compressed into hard small pellets that can cause further problems when it falls into the cast and become lodged. A window should be cut carefully and removed as a whole piece for inspection of potential sore sites but the window should be replaced to prevent local edema. d. Risk for disuse syndrome (stiffness of the joint) The goal of care is to ensure that the adjacent joints retain their normal range of motion because stiffness will occur in joints held in a cast. Such exercises that was discussed before is vital in relation to the importance of using adjacent joints. e. Potential allergic reaction The goal of care is to prevent reactions in client known to have had a reaction in the past and for early detection of any reaction occurring in other clients. The nurse should check if the patient has known allergies. Signs or reaction should be observed such as itching, non-localized burning pain, rashes and blistering of the skin. If these occur, the physician is informed. The cast is removed, the skin is cleaned and a new cast is applied using a different material. Compartment Syndrome If the patient complaints that the cast is too tight, nerve compression and vascular insufficiency can occur due to unrelieved swelling. This can result to compartment syndrome. The cast may be bivalved to relive the pressure while maintaining alignment with the extremity elevated no higher than the level of heart to ensure arterial perfusion. If it is not relieved, fasciotomy is required to relieve pressure built up in the muscle compartment before irreversible damage occurs to the ischemic muscle. 3. Compare the nursing needs of a total hip replacement patient with a total knee replacement patient. Nursing Needs of a Total Hip Replacement Patient A patient with a total hip replacement requires monitoring for specific potential complications especially the dislocation of hip prosthesis. Nursing needs are more focused on the dislocation of the hip prosthesis. If the patient is undergoing a posterior or posterior-lateral approach for total hip arthroplasty, maintenance of the femoral head component in the acetabular cup is important. The leg should be positioned in abduction to prevent dislocation of the prosthesis. An abduction splint can be used to keep the hip in abduction. Hip should never be flexed more than 90 degrees. Limited flexion is maintained during transfers and when sitting. There are methods to avoid displacement of the hip such as keeping the knees apart at all times, putting a pillow between the legs when sleeping, never crossing the legs when seated, avoding positions such as bending forward when seated in a chair and when picking up an object on the floor. A higg seated chair should be used and a raised toilet seat. The hip should also not be flexed to put on clothing such as pants, stocking, socks, shoes, etc. Monitoring the wound drainage, preventing deep vein thrombosis and infection,are also important for the patient. Nursing Needs of a Total Knee Replacement Patient In other hand, a patient with total knee replacement focuses on the importance in encouraging active flexion of the foot every hour postoperatively, when awake. Also, drainage should range from 200 to 400mlduring the first 24 hours after the surgery and reduces to less than 25ml by 48 hours at which time drainage is removed by the surgeon. A continuous passive range of motion or CPM device combined with physical therapy will help improve the patients postoperative knee mobility and decrease use of analgesics. Usually, 10 degrees of extension and 15 degrees of flexion are prescribed initially, then increasing to 90 degrees of flexion with 0 or full extension by discharge. The knee is usually protected with a knee immobilizer and is elevated when the patient sits in a chair. Ambulation, use of assistive devices and within the prescribed weight bearing limits is encouraged on the day after surgery. 4. Discuss methods to avoid dislocation after hip replacement after surgery. There are several methods to avoid dislocation of the hip prosthesis. These are the following: a. The knees should be kept apart at all times. b. A pillow should be placed between the legs when sleeping. c. Legs should not be crossed when seated. d. Bending forward when sitting in a chair should be avoided. e. Bending forward to pick up an object on the floor should also be avoided. f. A high seated chair and a raised toilet seat should be used because the knees should be lower than the level of the hips when seated. g. The hips should not be flexed to put on clothing such as pants, stockings, socks, or shoes. 5. You are caring for a patient who has had skeletal traction placed to treat a fractured femur. Discuss nursing interventions and assessment techniques related to this type of treatment. When caring for a patient with a skeletal traction on a fractured femur, these arethe nursing interventions and assessment techniques the nurse must do: a. The nurse must check the traction system daily, at least every 6 to 8 hours and always after moving the patient. b. The nurse must also inspect for looseness of pins or wires and signs of infection such as discharge, redness and inflammation at the sites of insertion of the traction. c. Pin sites should be cleaned twice or once daily; chlorhexidine solution is the most recommended solution to use for cleaning. d. Skin breakdown should be prevented by covering the bony prominences used by the patient when moving such as the elbows and heel. e. An overhead trapeze is given to the patient for easy movement. f. The neurovascular status of the fractured femur should be assessed every 4 hours. g. The patient should be encouraged to do calf-pumping exercises for at least 10 times per hour to decrease the risk for deep vein thrombosis of the affected part. h. The use of anti-embolism stockings can also help prevent venous stasis. g. Active exercise such as pulling up on the trapeze, flexing and extending the feet and isometric exercises will maintain strength in major ambulatory muscles. i. Assisting the patient will self-care such as bathing, dressing and toileting is also one of the nurses responsibilities. j. The nurse must also monitor the patient for any potential complications such as DVT, constipation, etc. 6. A patient is being discharged with an external fixator for a fractured humerus. Discuss home care instructions for this patient. Home care instructions for a patient with an external fixator include the following: a. The nurse must demonstrate proper pin site care. The solution that must be used is chlorhexidine solution, and cleaning is once or twice a day. b. The nurse should inform the patient to notify the physician if signs of infection such as redness, tenderness, increased or purulent pin drainage occur. c. The nurse should also describe measures to control swelling and pain such as elevating the extremity to the heart level and taking prescribed analgesics. d. The nurse informs the patient to report uncontrolled pain upon elevation and use of analgesics for it could be an indicator of impaired tissue perfusion, compartment syndrome, or pin traction infection. e. The nurse should also let the patient demonstrate the ability to transfer and use mobility aids safely. 7. Identify various types of traction and the principles of effective traction. a. Skin Traction It is used to control muscle spasms and to immobilize an area before surgery. No more than 2 to 3.5kg of traction can be used on an extremity. b. Skeletal Traction It is applied directly to the bone and is used occasionally to treat fractures of the femur, tibia, and the cervical spine. Two types of pins are commonly used; the Steinmann pin, and the threaded pins such as Denham pin. There are also common types of traction used. These are the following: c. Straight-Leg Traction It is also known as Pughs traction which allows the traction cord to be fixed by trying it to for example, the end of the thomas splint or used as sliding traction using a pulley and weights. It is used as a temporary measure for fractured neck of femur injuries, to rest the hip or relieve pain or muscle spasm. d. Hamilton-Russell Traction It is traditionally been used for fractures of the neck and the shaft of the femur. The arrangement of the foot pulleys multiplies the traction force by 100%. To ensure Effective traction, avoidance of wrinkling and slipping of the traction bandage is important. Also, it is a must to maintain countertraction. Proper positioning is maintained to keep the leg in neutral position. Advice the patient not to turn from side to side. This will prevent bony fragments from moving against one another. 8. Discuss the use of Bucks traction, its uses and the involved nursing considerations. Bucks Extension traction is used to the lower leg. It is a type of skin traction that is used to immobilize fractures of the proximal femur before surgical fixation. During application of the Bucks Extension traction, excessive pressure is avoided over the malleolus and proximal fibula to prevent pressure ulcers and nerve damage. The prescribed weight is usually 5 to 8 pounds. 9. Discuss the nursing care for a patient undergoing orthopaedic surgery. a. Relieving pain is the first goal for the patient. Decreasing the discomfort by moving the affected bone or the injured joint can help. b. Elevation of the edematous extremity will promote venous return and reduce the discomfort. c. Giving alangesics as ordered, d. Monitoring and maintaining the neurovascular status of the patient. e. Assisting the patient in performing activities. f. Assessing the nutritional status and hydration by monitoring fluid intake, urinary output and urinalysis findings. g. Encouraging mobility immediately after surgery to promoted independence in ambulation. h. Assisting the patient in accepting body changes, diminished self-esteem and roles and responsibilities. SOURCES: Brunner and Suddarths textbook of Medical-Surgical Nursing 12th Edition Julia Kneale et. al. (2005) Orthopaedic and Trauma Nursing 2nd Edition Web Assignment 1. Find a research article addressing health teaching needs for the patient with a cast. Explain your findings in a one-page paper. http://www.uptodate.com/contents/patient-information-cast-and-splint-care According to the article, a cast is used to protect your bone and reduce pain as it heals. Minimizing the risk for potential complications is important. It was enumerated in the article some cast care instructions and they are as follows; the cast should be kept above the level of the heart within 24 to 48 hours which can be accomplished by resting it on pillows. Also, fingers and toes where the cast is located should be moved gently. The ice keeps the swelling down. Applying a bag of ice of a bag of frozen vegetables covered with a thin towel to the cast for 20 minutes while awake reduces swelling. The patient should be reminded that ice is not applied directly into the skin. Pain medications should be taken as ordered such as ibuprofen and acetaminophen. The cast should not get wet. To bathe with a cast, cover the cast with a plastic bag and tape the opening shut. Then, the cast is hung outside the tub. Even if the cast is covered with a plastic, it should not be placed with water or allow the water to run over the area. There are waterproof cast available at medical supply stores but are not completely waterproof. A hair dryer on a cool setting can be used to dry the cat in case it got wet, it can also soothe itchiness. Warm or hot setting can burn the skin that is wise it is not advised to be used. A vacuum cleaner can also be used with a hose attachment to pull air through the cast and speed drying. The patient should always remember that the cast should be kept clean. Powder or lotion should not be applied near the cast and the cast should be covered when eating. The padding out from inside the cast must not be pulled. There are also instructions said when to seek care. These are as follows; if there are sore areas or a foul odor from the cast, cracks or breaks in the cast, or the cast feels too tight, if swelling is developed that causes pain and immobility of the fingers or toes, if tingling or numbness is felt on the affected part, if the fingers or toes are blue or cold, if there is severe pain in or near the affected part, and if it becomes soaking wet and does not dry with a hair dryer or vacuum.

The Spotted Bat Essay -- Animal Biology

Picture a small delicate creature with a contrasting patch on each shoulder, white at the base of the ears and two huge pink ears. This creature is the spotted bat, also known as the pinto bat. It usually weighs sixteen to twenty grams with a total length of one hundred seven to one hundred fifteen millimeters. Its classification is Animalia Craniata Mammalia Chiroptera Vespertilionidae Euderma maculatum. (www.americanzoo.com) The spotted bat can be found in western North America: southern California east to New Mexico and from Montana south to Mexico. It?s most commonly found in habitats dominated by Utah juniper and sagebrush, sometimes intermixed with limber pine or Douglas-fir, or in grassy meadows in ponderosa pine savannah. Cliffs, rocky outcrops, and water are other attributes of sites where spotted bats have been located. Spotted bats roost in caves, and in cracks in cliffs and canyons, with which this species is consistently associated. The spotted bat can crawl with ease on both horizontal and vertical surfaces. There is a possibility that these bats migrate south...

Christmas Carol Essay

The light represents a sense of alertness to show that Scrooge has done great harm and hope. This quote also opens the sight to the audience of Scrooge’s past time and why he is the way he currently is. The Cratchit’s are an example of the impoverished people who, Dickens felt, were very honest. The poor people were never too worried about getting more than enough but just wanted something decent to live on. The clothes they whore were past down from parents or older siblings. The food was shared equally so that no one would be left too hungry, all these actions make the poor increase their love for each other. Dickens shows this when: ‘There was nothing very cheerful in the climate(†¦Ã¢â‚¬ ¦ ) Yet there was an air of cheerfulness abroad’ This quote shows that even though the weather and atmosphere was very dull, the Cratchits still were happy for the sake of Christmas. This shows that Dickens is emphasizing that the poor had good characters, because they made the most of what they could and hardly complained whilst on the other hand the rich weren’t so graceful. Dickens clearly shows that the rich are greedy and do what will benefit them so they live in a crafty way to get more money. The rich do more and more to feel satisfied but they still want more which leaves them with corrupt lives. In this manner the rich never see the real wonder and beauty of life. This is shown by Dicken’s through the character of Scrooge when Scrooge has never been to Bob Cratchit’s house. Here he sees how the Cratchits, despite being very poor, can be happy at Christmas. Bob and Mrs. Cratchit struggle because their family is large: there are six children. Scrooge sees how frail Tiny Tim is and asks the Spirit if he will live. The ghost tells him that unless something changes in the future, the child will die. This makes Scrooge feel bad and some emotions in Scrooge’s feelings are shown. Later on in this stave the Ghost of Christmas Present takes Scrooge to Fred’s house. Fred is having a party and Scrooge is brought by the spirit to see and hear it to show him the benefit of a warm family life and that money could be used to share love and happiness. Scrooge’s nephew Fred says: â€Å"his offences carry their own punishment†. This quote shows that whoever does evil, then evil will come back to him, in this case Scrooge has no care for the poor and so he is punished by being lonely with no family or friends. It also shows how Fred does not have any ill feelings towards his uncle. This quote suggests that Dickens felt that the rich weren’t always happy and secure because of their possessions but needed respect for who they were, to be happy. Fred is a very generous rich man and Dickens shows that not every rich person was selfish and greedy but some were kind and caring. Dickens shows you could be rich of love and happiness with family and friends, even for the poor. Dickens explains this through the character of Fred when we are told: ‘Scrooge is to be pitied, not despised. He is rich but his money does him no good’ This quote shows that the rich were not always seen as the mighty, glorious people in the Victorian times but some were seen as being very low. The second part of the quote clearly emphasizes that money couldn’t buy everything. But in some circumstances money was a hindrance. Dickens also shows us that having all the money and wealth in the world cannot make you as joyous as being generous and kind. Dickens emphasizes this in his novel through the character Mr. Fezzywig, who is a very generous rich man, who had great love and joy. At this point in the novel, Scrooge is more emotional about how he has treated other people. He finds out that the Cratchits are happier than he had assumed but are suffering severely especially Tiny Tim. He finds out the truth of how his nephew really feels about him. However he knows that he has one more journey to go to and that is the future. The Ghost of Christmas future brings a sense of fear into the scenes, because of the way he only points but doesn’t speak and his head is covered with a hood. ‘The phantom slowly, gravely, silently approached’ This shows that Dickens was very serious about the issues of poverty and that he wanted everyone to know how horrific it was to be so greedy and not give anything to the poor. The quote shows us that something dreadful is to come. Similarly Dickens criticizes the rich who do not give to the poor by saying that they will have no one to care for them when they are feeble. Dickens shows this when the old woman says: ‘I thought he’d never die. ‘ This quote shows that Dickens is emphasizing how desperate people will be to get rid of such selfish, tight fisted people who have no care for others. The quote has a very strong message because it illustrates how worthless money can make a person. Dickens shows this worthlessness of money if not used properly can make a rich person worthless. This is shown when: ‘It’s likely to be a very cheap funeral’ This quote shows that people did not care about this person who has died. Dickens’ message here is that no matter how rich you are, you will not be worth a penny if you are careless and greedy. Scrooge gets scared and worried of what he sees. Scrooge shows lots of emotion, this is shown with: ‘In his agony he caught the spectral hand. ‘ This quote shows that Scrooge has become very feeble of his feelings because he has finally realized how dreadful of a person he has been. Dickens uses ‘agony’ to show the amount of pain and misery a greedy person’s death would be. In conclusion, Scrooge learned that money isn’t everything and that being generous and respectful to others is the most important thing. Scrooge also learns that family and friends come before money and business. In the following century society had many improvements such as benefits for the elderly and disabled. Most of these improvements were made into society after World War 2. This was mainly due to that in the world war, both the poor and rich fought together as one nation. Therefore the rich got to know the poor better and money was shared to provide for all the people so they could help in the war. Food rations were one of these schemes, so the world wars had a huge impact on how society was treated. In the modern society we live in there are many changes due to everybody contributing such as taxes. However in the Victorian times society was very closed and the message Dickens was trying to get over was that everyone should help each other whether poor or rich. There are many modern day Scrooge’s we can refer to even though it’s been over a century since Dickens era. However the Scrooge’s we can refer to in this century have been the more clever, sneaky one’s. An example of this is when DNA was discovered. The men who were seen as discoverer’s were Watson and Crick. However the real people behind the scenes actually made this discovery but the credit and glory was all given to Watson and Crick. Unlike in Dickens times, the modern society’s can get hold of money easily but nowadays it is more about pride and glory. Similarly of how poverty was present in Victorian England it still exists in the third world such as Africa but the Scrooge’s are known as the politicians however the poor are still the public.

One-Off is not a New Expression

One-Off is not a New Expression â€Å"One-Off† is not a New Expression â€Å"One-Off† is not a New Expression By Maeve Maddox Barbara McNichol forwarded me a question about the expression one-off as used to mean â€Å"one of a kind.† I really thought the correct slang was one OF, not OFF, as in short for one of a kind. So if thats true, how did one of morph into one off? Or is it simply that people are spelling it incorrectly? Although the definition of one-off contains the word of, the expression has always been one-off. The expression is fairly new in American usage. It began as a British expression and derives from manufacturing jargon. Its first recorded date of use is 1934. As a noun, one-off is defined in the OED as A manufactured product made as the only one of its kind; a prototype; (more generally) something not repeated. One-off can also be used as an adjective: Made or done as the only one of its kind; unique, not repeated. The popularity of the expression in headlines on the web will ensure that its use will no longer be confined to speakers of British English: Vespa builds a one-off, four seater ‘Stretch Scooter’ Exclusive one-off London Bestival Party for 2010 Was Nigerian bomber a one-off? Darling announces one-off shock tax to break bonus culture The Top 10 Weirdest One-off Characters On Lost Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†16 Misquoted QuotationsPreposition Mistakes #3: Two Idioms

Mexicos Geographic Potential

Mexicos Geographic Potential Geography can have a profound influence on a countrys economy. States that are landlocked are nautically disadvantaged in global trade compared to coastal states. Countries located in the mid-latitudes will have greater agricultural potential than those in the high latitudes, and lowland areas encourage industrial development more so than highland areas. It is widely believed that Western Europes financial success is a fundamental result of the continents superior geography. However, despite its influence, there remain cases in which a country with good geography could still experience economic distress. Mexico is an example of such a case. The Geography of Mexico The country is also rich in natural resources. Gold mines are scattered throughout its southern regions, and silver, copper, iron, lead, and zinc ores can be found virtually anywhere within its interior. There is an abundance of petroleum along Mexicos Atlantic coast, and gas and coal fields are dispersed throughout the region near the Texas border. In 2010, Mexico was the third largest oil exporter to the United States (7.5%), behind only Canada and Saudi Arabia. With approximately half of the country located south of the Tropic of Cancer, Mexico has the ability to grow tropical fruits and vegetables nearly year-round. Much of its soil is fertile and the consistent tropical rainfall help provide natural irrigation. The countrys rainforest is also home to some of the worlds most diverse species of fauna and flora. This biodiversity has great potential for biomedical research and supply. Mexicos geography also provides great tourism possibilities. The crystal blue waters of the Gulf illuminate its white sand beaches, while ancient Aztec and Mayan ruins present visitors with an enriching historical experience. The volcanic mountains and forested jungle terrain provide an avenue for hikers and adventure seekers. Enclosed resorts in Tijuana and Cancun are perfect places for couples, honeymooners, and families on vacation. Of course, Mexico City, with its beautiful Spanish and Mestizo architecture and cultural life, attracts visitors of all demographics. Mexico's Economic Struggles In the last three decades, Mexicos economic geography has progressed somewhat. Thanks to NAFTA, northern states such as Nuevo Leon, Chihuahua, and Baja California have seen great industrial development and income expansion. However, the country southern states of Chiapas, Oaxaca, and Guerrero continue to struggle. Mexicos infrastructure, already inadequate, serves the south far less well than the north. The south also lags in education, public utilities, and transportation. This contrast is leading to a great deal of social and political strife. In 1994, a radical group of Amerindian peasants formed a group called the Zapatista National Liberation Army (ZNLA), who consistently rages guerrilla warfare on the country. Another major obstacle to Mexicos economic advancement is the drug cartels. Over the past decade, drug cartels from Colombia established new bases in northern Mexico. These drug barons have been murdering law enforcement officers, civilians, and competitors by the thousands. They are well armed, organized, and they have begun to undermine the government. In 2010, the Zetas drug cartel siphoned more than $1 billion dollars worth of oil from Mexicos pipelines, and their influence continues to grow. The future of the country depends on the governments effort to close the gap between rich and poor in order to reduce regional inequalities. Mexico needs to invest in infrastructure development and education, all while pursuing strong trade policies with neighboring states. They need to find a way to abolish the drug cartels and create an environment that is secure for citizens and tourists. Most importantly, Mexico needs  to expand industrial avenues that can benefit from their good geography, such as the development of a dry canal across the narrowest part of the country to compete with the Panama Canal. With some proper reforms, Mexico has the great potential for economic prosperity. Sources: De Blij, Harm. The World Today: Concepts and Regions in Geography 5th Edition. Carlisle, Hoboken, New Jersey: John Wiley Sons Publishing, 2011

Evolution of Management Principles Essay Example | Topics and Well Written Essays - 1750 words

Evolution of Management Principles - Essay Example At the present, the work is supposed to be carried out by a basis of sharing and caring within the organization’s regimes which was not the case say two decades down the road. With the changing times, the business world has evolved and so have the different methodologies and the ways and means through which it is carried day in day out. One needs to realize the fact that business is a consistently changing world and in this world only the people who are ready to change are successful. Thus to put it in the related context, change is the only constant in the world and in the business scheme of things, changing to suit the will and desire of the customers and/or the stakeholders as well as doing one last bit to bring in more revenues and profits for the company just plays the right trick for the business to succeed both in the short term as well as in the long run. (Cyert & March, 1963) Organizations which stagnate over a period of time and do not change because of one pressure or the other usually die out quickly. The ones that have existed thus far have relied a great deal on the phenomenon attached with change and consistent upgrading of the needs as put forward by the business and its norms. Furthermore, the changing market structure might call for changing strategies and lines of action that would all target the people for whom the product is actually designed as well as the competitors with whom the clutter is being broken in the environs of the marketplace. Thus competition brings in more and more quality at the end of the company with regards to its products as well as more sales in the form of its varied and changed stance on focusing towards the customers rather than the product itself. Every big business or multinational that is existent in present times credits itself on to the vision of an exemplary personality which started it all when the going was tough and when there was a huge competition in the related

Religious Tolerance Essay Example | Topics and Well Written Essays - 1500 words

Religious Tolerance - Essay Example In addition, the reorganization and study of distinct religious tradition offers different way of conceptualizing and organizing the differing ideas about god and social organization that arise from these different opinions concerning the understanding of God. For long time, religion has been helpful to mankind in that it is very for humans to live without order orientation or religion. This is because; religion provides a basis on which people, societies and different world cultures built their lives and institutions. In order to embrace religious tolerance, it is important for people to establish a basic familiarity with other traditions and develop an open mind to be comfortable with the concept that it is possible for others to apply different conceptual systems to organize the same experience and aspirations that we posses. Additionally, it is also ital to recognize and understand how that in modern age, religion is playing a big role in social and political arena thus we need to be very careful on how we asses and evaluate other religions and develop a mechanism on how to deal with variety of religions and tolerate divergent practices. It is significant to note that religious diversity and the role of religion should play in people’s lives are not new issues. This is because encouraging religious toleration makes people to shun away from religious fanaticism and challenges them to pursue life, liberty, and happiness commanded by rational choice and personal judgment. It is worth noting that awareness of religions distinct from ours and tolerance for them is a rare virtue in any world society. But based on rational choice and personal judgment, makes such awareness essential or important. Religious toleration is very important in maintaining a harmonious civic society and promoting personal religious or spiritual aspirations (Esposito et al, 2002). In order to understand the Hindu religion, it is vital to look at the brief history of Hindu

Personal Perception of Organized Crime Essay Example | Topics and Well Written Essays - 750 words

Personal Perception of Organized Crime - Essay Example These enterprises are run and managed by criminals for the sole purpose of perpetrating illegal activities (Allum and Gilmour, 2012). Examples include various gangs and even terrorist groups. As can be observed, both definitions highlight organized crime as the perpetration of criminal activity with the aid of various, highly established mechanisms such as groups or gangs. However, the initial perception of organized crime prior to further reading was only limited to the portrayal of organized crime in the form of certain gangs. This implies that further reading brought exposure with regard to other forms of organized groups such as terrorist groups. In addition, cyber crime could also be considered as a form of organized crime. Characteristics of Organized Crime Organized crime has numerous characteristics. Organized crime behaviors are mainly highly structured and employ the differentiation of roles and operations. The system is, thus, involved in various illegal activities around the world. As mentioned, these crimes are perpetrated with the aid of groups of gangs whose membership is extremely loyal and committed to the set objectives. Thus, the characteristics of organized crimes involve many classifications as subsequently outlined. Violence and Intimidation Violence and intimidation represent a core characteristic of most organized crime behaviors. This implies that in the perpetration of organized crime, the criminal involved either employs violent behaviors or intimidation methods. For instance, terrorist groups may indulge in violent tendencies in regards to achieving certain objectives. On the other hand, other organized crime groups such as gangs may employ intimidating behaviors in the control and regulation of territories. Thus, innocent civilians or residents may be intimidated into compliance with certain operations with regard to the activities of the gangs. For instance, shopkeepers may be forced and intimidated into parting with certain amount s of money on a regular basis to the gangs. As a result of this intimidation processes, civilians may fail to testify against the gangs in court owing to fear of vindication. Thus, violence and intimidation contribute significantly to the thriving of organized crime in modern societies (Allum and Gilmour, 2012). Employment of Technology This represents an emerging trend in the perpetration of organized crime in modern society. Organized crimes have embraced technological advancements in the perpetration of criminal activities. Cybercrime refers to one of the examples of employment of technological advancements with regard to organized crime behavior. Through cybercrime, organized gangs are able to obtain sensitive personal and financial information using software applications. Information collected may, in turn, be used in the perpetration of internet crimes such as internet theft or internet fraud. Money Laundering Money laundering also represents a significant characteristic of or ganized crime behavior. Thus, billions of dollars are laundered annually by organized crime groups around the world. This process involves the exploitation of domestic financial institutions. The system is extremely structured and organized. This implies that various parties are responsible for the operations within the process of money laundering. Money laundering also employs a range of forms of technological

Outline & Evaluate the Functionalist Approach to Crime & Deviance Essay Example for Free

Outline Evaluate the Functionalist Approach to Crime Deviance Essay This question includes assessment of your understanding of the connections between crime and deviance and sociological theory. Functionalist explanations of deviance begin with society as a whole looking for the origins of deviance in the nature of society, not the biological or psychological make up of an individual. Functionalists favour quantative methods to look at society, using statistics to see society as a whole, rather than looking at the individuals effect on society. The majority of Functionalists ideas on crime derive from the work of Durkheim. Durkheim believes that crime in inevitable because not every member of society shares the same values and norms; every society has crime, particularly the most advanced industrial societies. Crime is seen as not only inevitable, but functional to society because it allows for change, which is vital for society to function. Durkheim argues that crime brings society together, as in the case of the Soham murders. From this point of view it can be questioned what the function of punishment is, Durkheim believes punishment is a form of social control and act as a signal to people. A.K Cohen developed Durkheims ideas further, providing further possible functions of deviance. Firstly deviance can act as a safety valve providing an expression of discontent. Cohen uses the example of prostitution, he believes this protects the institution of the family and provides a release from the stress of family life without undermining family stability because the relationship between prostitute and client has no emotional attachments. In other words it is fine for a man to use a prostitute, but not to have an affair because that would jeopardise the family! Cohen believes that deviance acts as a warning device too indicate that an aspect of society is malfunctioning, thus drawing attention to it and allowing the problem to be resolved. An example of this is the Los Angeles riots that drew attention to the mistreatment of blacks, likewise the Steven Lawrence case. Durkheim and Cohens work is important because it moved ideas away from biological and psychological explanations for deviance, rather seeing it being society itself creating crime. However, other sociologists believe the functions are too narrow and class differences are not examined.

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002).