Ap World History Chapter 12-14 Vocabulary

Tarek Sahyoun AP World History Unit 3 Vocabulary * Bedouins are pretty much the stereotypical Arabs because of their culture based on herding camels and goats * I would have liked to be a Shaykh if I lived in a Bedouin society because they usually possessed large herds. * It is a Muslim practice to pray toward the city of Mecca. * I was surprised to hear that Muhammad's flight to Medina began the Muslim calendar. * The Umayyad clan dominated Mecca, and later became a Muslim dynasty. * Muhammad is the prophet that started the religion of Islam, which even today is a major religion. My grandmother reads the Qur'an in her free time. * If one is Muslim, one must always have faith in the Umma. * Muslims must pay zakat to the mosques to allow them to keep functioning. * The Five Pillars are the set of rules that all Muslims must follow. * Caliphs were doubted by many because they took the place of Muhammad although there were no official procedures to have someone follow the prophet. * Ali was the cousin and son-in-law of Muhammad. * Abu Bakr had the privilege of succeeding Muhammad as the first caliph. * The Ridda Wars following Muhammad's death restored the unity of Islam. Jihad was the Islamic holy war. * Mu'awiya was the first Umayyad caliph and had a capital was Damascus * Today, Sunnis make up most of the Muslim population. * Today, Shia’s make up the minority of the Muslim population * Mawali people had many restrictions, although they were granted the right convert to Islam. * Dhimmis were known as â€Å"the people of the book† who originally included the Jews and the Christians. * The Abbasids dynasty succeeded the Umayyads after a long rivalry had ended. * Hadiths are â€Å"traditions† of the prophet Muhammad Wazir was the chief administrative official under the Abbasids * Dhows were used by Arab merchants, and helped them be very successful in quick trade. * The Ayan was the wealthy landed elite that emerged under the Abbasids * Al-Mah di failed to reconcile Shi'a moderates to his dynasty and to resolve the succession problem. * Harun al-Rashid was the most famous of the Abbasid caliphs * Buyids were Persian invaders of the 10th century that captured Baghdad * The Seljuk Turks were nomadic invaders from central Asia * There have been several accounts of Crusades in history of the world. Salah-ud-Din reconquered most of the crusader kingdoms. * Ibn Khaldun was a great Muslim historian * Al-Razi was a scientist who was incorrect, and classified all matter as animal, vegetable, and mineral. * Al-Biruni –was an advanced scientist who calculated the specific weight of major minerals. * The Ulama was made up of Islamic religious scholars. * Al-Ghazali was a brilliant Islamic theologian * Sufis were Islamic mystics, and spread Islam to many Afro-Asian regions. * Mongols were central Asian nomadic peoples, and later had one of the largest empires in the world. Chinggis Khan was a Mongol ruler, who would later play a large role in the history of the Mongols. * Mamluks were rulers of Egypt who descended from Turkish slaves * Muhammad ibn Qasim is respected because he was once the Arab general who conquered Sind and made it part of the Umayyad Empire * Although they are Arabic numerals, they are actually Indian. * Mahmud of Ghazni was ruler of an Afghan dynasty. * Muhammad of Ghur was a Persian ruler of a small Afghan kingdom. * Sati was a very cruel way of dying, for widowed women had to be burned with their deceased husbands. Bhaktic cults were Hindu religious groups who stressed the importance of strong emotional bonds between devotees and the gods or goddesses. * Kabir was Muslim mystic who played down the differences between Hinduism and Islam * Shrivijaya was the trading empire based on the Malacca straits * Malacca was a flourishing trading city in Malaya that was established a trading empire after the fall of Shrivijaya. * Demak was most powerful of the trading states on the north Java c oast. Stateless societies -societies of varying sizes organized through kingship and lacking the concentration of power found in centralized states * Maghrib is the Arabic term for northwestern Africa * The Almoravids built an empire reaching from the African savanna into Spain * The Almohadis built an empire reaching from the African savanna into Spain * Ethiopia is a Christian kingdom in the highlands of eastern Africa * Sahel is the term for the extensive grassland belt at the southern edge of the Sahara. Sudanic states are states trading with north Africa and mixing Islamic and indigenous ways * Mali is a state of the Malinke people centered between the Senegal and Niger rivers * Juula were Malinke merchants who traded throughout the Mali Empire and west Africa * Mansa was title of the ruler of Mali * Ibn Batuta was an Arab traveler throughout the Muslim world * Kankan Musa was legendary because of the wealth distributed along the way on a pilgrimage to Mecca. * Sundiata created a unified state that became the Mali Empire. * Songhay was the successor state to Mali. * Hausa states combined Islamic and indigenous beliefs. East African trading ports were urbanized commercial centers mixing African and Arab cultures. * Demographic transition is the term for the change from slow to rapid population growth. * Nok was the central Nigerian culture with a highly developed art style. * Yoruba was a highly urbanized Nigerian agriculturists organized into small city-states. * Luba peoples created a form of divine kingship where the ruler had powers ensuring fertility of people and crops. * Great Zimbabwe incorporated the greatest early buildings in sub-Saharan Africa * Justinian was a Byzantine emperor who failed to reconquer the western portions of the empire. The Body of Civil Law was the emperor Justinian's codification of Roman law. * The Byzantine weapon consisting of mixture of chemicals that ignited when exposed to water was known as Greek fire. * Icons are ima ges of religious figures venerated by Byzantine Christians. * Iconoclasm was the action of breaking of icons. * Manzikert was the Seljuk Turk victory which resulted in loss of the empire's rich Anatolian territory * Cyril and Methodius were Byzantine missionaries sent to convert eastern Europe and Balkans. * Kiev was a commercial city in Ukraine established by Scandinavians. Rurik is regarded as founder of Kievan Rus' in 855. * Vladmir I was a ruler of Kiev that converted kingdom to Orthodox Christianity. * Russian Orthodoxy was a Russian form of Christianity brought from Byzantine Empire. * Yaroslav was the last great Kievan monarch. * Boyars were Russian land-holding aristocrats. * Tatars were Mongols who conquered Russian cities. * The Middle Ages is known as the period in western European history between the fall of Roman Empire and the 15th century. * Gothic architecture is an architectural style developed in Western Europe. Vikings were seagoing Scandinavian raiders who disrup ted coastal areas of Europe. * Manorialism was a rural system of reciprocal relations between landlords and their peasant laborers during the Middle Ages. * Serfs were peasant agricultural laborers within the manorial system. * The three-field system was the practice of dividing land into thirds, rotating between two different crops and pasturage. * Clovis was a king of the Franks. * The Carolingians was royal house of Franks. * Charles Martel was the first Carolingian king of the Franks. * Charlemagne was a Carolingian monarch who established large empire in France and Germany. Holy Roman emperors were political heirs to Charlemagne's empire in northern Italy and Germany. * Feudalism was a personal relationship during the Middle Ages by which greater lords provided land to lesser lords in return for military service. * Vassals were members of the military elite who received land or a benefice from a lord in return for military service and loyalty. * The Capetians were a French dyna sty. * William the Conqueror invaded England from Normandy. * The Magna Carta represented principle of mutual limits and obligations between rulers and feudal aristocracy, and the supremacy of law. Parliaments are bodies representing privileged groups. * The Hundred Years War was a major conflict between England and France. * Pope Urban II organized the first Crusade in 1095. * Investiture is the practice of appointment of bishops * St. Clare of Assisi is the founder of a woman's monastic order * Gregory VII is a pope who attempted to free church from secular control; quarreled with Holy Roman Emperor Henry IV over practice of lay investiture of bishops * Thomas Aquinas was a creator of one of the great syntheses of medieval learning. Scholasticism is a dominant medieval philosophical approach. * Troubadours gave a new value to the emotion of love in Western tradition. * The Hanseatic League was an organization of north German and Scandinavian cities for the purpose of establishing a commercial alliance * Jacques Coeur’s career as banker to the French monarchy demonstrates new course of medieval commerce * Guilds stressed security and mutual control; limited membership, regulated apprenticeships, guaranteed good workmanship; held a privileged place in cities * The Black Death significantly reduced Europe's population. Columbus referred to the Native Americans as Indians. * Toltecs established capital at Tula following migration into central Mesoamerican plateau; strongly militaristic ethic, including cult of human sacrifice. * Aztecs also known as the Mexica established a large empire. * Tenochtitlan became center of Aztec power. * Calpulli were clans in Aztec society. * I think it would be pretty cool to work on a Chinampa. * Pochteca specialized in long-distance trade in luxury items. Inca socialism was an interpretation describing Inca society as a type of utopia * The Inca was a group of clans centered at Cuzco. * Pachacuti began the military campai gn that marked the creation of an Inca empire * Huayna Capac brought the empire to its greatest extent * Split inheritance is an Inca practice of ruler descent * Curacas were local rulers who the Inca left in office in return for loyalty. * Tambos were supply centers for Inca armies Quipu -system of knotted strings utilized by the Incas in place of a writing system; could contain numerical and other types of information for censuses and financial records * Period of the Six Dynasties -era of continuous warfare (220-589) among the many kingdoms that followed the fall of the Han * Wendi -member of prominent northern Chinese family during the era of Six Dynasties; established Sui dynasty in 589, with support from northern nomadic peoples * Li Yuan -Duke of Tang; minister for Yangdi; took over the empire after the assassination of Yangdi; 1st Tang ruler * Ministry of Public Rites -administered the examinations for state office during the Tang dynasty * Jinshi -title given students who p assed the most difficult examinations; became eligible for high office * Chan Buddhism -call Zen in Japan; stressed meditation and appreciation of natural and artistic beauty; popular among the elite * Mahayana (Pure Land) Buddhism -emphasized salvationist aspects of Chinese Buddhism; popular among the masses * Wuzong -Tang emperor (841-847); persecuted Buddhist monasteries and reduced influence of Buddhism in favor of Confucianism * Khitan nomads -founded Liao dynasty of Manchuria in 907; remained a threat to Song; very much influenced by Chinese culture * Zhao Kuangyin -general who founded Song dynasty; took royal name of Taizu * Zhu Xi -most prominent Neo-Confucian scholar during the Song dynasty; stressed importance of applying philosophical principles to everyday life * Wang Anshi -Confucian scholar and chief minister of a Song ruler in 1070s; introduced sweeping reforms based on Legalism; advocated greater state intervention in society * Southern Song -smaller surviving dynast y (1127-1279); presided over one of the greatest cultural reigns in world history * Jurchens -founders of Jin kingdom that succeeded the Liao in northern China; annexed most of Yellow River basin and forces Song to flee south * Grand Canal -great canal system begun by Yangdi; joined Yellow River region to the Yangtze basin * Junks -Chinese ships equipped with watertight bulkheads, stern-post rudders, compasses, and bamboo fenders; dominant force in Asian seas east of the Malayan peninsula * Flying money -Chinese credit instrument that provided vouchers to merchants to be redeemed at the end of a venture; reduced danger of robbery; an early form of currency * Footbinding -male imposed practice to mutilate women's feet in order to educe size; produced pain and restricted movement; helped to confine women to the household * Bi Sheng -11th c artisan; devised technique of printing with movable type; made it possible for China to be the most contemporary literate civilziation * Taika refo rms -attempt to remake Japanese monarch into an absolutist Chinese-style emperor; included attempts to create professional bureaucracy and peasant conscript army * Fujiwara -mid-9th c Japanese aristocratic family; exercised exceptional influence over imperial affairs; aided in decline of imperial power * Bushi -regional warrior leaders in Japan; ruled small kingdoms from fortresses; administered the law, supervised public works projects, and collected revenues; built up private armies * Samurai -mounted troops of the bushi; loyal to local lords, not the emperor * Seppuku -ritual suicide in Japan; also known as hari-kiri; demonstrated courage and was a means to restore family honor * Gumpei wars -waged for five years from 1180 on Honshu between the Taira and Minamoto families; ended in destruction of Taira * Bakufu -military government established by the Minamoto following Gumpei wars; centered at Kamakura; retained emperor, but real power resided in military government and samurai * Shoguns -military leaders of the bakufu Hojo -a warrior family closely allied with the Minamoto; dominated Kamakura regime and manipulated Minamoto rulers; ruled in name of emperor * Ashikaga Takuaji -member of Minamoto family; overthrew KamaKura regime and established Ashikaga shogunate (1336-1573); drove emperor from Kyoto to Yoshino * Daimyos -warlord rulers of small states following Onin war and disruption of Ashikaga shogunate; holding consolidated into unified and bounded mini-states * Choson -earliest Korean kingdom; conquered by Han in 109 BCE * Koguryo -tribal people of northern Korea; established an independent kingdom in the northern half of the peninsula; adopted cultural Sinification * Sinification -extensive adaptation of Chinese culture in other regions * Yi -dynasty (1392-1910); succeeded Koryo dynasty after Mongol invasions; restored aristocratic dominance and Chinese influence * Trung Sisters -leaders of a rebellion in Vietnam against Chinese rule in 39 CE; demons trates importance of women in Vietnamese society * Khmers and Chams -Indianized Vietnamese peoples defeated by northern government at Hanoi * Nguyen -southern Vietnamese dynasty with capital at Hue that hallenged northern Trinh dynasty with center at Hanoi * Chinggis Khan -born in 1170s; elected supreme Mongol ruler (khagan) in 1206; began the Mongols rise to world power; died 1227 * Tumens -basic fighting units of Mongol forces; made up of 10,000 cavalrymen divided into smaller units * Tangut -rulers of Xi-Xia kingdom of northwest China; during the southern Song period; conquered by Mongols in 1226 * Shamanistic religion -Mongol beliefs focused on nature spirits * Batu -grandson of Chinggis Khan and ruler of Golden Horde; invaded Russian in 1236 * Golden Horde -one of four regional subdivisions of the Mongol Empire after death of Chinggis Khan; conquered and ruled Russua during the 13th and 14th c * Prester John -a mythical Christian monarch whose kingdom supposedly had been cut of f from Europe by the Muslim conquests; some thought he was Chinggis Khan * Ilkhan khanate -one of four regional subdivisions of the Mongol empire after the death of Chinggis Khan; eventually included much of Abbasid empire * Hulegu -grandson of Chinggis Khan and rule of Ilkhan khanate; captured and destroyed Abbasid Baghdad * Mamluks -Muslim slave warriors; established dynasty in Egypt; led by Baibars defeated Mongols in 1260 * Kubilai Khan -grandson of Chinggis Khan; conquered China; established Yuan dynasty in 1271 * Chabi -influential wife of Kubilai Khan; demonstrated refusal of Mongol women to adopt restrictive social conventions of Confucian China * Nestorians -Asian Christian sect; cut off from Europe by Muslim invasions * White Lotus Society -secret religious society dedicated to overthrow of Yuan dynasty * Ju Yuanzhang -Chinese peasant who led successful revolt against Yuan; founded Ming dynasty * Timur-i-Lang -last major nomad leader; 14th c, known to the West as Tamerlane ; Turkic ruler of Samarkand; launched attacks in Persia, Fertile Crescent, India, southern Russia; empire disintegrated after his death in 1405 * Ottoman Empire -Turkish empire established in Asia Minor and eventually extending through the Middle East and the Balkans; conquered Constantinople in 1453 and ended Byzantine Empire * Ming Dynasty -replaced Mongal Yuan dynasty in China in 1368; lasted until 1644; initially mounted large trade expeditions to southern Asia and Africa; later concentrated on internal development within China * Zheng He -Muslim Chinese seaman; commanded expeditions throughout the Indian Ocean * Renaissance -cultural and political elite movement beginning in Italy circa 1400; rested on urban vitality and expanding commerce; produced iterature and art with distinctly more secular priorities than those of the European Middle Ages * Portugal, Castile, and Aragon -regional Iberian kingdoms; participated in reconquest of peninsula from Muslims; developed a vigorous military and religious agenda * Vivaldi brothers -Genoese explorers who attempted to find a western route to the â€Å"Indies†; precursors of European thrust into southern Atlantic * Henry the Navigator -Portuguese prince; sponsored Atlantic voyages; reflected the forces present in last postclassical Europe * Ethnocentrism -judging foreigners by the standards of one's own group; leads to problems in interpreting world history

Stefan’s Diaries: Origins Chapter 7

The next week passed in a blur. I ran from fittings at Mrs. Fells's dress shop to visits with Rosalyn in the Cartwrights' stuffy parlor to the tavern with Damon. I tried to forget Katherine, leaving my shutters closed so I wouldn't be tempted to look across the lawn at the carriage house, and forcing myself to smile and wave at Damon and Katherine when they explored the gardens. Once I went up to the attic to look at the portrait of Mother. I wondered what advice she'd have for me. Love is patient, I remembered her saying in her lilting French accent during Bible study. The notion comforted me. Maybe love could come to me and Rosalyn. After that, I tried to love Rosalyn, or at least garner some kind of affection for her. I knew, behind her quietness and her dishwater blond hair, she was simply a sweet girl who'd make a doting wife and mother. Our most recent visits hadn't been awful. In fact, Rosalyn had been in remarkably good spirits. She'd gotten a new dog, a sleek black beast named Sadie, which she'd taken to carrying everywhere lest the new puppy suffer the same fate as Penny had. At one point, when Rosalyn looked up at me with adoring eyes, asking if I'd prefer lilacs or gardenias at the wedding, I almost felt fond of her. Maybe that would be enough. Father had wasted no time in planning another party to celebrate. This time, it was a barbecue at the estate, and Father had invited everyone within a twenty-mile radius. I recognized only a handful of the young men, pretty girls, and Confederate soldiers who milled around the labyrinth, acting as if they owned the estate. When I was younger, I used to love the parties at Veritas–they were always a chance to run down to the ice pond with our friends, to play hide-and-seek in the swamp, to ride horses to the Wickery Bridge, then dare each other to dive into the icy depths of Willow Creek. Now I just wished it were over, so I could be alone in my room. â€Å"Stefan, care to share a whiskey with me?† Robert called out to me from the makeshift bar set up on the portico. To judge from his lopsided grin, he was already drunk. He passed me a sweating tumbler and tipped his own to mine. â€Å"Pretty soon, there will be young Salvatores all over the place. Can you picture it?† He swept his hands expansively over the grounds as if to show me just how much room my imaginary family would have in which to grow. I swirled my whiskey miserably, unable to picture it for myself. â€Å"Well, you've made your daddy one lucky man. And Rosalyn one lucky girl,† Robert said. He lifted his glass to me one last time, then went to chat with the Lockwoods' overseer. I sighed and sat down on the porch swing, observing the merriment occurring all around me. I knew I should feel happy. I knew Father only wanted what was best for me. I knew that there was nothing wrong with Rosalyn. So why did this engagement feel like a death sentence? On the lawn, people were eating and laughing and dancing, and a makeshift band made up of my childhood friends Ethan Giffin, Brian Walsh, and Matthew Hartnett was playing a version of â€Å"The Bonnie Blue Flag.† The sky was cloudless and the weather balmy, with just a slight nip in the air to remind us that it was, indeed, fall. In the distance, schoolchildren were swinging and shrieking on the gate. To be around so much merriment–all meant for me–and not feel happy made my heart thud heavily in my chest. Standing up, I walked inside toward Father's study. I shut the door to the study and breathed a sigh of relief. Only the faintest stream of sunlight peeked through the heavy damask curtains. The room was cool and smelled of well-oiled leather and musty books. I took out a slim volume of Shakespeare's sonnets and turned to my favorite poem. Shakespeare calmed me, the words soothing my brain and reminding me that there soothing my brain and reminding me that there was love and beauty in the world. Perhaps experiencing it through art would be enough to sustain me. I settled into Father's leather club chair in the corner and absentmindedly skimmed the onionskin pages. I'm not sure how long I sat there, letting the language wash over me, but the more I read, the calmer I felt. â€Å"What are you reading?† The voice startled me, and the book slid off my lap with a clatter. Katherine stood at the study entrance, wearing a simple, white silk dress that hugged every curve of her body. All the other women at the party were wearing layers of crinoline and muslin, their skin guarded under thick fabric. But Katherine didn't seem the least bit embarrassed by her exposed white shoulders. Out of propriety, I glanced away. â€Å"Why aren't you at the party?† I asked, bending to pick up my book. Katherine stepped toward me. â€Å"Why aren't you at the party? Aren't you the guest of honor?† She perched on the arm of my chair. â€Å"Have you read Shakespeare?† I asked, gesturing to the open book on my lap. It was a lame attempt to change the conversation; I had yet to meet a girl versed in his works. Just yesterday, Rosalyn had admitted she hadn't even read a book in the past three years, ever since she had graduated from the Girls Academy. Even at that, the last volume she'd perused was merely a primer on how to be a dutiful Confederate wife. â€Å"Shakespeare,† she repeated, her accent expanding the word to three syllables. It was an odd accent, not one that I'd heard from other people from Atlanta. She swung her legs back and forth, and I could see that she wasn't wearing stockings. I tore my eyes away. â€Å"Shall I compare thee to a summer's day?† she quoted. I looked up, astonished. â€Å"Thou art more lovely and more temperate,† I said, continuing the quote. My heart galloped in my chest, and my brain felt as slow as molasses, creating an unusual sensation that made me feel I was dreaming. Katherine yanked the book off my lap, closing it with a resounding clap. â€Å"No,† she said firmly. â€Å"But that's how the next line goes,† I said, annoyed that she was changing the rules of a game I thought I understood. â€Å"That's how the next line goes for Mr. Shakespeare. But I was simply asking you a question. Shall I compare you to a summer's day? Are you worthy of that comparison, Mr. Salvatore? Or do you need a book to decide?† Katherine asked, grinning as she held the volume just out of my reach. I cleared my throat, my mind racing. Damon would have said something witty in response, without even thinking about it. But when I was with Katherine, I was like a schoolboy who tries to impress a girl with a frog caught from the pond. â€Å"Well, you could compare my brother to a summer's day. Y ou've been spending a lot of time with him.† My face reddened, and instantly I wished I could take it back. I sounded so jealous and petty. â€Å"Maybe a summer's day with a few thunderstorms in the distance,† Katherine said, arching her eyebrow. â€Å"But you, Scholarly Stefan, you are different from Dark Damon. Or †¦Ã¢â‚¬  –Katherine looked away, a flicker of a grin crossing her face–â€Å"Dashing Damon.† â€Å"I can be dashing, too,† I said petulantly, before I even realized what I was saying. I shook my head, frustrated. It was as though Katherine somehow compelled me to speak without thinking. She was so lively and vivacious–talking to her, I felt as though I was in a dream, where nothing I said would have any consequence but everything I said was important. â€Å"Well, then, I must see that, Stefan,† Katherine said. She placed her icy hand on my forearm. â€Å"I've gotten to know Damon, but I barely know you. It's quite a shame, don't you think?† In the distance, the band struck up â€Å"I'm a Good Old Rebel.† I knew I needed to get back outside, to smoke a cigar with Mr. Cartwright, to twirl Rosalyn in a first waltz, to toast my place as a man of Mystic Falls. But instead I remained on the leather club seat, wishing I could stay in the library, breathing in Katherine's scent, forever. â€Å"May I make an observation?† Katherine asked, leaning toward me. An errant dark curl flopped down on her white forehead. I had to use all my strength to resist pushing it off her face. â€Å"I don't think you like what's happening right now. The barbecue, the engagement †¦Ã¢â‚¬  My heart pounded. I searched Katherine's brown eyes. For the past week, I'd been trying desperately to hide my feelings. But had she seen me pausing outside the carriage house? Had she seen me run Mezzanotte to the forest when she and Damon explored the garden, desperate to get away from their laughter? Had she somehow managed to read my thoughts? Katherine smiled ruefully. â€Å"Poor, sweet, steadfast Stefan. Haven't you learned yet that rules are made to be broken? Y can't make ou anyone happy–your father, Rosalyn, the Cartwrights–if you're not happy yourself.† I cleared my throat, aching with the realization that this woman who I'd known for a matter of weeks understood me better than my own father †¦ and my future wife †¦ ever would. Katherine slid off the chair and glanced at the volumes on Father's shelves. She took down a thick, leather-bound book, The Mysteries of Mystic Falls. It was a volume I'd never seen before. A smile lit her rose-colored lips, and she beckoned me to join her on my father's couch. I knew I shouldn't, but as if in a trance, I stood and crossed the room. I sank into the cool, cracked leather cushion next to her and just let go. After all, who knew? Perhaps a few moments in her presence would be the balm I needed to break my melancholia.

Annonated Bibliography Composition Ii

Lindsay Shipman Annotated Bibliography Composition 122S Richards, Sara. â€Å"The building blocks of a healthy diet. † Practice Nurse 38. 3 (2009): 12-17. Academic Search fComplete. EBSCO. Web. 14 Aug. 2011. This article explains which foods to eat and which foods we should ‘stay away’ from or eat in moderation. This article reminds that the human body is complex and it’s important to eat a healthy diet. The author goes into great detail about the complexity of food and the effects they have on the human body. It builds a foundation of knowledge for achieving and maintaining a balanced-healthy diet.It gives great detail about macronutrients and the effects they have on your body. The clear descriptions of carbohydrates, proteins, fats and water give a the reader a great understanding of what is good for the body and what is bad for the body. The authors’ purpose is to prepare a nutrition guideline for a healthy diet. Although it is written more for n urses’ or dieticians it is a good guideline that everyone can follow to create a healthy diet for themselves. It was written in 2009 so it is still an excellent guide to follow today. This main author of this article is a practicing nurse with RGN credentials.She uses many well-known and reliable health organizations as sources for this article. This article gives us the answer to which foods and how much should we eat for a healthy balanced diet. Although it goes into a little more detail than the average person may need to decide which foods are best for you, it gives you a clear guideline for choosing the right foods. For instance, I plan to incorporate more whole grains, vegetables and fruit into my diet and reduce the foods with animal fats, processed foods and refined foods. â€Å"Keeping portions in proportion. (Cover story). † Harvard Women's Health Watch 15. (2007): 1-3. Academic Search Complete. EBSCO. Web. 15 Aug. 2011. This article gives very precise sugges tions for changing the amount of food one consumes. It has a nice chart detailing exactly how big a serving should for every food group in the food pyramid. The chart uses everyday items for comparison so everyone can envision the correct size. The authors suggest training your eye for serving sizes so when you are eating out portions do not get out of control. Another suggestion is while eating out divide the portion in half when it is served and take half of it home to eat at another meal.The article brings to our attention that portion sizes have increase 100% over the years. For example: fountain drinks used to be 7 ounces but now can be up to 42 ounces. Eating filling foods such as whole foods that will keep you feeling full longer will cut down on snacking between meals. The purpose of this article is to remind the human race how much a serving of food really is and just because a huge plate of food is set in front of you, you do not have to eat it all in one sitting. It clear ly places the blame for overeating on the individual.The article was really written for the general audience even though the title suggests it is written about women’s health. The authors included sources from the American Health Association and the USDA. It was written by affiliates of Harvard Medical School which is an accredited institute whom I believe thoroughly check out articles they publish. Harvard was established in 1636 and since then they have been educating our medical professionals. The article included survey results from a variety of Universities concluding that people ate more based on the amount they were served.Other resources used for this article include the United States Dept. of Agriculture and Centers for Disease Control, both are highly respected agencies. I will use this information in my research paper by knowing the correct serving size for foods, especially my favorites that are high in calories. It will help to know what a serving size looks like and applying a few of the other suggestions for portion control. I like the following ideas: Using smaller dishes while eating at home; fix your plate then sit down and do not go back for seconds. The First Line of Defense: Portion Control. † Running & FitNews 28. 2 (2010): 6-8. Academic Search Complete. EBSCO. Web. 15 Aug. 2011. This article reminds us that more does not mean better when it comes to mealtime. We all know to lose weight we have to consume fewer calories and move more. According to this article it is harder today than it was twenty years ago because portions of food offered to us are much larger than they were then. Being able to visualize a recommended serving size is your first line of defense in controlling your calorie intake.There is a chart included in this article which relates serving sizes to everyday objects. The author reminds us that caloric intake is not one size fits all. An active man may require 2200 calories a day and an active woman may only require 1800 calories per day. The purpose of this article is to help the average person realize and visualize a recommended serving size set forth by the USDA Center for Nutrition Policy and Promotion. The article brings out a few common mistakes people make when sitting down to a meal and gives us a clear idea of what a well-proportioned meal should look like.It tells us that making small changes in the amount we eat can lead to significant weight loss over time. The article is written by staff members of Running and FitNews. The Running and FitNews editorial board is made up of many medical professionals. There are mainly M. D. ’s on board but also a scattering of PH. D’s. Knowing so many medical professionals comprise the board for this publication makes it reliable in my opinion. The information in this article will help me visualize and strive toward correct portion size in the future.It will help to know that your size, age and how active you are determines your caloric intake per day. I had no idea a recommended serving size of pasta is one half cup or as the chart displays, half of a baseball. This is good to know since the average person tends to steadily gain weight as we age. Young, Lisa. The Portion Teller: Smartsize Your Way to Permanent Weight Loss. Random House, 2005. Barnes and Noble Online. 13 Aug 2011. http://my. barnesandnoble. com/ebooks/ebookslibrary. html This book starts out telling us that our national weight problem can be attributed to how much we eat not what we eat.The serving sizes have grown by leaps and bounds since the 1960’s. The author conducted her own research providing many charts throughout the book stating many portion shockers and comparisons of sizes Chart: portion shockers; stadium size went from 82k 1920 remodeled to 49k top selling women sz 8 to 14 in 20 yrs, queen sz bed 6 in lg than in 1970. Bus seats are 18 in up an inch fr 1997. Europe serv sz smaller than us. By reviewing the charts clearly americans r being served twice as much as before . 5 c of spag = 32 strands 302 strand = 2lbs Given more we eat more 000-2600 calores a day Sedentary women and young child shld eat less Active men and teen boys more Many experiments by experts performed. U cant tell amt of calories by looking at dish Down with diets they don’t wk, the do not address the larger sizes of food portions or lack of understanding what a recommended portion is. Author teaches us to understand food groups. To make Healthy choices from each food group and to estimate portions. Charts consistently reinforce the expanding sizes of everything from drinks to desserts. Cheesecake 14 oz @ 1560 cals.Solo cups were 7 oz in 1950, now they sell 46 oz. Author was a mgr weight loss ctr then nutrition counselor for weight loss programs. This book teaches us standard serv sz, how many serv to eat per day fr each grp She teaches us how to learn to eat correctly not to diet by cutting out our favorites. She gives us an eating plan. Helps us to understand food labels and calorie and nutrient content. 6th ed. Of dietary guideline e for americans emphasizes c and oz. 2005. Usda differs fr fda serv sz, differ criteria. Fda pasta sz= 2 cups uncooked which = 1c cooked, usda . 5 c cooked pasta. Pg 33

Death and Dying Research Paper Example | Topics and Well Written Essays - 1250 words

Death and Dying - Research Paper Example Death and Dying Morality is a central principal requirement that defines humanity as provided by several religions. Both Christianity and Islamic religions subscribe to the necessity for the living to embrace morality during their lifetime. The two religions attach the living human’s moral conduct as determinants to their destiny after death. Death in the two religions is a fulfillment of thee religious writings and doctrines that guide human conduct. The ultimate position that the dead acquire after death, according to the two religions, are determined during their lifetime. Death is attainable before one actually dies in the physical sense. To learn the concept of death while one has physical life constitutes a core consideration as a skill of life. An individual needs to ensure reforms as a living entity and to accommodate the understanding and perception of death. Different religions have diverse conceptions of the art of death before physical demise. In as much as death comes after life and end of existence of the soul according to Islam and Christianity religions, life itself presents a platform for preparation for death. In both religions, the process of dying presents an opportunity for the individual to develop and heal.Every religion holds dissimilar perception about death. Most religious beliefs on the notions of death and dying believed that death was a transition from one from of life to another form. Knowledge of dea th and fate after death serves to regulate the conduct of believers in both the Islamic and Christianity religions, for instance. ... Foucault proposes the need to revert to ethics promoted by the Greek cultures in pursuit of ensuring the restoration of morality in the society. The promotion of ethics in Greek related to the advocate of the will to have a beautiful form of life. The need to ensure a beautiful form of life presents the best way to renew the lost ethical considerations in the society. Ethics that have its basis on the quest to lead a good life can help the society to regain the lost morality. Society members do not trust the belief that religion is the foundation of ethics. According to Foucault, there is a notable abandonment of the ethics of self in the society. Humanity does not base their ethical performance on the scientific knowledge that informs about what constitutes the self. There is a great need of society members to integrate rigorous honesty in the self. The operation of societal values has high dependence on ethical conducts that promote morality. The urge to account for the truth in an y situation is an example of morality that society should adopt. All these, according to Foucault, depend on the ability of an individual to know himself of herself; hence ensuring technology of the self. Foucault’s conception of technology of the self was highly relevant to the role of both Christianity and Islamic religions in regulating morality through the notions of fate after death of an individual. Hospice professionals used several means of control that helped in managing the process of dying. People who are at their critical point of health need care. Those in charge of the terminally ill should take proper care and be in fully in charge. Hospice care initiatives have its basis on two most significant objectives. The first objective of

Radical Behaviorist Critique Essay Example | Topics and Well Written Essays - 1000 words

Radical Behaviorist Critique - Essay Example For the purpose of ensuring that the learner meets the learning outcome described above, it is of essence to use the constructivism radical approach during instruction. Constructivist approach Constructivism involves allowing the learner to solve problems on their own based on the experience they have gained over time. A constructivist classroom does not consider the learner as a passive recipient of information. Rather, the learner is actively involved in discovering knowledge by themselves and not necessarily depending on the instructor. In constructivist learning, the role of the teacher is simply to facilitate learning activities, then leaving the learner to acquire knowledge on their own. According to Seel (2011) constructivist theorists believe that the acquisition of knowledge is determinant on prior knowledge. Therefore, a learner only builds up upon previous knowledge while learning. Accordingly, in my mathematics class, the learners will be required to use the knowledge the y have acquired over time coupled with new ideas to find solutions to the algebraic problems. More importantly, the learners will use the mathematical knowledge they have acquired previously to achieve the set learning outcomes. ... This means that as a learner continues to perceive external information, they continually blend it with what they already know about the topic and make a meaning out of it. The process of acquiring external information may be through reading a book or viewing images. In the process of doing either, the learner stores the information in the short-term memory then later on, after they are through reading or viewing, the information is transferred into the long-term memory (Seel, 2011). From the long-term memory, the information can now be retrieved as knowledge. Using this information processing theory, I would change the view of constructivists that the teacher does not have a very important role to play in learner-centered learning. It is obvious that the learner needs the teacher to simplify some of the concepts for easier encoding and decoding. Therefore, in as much as the learner should be left to solve the problem on their own, the teacher needs to guide the learner in perceiving the instructions and solving the problem. Some algebraic equations may be too complex for the learner and they may need the teacher’s intervention. Schema theory of meaningful learning According to the schema theory, meaningful learning can only occur if the learner is able to use their schema to interpret their experiences. Schema in this case refers to a learner’s existing knowledge. This theory is somehow similar to the constructivist theory, in that it emphasizes on the role played by prior experiences in determining how a learner acquires knowledge. The constructivist and schema theories belong to a group of learning approaches that emphasize on discovery learning. Here, the learner is left to discover concepts on their own,

Knowledge in the Natural Law Case Study Example | Topics and Well Written Essays - 1250 words

Knowledge in the Natural Law - Case Study Example Natural law and Natural Rights, on which the modern Jurisprudence exists to a very large extent, are as old as human race, and form the fundamental base of Human Rights. Natural law is based on the good feeling, on the wellbeing of people around us. It is directly connected with the original form of human life closely knitted with nature and nature is knowledge. Understanding nature is understanding right and wrong, knowing which action leads to which results, and having intricate knowledge of actions and reactions in nature that would eventually reflect on the welfare of humans. It is also knowledge about all natural forms, lives, organisms, animals and the natural right of all species to be allowed to live without being harmed. This basic principle of natural law depends heavily on the knowledge of values, compassion, fellow feeling, and celebration of life. There is no Natural law or Natural Rights in the absence of this basic knowledge and reasoning. Natural law is believed to be the closest that law could get to divinity. "For they are not of human position purely or simply, but are laws of God or Nature clothed with human sanctions. As obtaining at all times and obtaining at all places, they are styled by the classical jurists jus gentium, or jus omnium gentium," (Hart (19712). We hear that our unedu... According to Finnis, knowledge stems from basic value and basic practical principle. He argues that knowledge of human conduct is necessary to evaluate it against values and good principles. Another point is that with the background of sound knowledge, the principle application becomes self-evident, and unquestionable. This particular knowledge is not attained by exalted pursuit of the most intricate information. On the contrary, it is attained by compassion, understanding, friendliness and a desire to do justice against odds. It also owes its existence to the moral ethics, impartiality and consideration of other humans' feelings and rights to exist. It is acknowledgement of basic human rights. It is knowing how to preserve natural innocence. Ultimately it is the knowledge and acknowledgement of the truth and an ardent desire to establish it against negative circumstances. When knowledge becomes the basic aspect of a human being, that individual could be assessed as a complete person. Here Finnis agrees with Bentham and Kant, even though he does not touch the high morality prescribed by them. "The purity exacted by both Bentham and Kant consists in imitating qualities of the divine. For Bentham, the quality of benevolence takes precedence, but it turns out that the theory demands the divine attribute of omniscience as well.however different their paths may be, Bentham and Kant share the Enlightenment impulse of grounding a moral theory in attributes of the human condition," (Fletcher, 19963). Finnis goes on to argue that it should be the good knowledge, and not an unpleasant one that could be of no use to the person's surroundings. He reflects on the natural human compulsion of curiosity and insatiable inquisitive desire to know which will lead

Why do leaders lead in different ways Essay Example | Topics and Well Written Essays - 4000 words

Why do leaders lead in different ways - Essay Example This is what the leader does; instilling a sense of togetherness regardless of the dynamic. However, this is a daunting task for leaders who pick a wrong strategy or leadership style as they will struggle so much to lead them with the unsuitable styles. A question that may ring on one’s mind, therefore, is that why do leaders lead differently? What brings the diversity? Why do some leaders succeed while others do not? In this essay, an exploration of different leadership styles and ways in which they influence the followers will be discussed to help unfold the underlying factors behind leadership while at the same time answering these questions. Leadership is not merely being in charge or in a position of authority. Effective leadership requires special skills in dealing with a range of people and the styles one deploy in this regard will extensively affect the team that is being led. To lead is to be in a control tower from which regulation, coordination, management of the followers is derived. Leadership, therefore, is a state of being in control of and in a position to command actions of a particular team for a specific objective. Leaders are mandated to direct and be in the forefront of any action a group or the team plans to undertake (Nahavandi, 2006, p.58). Behavioural theorist put focus on the conducts and deeds of a leader. They countercheck the behaviour of the leader in leadership duties and see if their (leaders) actions are justified. Some leaders dictate, coerce, command and are rude to the followers yet they expect loyalty and collaboration. Robertson (2011) puts forth a conception that classifies leaders in different categories based on their leadership behaviours. These include: autocratic, democratic and laissez-faire styles of leadership. Autocratic leadership according to Robertson (2011, p.73) is a style in which the leader is the sole decision maker. Decisions in this style are

Human and animal interrelationships Essay Example | Topics and Well Written Essays - 1250 words

Human and animal interrelationships - Essay Example Although highly anthropomorphized in their thinking and approaches, the rabbits are true to the idea of wild rabbits. Most animals in the wild make an effort to avoid humanity and their interactions are often that of hunter versus prey, forced domestication, and protection of crops and property (Grandgeorge, and Hausberger 397-399). They, human beings, are seldom beneficial for the animals in the long run. I find this book to be a realistic manifestation of human and animal interactions in that it provides a realistic relationship of avoidance and inadvertent contact. Chapter Summaries/Analysis PART 1: The Journey Chapter 1: The Notice Board The opening introduces us to the rabbits, and the main characters, of the â€Å"Sandleford† Warren. The rabbits are out grazing when they are forced away from a the â€Å"cowslip† growing in the field by the Warren Owsla, which is the ruling class and pseudo military of the warren, who believe that the best foods are reserved for th em. Fiver, Hazel’s brother, is thought to be a bit psychic believes that something bas is going to happen but he does not know what. He directs attention to a sign posted on the property. The rabbits cannot read it, but it clearly states that human construction is coming to this filed; this means that Fiver’s vision may not be entirely unfounded (Adams 11-160). Human beings, although not there in person, have a very important role in the opening of this story; in fact, they are the motivating factor in Five’s fears. The sign represents the human presence and intentions for the area presently being occupied by the rabbit warren. This could be perceived as an example for human shortsightedness and disregard for the consequences of their actions where other species are concerned and the threat they present to other living things homes. The relationship between the animals and man is one of negative cause and effect, without interaction at all. Chapter 2: The Chief Rabbit Fiver's concerns and dreams about the â€Å"bad† things that are coming are getting worse. He wakes Hazel in the night because he believes that they all must leave the warren before it is too late. The next morning Hazel takes his brother to speak to the Chief Rabbit, ruler of the warren, about fiver’s fears. They have to convince BigWig, Owsla guard, that the issue was important enough to disturb the Chief. He relays his vision to the Chief who ultimately dismisses them without really believing them. Hazel defended his brother’s â€Å"gift† but to no avail. BigWig receives an unpleasant admonishment for letting them in the first place (Adams 17-21). The interaction of humans in this chapter is nonexistent. Other than the reference made to Fiver’s vision and the posting in the field. However, no direct or indirect human interaction occurs. This chapter is used to show readers those daily goings-on within the warren. Chapter 3: Hazel’s Decision Hazel decides that he, his brother, and any other warren members that want to will be leaving the Warren. Dandelion and Blackberry explain that life for the bucks, male rabbits, in the warren that were not members of the Owsla life was not very promising. BigWig, also, wants to go. However, Captain Holly, in particular is an Owsla that may mean trouble for them (Adams 22-25). Again the human presence in this chapter is essentially irrelevant. They do not appear in this chapter in any way, shape or form. Chapter 4: The Departure This point in the

Application of strategic planning in an organization Case Study

Application of strategic planning in an organization - Case Study Example Strategic planning is an organizational process of laying out strategies and making fine-grained decisions on resource allocation towards achieving the goals of the organization. A strategically managed organization defines its prospects in the future by looking at its current position and implementing changes through perfectly structured procedures. It requires an understanding of the current position of the business and the possible ways through which it can meets the organizational goals. Most organizations use their missions and visions to determine the strategies required to achieve that its objectives and build alignment to the vision and strategic plan. The ability of organization to execute its strategic plans is therefore directly affected by its ability to understand and make a clear presentation of the strategy to the employees, shareholders and managers of the organization. For most organizations, it is important to build a successful tool for implementing and managing th e overall business strategy. This calls for the development of a balanced scorecard and applying the concept of strategic mapping in the aligning the organization's units. A balanced scorecard is a business presentation model that allows the organization to relate its financial and non-financial aspects for strategic planning of the business goals and prospects. Present day organizations find it increasingly difficult to remain competitive because the strategies used and the business issues change constantly whereas the tools for measuring the effectiveness of these strategies record very minimal change. Many organizations use tools that measure success based on tangible assets whereas constant changes in technology dictate that all business units be linked together to meet the principals of strategic management. A balanced scorecard can be used to link the intangible and the tangible assets and help eliminate most of the challenges faced by modern day organizations. The scorecard c oncept is built upon good design guidelines for the business units to describe and implement their strategies by mapping strategic objectives into performance in different perspectives which include internal processes, customers, finance and learning and growth. These perspectives provide relevant feedback on the progress of the strategic plan of any given organization so that adjustments and efficient changes can be made where necessary. In addition to measuring the current performance of the organization towards meeting its goals, a Scorecard evaluates the firm's efforts for future improvement based on its progress in terms of profit creation and provision of satisfactory service to its customers. It signifies a quantitative and qualitative performance and multidimensional balance between the firm’s short-term and long-term objectives, financial and non-financial measures, lagging and leading indicators, and the internal and external performance. Strategy maps display the q ualitative measures such as employee satisfaction, consumer loyalty and corporate mission that transform a balanced scorecard from performance measurement to a performance management tool that is strategically driven. By using strategy maps of cause and effect, intangible assets can be manipulated combined with other assets for value addition to produce goods and services that meet the consumers’ needs and demands. Strategy maps illustrate the transformation of intangible assets into tangible consumer products and provide a strategic framework to look into a value creation strategy in the internal business process. The strategy map view of a Scorecard presents the organization’s strategy with a series of linked objectives that explain the important priorities for the organization. It also holds specific measures that represent expected level of success and strategic initiatives for the organization. The concept of strategy mapping can be explained and implemented in an organization by taking into

Learning Theory Annotated Bibilography Research Paper

Learning Theory Annotated Bibilography - Research Paper Example Fourth: Humanist learning theory is a â€Å"new orthodoxy†, a form of social control that keeps nurses from being flexible. It also expresses free market orthodoxy. Fifth, and most importantly: Humanistic learning theory emphasizes individualistic learning and values. But nurses must be socially oriented to be successful. They must coordinate with other nurses, with doctors, with medical practitioners and logistics experts, and with the community. Because humanistic learning, in Purdys view, directly detracts from â€Å"social learning†, it must be rejected for nursing. Instead, Purdy recommends a communalistic value system, ideology and teaching paradigm. He argues that nurses taught in this vein will learn how to coordinate and compromise with others more efficiently, and that this alternate paradigm is more effective for the unique needs of nurses. Hezekiah examines the benefits of feminist pedagogy for nursing education in Pakistan in particular and Muslim countries in general. The concerns are obvious: Feminist ideology in fundamentalist Muslim countries will be controversial. The question is if the benefits outweigh the risks. Hezekiah concludes that they do. Hezekiah claims that feminist pedagogy, when examined through the lens of Schniedewind (1993)s five process goals, have great potential for nurses for two reasons. Feminist pedagogy empowers nurses. It allows them to make decisions quickly without being vetoed or disrespected by patients, essential for delivering optimal care quickly. And it improves the health care system as a whole, because it allows female nurses to participate as equals and thus increases the pool of qualified medical practitioners available to Muslim countries. Social learning theory emphasizes the way that people, such as nurses, learn based on behavioral cues such as role models, superiors, and so forth in their social environment, and focus on making outcomes

SALARY CAP Research Paper Example | Topics and Well Written Essays - 1250 words

SALARY CAP - Research Paper Example In order to address the problem that occurs as a result of placing the salary cap, players union had came up with measures to negotiate for the welfare of players in a team to ensure that a the teams do not infringe the rights of their players (Rosner & Shropshire, 2011). For example, players union has put forth collective bargain agreement to negotiate with the Nation League on the amount of salary that each team should spend to their players. The aims of collective bargain agreement is to ensure that the National Federation league become more competitive. In addition, the salary cap helps to ensure that there is harmonization of salaries among different teams. This further prevents migration of players from one team to the other. Additionally, salary caps helps to ensure that each team retains the right talent and skill among its players. Moreover, the salary cap helps to prevent inequality among organizations sponsoring different players. For example, if there are no salary cap so me teams could be spending quit a lot of financial resources to fetch the best players from other teams but through salary cap such events may be prevented (Bryant, 2009). The benefits of putting in place the salary cap are numerous to both the organization and players. For instance, salary cap help prevent unnecessary inequality between clubs/organizations sponsoring the players by ensuring that no particular organization can spend more money in paying their players than the others. Further, it ensures that there is conformity with rules and regulations establish by the National Federation League. The first salary cap was introduced in 1994 where thirty four point six million dollars was set as the salary limit. The salary cap has been reported to continue increasing over the years and in 2011, collective bargain agreement was reached. The salary cap of one hundred and twenty million dollars was put forth. Moreover, in 2013, a

Legislation and Regulatory Bodies Essay Example for Free

Legislation and Regulatory Bodies Essay Children Act 1989 This act acknowledged that children have rights and that their needs are paramount. Children Act 2004 This act was written as a result of the death of a child due to neglect. The act expressed that every child matters and identified outcomes for all children to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing. Although every child matters there is no longer an official programme there are no plans to repeal the legislative framework behind the outcomes. Childcare Act 2006. This is important to home based child care and has presented a number of changes. These are: †¢ The Early Year’s Foundation Stage †¢ Ofsted registers †¢ Children centres and extended schools. †¢ Duty of local care authorities to ensure adequate childcare and information †¢ Free early years 3 4 year old funding. Equality act 2010 This brought together all earlier acts concerning equal opportunities. This guarantees that different groups of people are treated fairly .This includes men women, people of different races, disabled people, people with different religions or no religions, people of different ages, Lesbian gay and bisexual straight people and people who have changed their sex. It also ensures that child minder’s anticipate the needs of the families in their care and make sensible adjustments to ensure disabled children and their families can access their service. The Data Protection Act 1998 outlines the rules which protect the personal data of an individual and prevents information being passed on without their consent. In the case of children, their parents must give consent. Riddor 1995 This specifies that certain accidents and injuries must be reported by law. The main purpose of the regulations is to put together reports to the health and safety executive and to local authorities. Home based child minders have a duty to report deaths, major illness, reportable diseases And dangerous incidents Regulatory Bodies All child minders have to be registered with Ofsted. Ofsted are the regulatory body for child care education. They register and inspect all child care providers. Home based childcare (includes) †¢ Child minders †¢ Home based carers †¢ Nannies †¢ Childcare on domestic premises. Ofsted will carry out check on child minders and any person over the age of 16 years who live on the premises. They also carry out checks on child minder’s and their service, investigate following any complaint or concern and enforce action against child minders that do not meet the level of required standards of registration and action could be taken. Child minders caring for children from birth to 31st August after their fifth birthday will be placed on the Early Years Register which means they will be inspected against the welfare requirements of the EYFS; they are inspected within the first seven months and have inspections every three years. Child minders who care for children from 1st September following their fifth birthday up to the age of 8 will be placed on the compulsory part of the Ofsted childcare register. This means the child minders will be randomly chosen for inspection, Ofsted will inspect the child minder if they receive a complaint, they will be given little or no notice of these inspections and they will be inspected against the conditions for the childcare register. The early year’s foundation stage EYFS sets the standards all early years providers must meet to guarantee that children learn and develop well and are kept healthy and safe. It encourages teaching and learning to ensure children’s school readiness. This gives children the broad range of knowledge and skills that provides the right foundation for a good future progress through their school life

Twelve Angry Men | Film Analysis

Twelve Angry Men | Film Analysis The jury of twelve angry men, entrusted with the power to send an uneducated, teenaged Puerto Rican, tenement-dwelling boy to the electric chair for killing his father with a switchblade knife, are literally locked into a small, claustrophobic rectangular room on a stifling hot summer day until they come up with a unanimous decision either guilty or not guilty. The compelling, provocative film examines the twelve mens deep-seated personal prejudices, perceptual biases and weaknesses, indifference, anger, personalities, unreliable judgments, cultural differences, ignorance and fears, that threaten to taint their decision-making abilities, cause them to ignore the real issues in the case, and potentially lead them to a miscarriage of justice. The Prosecutions Case: At the beginning of the play, eleven of the jurors believe that the boy killed his father. They summarize the compelling evidence of the trial: A 45 year old woman claimed she witnessed the defendant stabbing his father. She watched through her window as the citys commuter train passed by. An old man living downstairs claimed that he heard the boy yell Ill kill you! followed by a thump on the floor. He then witnessed a young man, supposedly the defendant, running away. Before the murder took place, the defendant purchased a switchblade, the same type that was used in the murder. Presenting a weak alibi, the defendant claimed he was at the movies at the time of the murder. He failed to remember the names of the films. Finding Reasonable Doubt: Juror #8 picks apart each piece of evidence to persuade the others. Here are some of the observations: The old man could have invented his story because he craved attention. He also might not have heard the boys voice while the train was passing by. Although the prosecution stated that the switchblade was rare and unusual, Juror #8 purchased one just like it from a store in the defendants neighborhood. Some members of the jury decide that during a stressful situation, anyone could forget the names of the movie they had seen. The 45 year old woman had indentations on her nose, indicating that she wore glasses. Because her eyesight is in question, the jury decides that she is not a reliable witness. Characters: Juror 1 (Foreman; coach)Martin Balsam Non-confrontational, Juror #1 serves as the foreman of the jury. He is serious about his authoritative role, and wants to be as fair as possible. Juror 2 (Bank clerk; inexperienced juror)John Fiedler He is the most timid of the group.Juror #2 is easily persuaded by the opinions of others, and cannot explain the roots of his opinions. Juror 3 (Angry gentleman with photo of son)Lee J. Cobb In many ways, he is the antagonist to the constantly calm Juror #8. Juror #3 is immediately vocal about the supposed simplicity of the case, and the obvious guilt of the defendant. He is quick to lose his temper, and often infuriated when Juror #8 and other members disagree with his opinions. He believes that the defendant is absolutely guilty, until the very end of the play. During Act Three, Juror #3s emotional baggage is revealed. His poor relationship with his own son may have biased his views. Only when he comes to terms with this can he finally vote not guilty. Juror 4 (Stock Broker)E. G. Marshall A logical, well-spoken stock-broker, Juror #4 urges fellow jurors to avoid emotional arguments and engage in rational discussion. He does not change his vote until a witnesss testimony is discredited (due to the witnesss apparently poor vision). Juror 5 (Grew up in the slums)Jack Klugman This young man is nervous about expressing his opinion, especially in front of the elder members of the group. He grew up in the slums. He has witnessed knife-fights, an experience that will later help other jurors form an opinion of not guilty. Juror 6 (Painter)Edward Binns Described as an honest but dull-witted man, Juror #6 is a house painter by trade. He is slow to see the good in others, but eventually agrees with Juror #8. Juror 7 (Sports fan)Jack Warden A slick and sometimes obnoxious salesman, Juror #7 admits during Act One that he would have done anything to miss jury duty. He represents the many real-life individuals who loath the idea of being on a jury. Juror 8 (Architect; Man who doesnt know)Henry Fonda He votes not guilty during the jurys first vote. Described as thoughtful and gentle, Juror #8 is usually portrayed as the most heroic member of the jury. He is devoted to justice, and is initially sympathetic toward the 19-year-old defendant. At the beginning of the play, when every other juror has voted guilty he is the only one to vote: not guilty. Juror #8 spends the rest of the play urging the others to practice patience, and to contemplate the details of the case. A guilty verdict will result in the electric chair; therefore, Juror #8 wants to discuss the relevance of the witness testimony. He is convinced that there is reasonable doubt. Eventually he persuades the other jurors to acquit the defendant. Juror 9 (Nice older gentleman)Joseph Sweeney Described in the stage notes as a mild, gentle old man, defeated by life and waiting to die. Despite this bleak description, he is the first to agree with Juror #8, deciding that there is not enough evidence to sentence the young man to death. Also, during Act One, Juror #9 is the first to openly recognize Juror #10s racist attitude, stating that, What this man says is very dangerous. Juror 10 (Prejudiced older gentleman with cold)Ed Begley The most abhorrent member of the group, Juror #10 is openly bitter and prejudice. During Act Three he unleashes his bigotry to the others in a speech that disturbs the rest of the jury. Most of the jurors, disgusted by #10s racism, turn their backs on him. Juror 11 (Foreign watchmaker)George Voskovec As a refugee from Europe, Juror #11 has witnessed great injustices. That is why he is intent on administering justice as a jury member. He sometimes feels self-conscious about his foreign accent. He conveys a deep appreciation for democracy and Americas legal system. Juror 12 (Advertising Executive; doodler)Robert Webber He is an arrogant and impatient advertising executive. He is anxious for the trail to be over so that he can get back to his career and his social life. EFFECTIVE LEADERSHIP BEHAVIOUR Juror 8 In this movie, Juror 8 emerged as a leader because he gains respect by other jurors. At the beginning of the movie, he is the only one to vote not guilty during the jurys first vote. It is because he is convinced that there is a reasonable doubt. He wanted to talk about seriousness of the case without emotionally pre- judging the 18 year old boy. He showed empathy by asking other jurors to imagine themselves in the boys shoes awaiting death sentence, physically abuse by his father, growing up in the slums and etc. Juror 8 convince the other jurors that the boy isnt guilty by persuading them in a calm manner .He stay calmed and talked over the evidence presented by the prosecution and finding flaws in it. Juror 8 analyzed every detail of the evidence with the other jurors. He was presenting calm and used logical theories about why he has doubt that the boy didnt kill his father. As Juror 8 always stay calm, polite and respectful, many of the other jurors are persuaded easier and prefe r to side with him rather than juror 3 and 10. He persuaded almost half of the jurors to vote not guilty towards the middle of the movie. He elaborated what every juror was trying to say and making suggestions to keep the group focus even thought it was a long and tedious process. Juror 8 focus on task oriented approach .He does not seek status or ego enhancement. In this movie, he used a lot of questioning skill and able to lead other juror to analyze the evidence in a concrete manner. He encourages the jurors to think in bigger picture: defendants background, witnesss credibility, defending attorneys motives and etc. He asked jurors to put aside their personal biases, and stressing the importance of resuming their responsibility seriously. He aims for group success. As time passes, other jurors adopt his strategies. Together, they synergistically find flaws in the trials evidence and reached informed conclusions eventually. Juror 8s interpersonal style is classified as open receptive and objective. This leadership trait is extremely effective in questioning other jurors motives and their views .It helped bring out an efficient jury in this case. Throughout the movie, he openly admitted that he did not know if the boy indeed killed his father. Instead, he solicited feedback from other jurors in order to make an accurate decision. He encouraged others to discuss their doubt on the case and he was ready to receive feedback. He guided other jurors to make decision based on facts and conscience, and not using rush judgment and personal prejudice. Task Oriented Behaviour Juror 8 has throughout this movie, at various occasion, showed consistency in clarifying the objective that is expected of the group. Where most jurors started with the notion that the task at hand was simply to determine whether the accused is guilty or not and based their judgements on various reasons and emotions, juror 8 clarified that the objective of the group was to establish whether or not there exist reasonable doubt with the evidence and arguments presented during the court hearing. The first 15 minutes of the movie sees Juror 1 exhibiting promising leadership potential. In the beginning when the jurors first came back to their room after the deliberation in court, he was the first to organise the group. Juror 1 showed many examples of task-oriented behaviour. He organised ballots, organised seating arrangements and called for a start. These are example of organizing work activities to improve efficiency, and short-term operations planning. Relations Oriented Behaviour In the beginning, Juror 8 did not seem to show much of relations oriented behaviour, and therefore did not seem to make much of an influence. Many other jurors seemed to display more extrovert personalities and socialized more among their peers. At this time, Juror 1 already showed significant amount of relations-oriented behaviors. For example, he suggested a 5 minutes break in consideration for the gentleman in the washroom. He also consulted with other jurors, asking them for their suggestions on how they wanted to start, whether to discuss or to take a quick vote first. He provided support and encouragement to Juror 12 when Juror 12 seems to lack the confidence after he suggested the idea for the 11 jurors to convince Juror 8 of their arguments why they think the boy is guilty. Change Oriented Behaviour Juror 8 showed by far the most and strongest change oriented behaviours throughout the length of this movie. The first instance of this is after the first vote where he alone votes for a not guilty verdict. When he was asked to clarify his decision he encouraged the other jurors to view the case at hand differently. He articulated that its a big decision that they have to make since its a life at stake and that he is not comfortable to make such a decision in less than 5 minutes. Juror 8 also took some risk and experimented with a creative approach to make a point across to the other jurors. First he asked to view the knife again. When the knife was made available and all the other jurors were convinced that the knife was quite unique, Juror 8 took out an identical knife that he bought and manages to grab everybodys attention. Although owning a switch blade knife is illegal, he took this risk in return for a firm foothold into challenging the pre-conceptions of the other jurors. Afte r this event, he gained a vote for not guilty. INEFFECTIVE LEADERSHIP BEHAVIOUR Juror #3 Juror #3 has been informed to be a juror via mail like everyone else for this case. As he is the most important counterpart to juror #8 we will have a closer look at him. In the following we will characterize him and point out important scenes. This will be supported by a look at the body language and rhetoric. We will show inwhich leadership style juror #3 can be categorized and what mistakes have been done. In the end we will point out how juror #3 could have avoided his ineffective leadership style. We will begin with characterizing juror #3 and explaining his role within the jury. He is used to having authority from his work, because,as the owner of a messenger service, he has 37 subordinates that listen to him.At the very beginning he is pointing this out and shows that he is proud of his achievement. In the discussion he behaves like he is at his workplace where he can order people around and has the authority to do so. The only time he shows respect to anyone is when he is speaking about his father and how he used to call him Sir. In this scene he also shows how preoccupied he is about the youth and therefore also about the defendant. Juror #3 thinks that the youth shows no respect nowadays and is reminded of his own son. When his son at an early age was running away from a fight, he swore that he would make a real man out of him. After a couple of years this behavior has led to a fight where he got hit by his son. Since 2 years there was no relationship between them and it is very clear that the relationship to his son is affecting the decisions of juror #3. From the start juror #3 has expressed disrespect, aggressiveness and ignorance, but all these attitudes were becoming worse when he saw that more jurorswere changing their minds and more jurorswere openly showing dislike towards him. The later it gets, the louder he speaks. Of course this results in the fact that other jurors like him even less.Juror #8 uses this and provokes him to isolate him even more. A crucial point in the play is when juror #8 is attacking juror #3 verbally. #8 calls him a sadist and being confronted like that he tries to attack #8 physically. The other jurors hold him back so that he cannot reach #8. In this scene he also cries out that he will kill #8, which supports one the argument of juror #8 that you do not always mean what you say and do not necessarily act accordingly. After this incident juror #3 tries to change his tactics a little bit. He is still loud and disrespectful, but in two situations he tries to influence other jurors while speaking to them alone. In the first instance he tries to justify the attacking of juror #8 and in the second one he tries to convince everyone to call for a hung jury. His new behavior shows that he is realizing that his position within the group has changed. He tries new methods in order to turn the situation around. It does not succeed because he has lost all trust among the other jurors. In the end he is the last of the jurors to plead guilty. At the first pressure to defend his arguments he crumbles. A last outburst of his anger shows his hidden agenda. He is not able to change his mind and admit that he has been wrong. Looking at the picture of him together with his son he realizes that he has done wrong with him and he tears the picture apart. Immediately he regrets his action as it is probably the only picture of them together. The action lets him admit what to him looks like a defeat. He pleads not guilty as well. Finally he breaks down crying on the table. Juror #3 can be described best as an authoritarian/autocratic leader. He tries to use his authority to make the decision basically on his own. Of course this has to fail, because he does not have the authority in the first place and has not the ability to gain the authority as well. As already mentioned he does not listen to other arguments and positions except for his own. Additionally he is not willing to discuss his own points as well. When asked about his reasons for pleading guilty, he states that the facts are clear and cannot be questioned. He sticks to this point right until the end. Another aspect is that he does not support other juror even when they argue for him. Here he shows that he does not trust other members of the jury to help him and he does not think he needs their help (at least not in the beginning). Rarely does he agree with stated points, and when he does, he only states this in a short sentence without explaining why and especially without adding any content or arguments to the discussion. The last point to be mentioned here is that he tries to dictate the procedure and the methods of the discussion in an autocratic way. The other jurors are screamed at, bullied and insulted by him in order to pressurize them into his way of working. All this is supported by his body language and his rhetoric. There is an observable development regarding his behavior and communication during the movie. First he seemed structured, calm and self-confident. He talks with a normal voice and his mimic and gesture are serious but not angry. After the first vote, when it turned out that not everyone supports `guilty ´,his behavior changed. He got angrier which is expressed with his face and body language. Especially when a juror changes the vote, he showed humiliating behavior. When that happened, there was always the same, non-verbal reaction observable: He stands up, walks straight to the juror and stands at the jurors back, with his hand on the hips, screaming and shouting at them. This shows that he tries to bring himself in the stronger position and awe the others by looking down at them. He is directly addressing them, trying to make them feel uncomfortable. That particular behavior occurred three times during the movie. His angry and loud voice appeared when he got the feeling that he lost the power over the situation, when jurors changed their vote or the others have better arguments. It is hard for him to keep his countenance when he has weaker arguments and tries to get his self-confidence back in treating the others disrespectfully. That happens with laughing at others ´ arguments or shouting at them. Especially juror #8, as he is the activator of the whole discussion itself, is the target of his disrespect. When juror #8 wanted to make a point, juror #3 played `Tic Tac Toe ´ showing obviously his disinterest. The situation between juror #8 and him heated up first, when juror #3 tries to re-enact the stabbing of the victim. That gesture showed clearly the dispute of the two and the attitude of Juror #3. Now, the communication skills will be discussed. The character used several phrases that support the statements about him made before. At one scene he said to juror #2: `Be quiet for a second. ´ Thisjuror is a very shy and unconfident person. Addressing to him in that way shows that juror #3 has little knowledge of human nature. By discussing the testimony he said once: ` [à ¢Ã¢â€š ¬Ã‚ ¦] and I say it ´s not possible ´. This undermines that he is self-centered and not open for other opinions. His disrespect against juror #8 gets clear when he addressed to him by pointing at him and saying: You over there ´. This impolite communication is present during the whole time. Also when the last man changed his opinion, he asked: What ´s the matter with you? The verbal and non-verbal traits align with the leadership style reviewedin the first part of the analysis. In the following the reasons for the failing of juror #3 will be outlined. Therefore we will check if the different sources of failure fit to this situation. One reason here is a poor character. His inappropriate behavior is based on his character. As mentioned early in the movie, he had a strict father what may influence his traits as an adult. When a leader shows disrespect, little knowledge of human nature and no concern about others he will fail sooner or later. No interest in different opinions, suggestions or the person itself creates less or no followership. The second reason for his failure is the poor communication skills of juror #3. As described before, he shows verbal and non-verbal lacks of an adequate behavior. He doesn ´t listen actively and doesn ´t know how to address at different personalities in a right way. He is not able to communicate effectively what is undermined by his unsuccessful chain of argumentation. A leader, who can ´t convince or influence his followers and can ´t express himself well, will fail. A leader will also fail, when he puts own interest above the interests from those he leads. The consequences are no trust, no confidence and therefore no loyalty. The leader views himself or herself as superior to everyone else, refusing to accept other arguments.Juror #3 doesn ´t build a connection to the others and always insists on his point of view without even listening to several opinions. That is why it was not possible for him to create a relationship to other members of the jury. He is not interested in the needs of a person and is therefore unsuccessful with his leadership style. His arrogance and self-centered behavior made him stand alone at the end of the movie. The final reason why he failed is because he had no clear vision. He voted for `guilty ´, even when all the facts showed the opposite. During the movie it got obvious that he is personally affected regarding the case and that leads to situations where he got unconfident and insecure. Now that the problems are clear we suggest how to avoid ineffective leadership. Ineffective leadership comes along with several improper traits and behaviors. The challenge is to avoid these and adapt the leadership style individually to the organization and the followers. First of all: People are the key. A good knowledge of human nature facilitates to be the leader of a group. That is why an effective leader is able to listen and respond to his followers in a proper and satisfactory way. The ability to treat different characters in the right way is necessary. `One leadership-style fits to all ´ is not helpful. Therefore a good leader can identify how capable and self-confident a person is and react in the adequate way. The way of how a person behaves towards a team and tasks requires different leadership styles.Of course, some followers need an autocratic leadership style. So authority, as showed by juror #3, is not always wrong. The problem was that it was too much and that this kind of leadership doesn ´t fit to all of the jurors. The ability to show authority and do it with respect is the key. This trait will only lead to success when the leader owns the respect of the followers.Hence a leader don ´t have to be `everybody  ´s darling ´but has to know how he should appear in particular situations and to particular kinds of people. An absolute mistake is bullying in an organization. That is what juror #3 showed in some of his behavior patterns and it creates a defense attitude of the others.To avoid immediate failure, a leader should never bully the people in the organization. To succeed in the relationship to the followers a leader should know how to communicate. Influencing people and bringing the vision of the business to them requires good skills and techniques in communication. Therefore to avoid ineffective communication a leader should clearly, effectively and respectfully communicate to followers as well as to the external environment of an organization. Another point, to avoid ineffective leadership, is to learn from own mistakes as well as from mistakes of others. Learning effects are valuable for a leader,adapting to situations and not repeating the same unsuccessful behavior over and over again.Realizing the current behavior is unsuccessful and promptly changing it would have been the right solution for juror #3. Being a good leader is also about actively avoiding wrong decisions not only about making the right ones. Analyzing the past and project it properly to the future will create a good result.Therefore it is also important that the leader knows what business the company is in to avoid misguided efforts and lead his team appropriately. A clear goal is necessary to give the direction and creating trust of the followership. As well as for the leader to come up to expectations regarding performance. An effective leader is also able to keep his emotions and concerns under control. In contrast to that juror #3 showed that he was personally affected and had an emotional breakdown at the end of the movie. That should absolutely be avoided if a leader don ´t want to lose the trust, loyalty and respect of his followers. A good leader can react calmly in turbulent times as well when stress and tensions are present, like it was at end of the movie.

Importance Of Career Anchors

Importance Of Career Anchors Edgar Schein, one of the founders in the field in modern organizational psychology, pointed out that, every one of us has a particular orientation towards work. As a result of which, we all approach our work with a set of priority and certain values. This concept is known as Career Anchors. It represents ones combination of perceived career competence and includes talents, motives, values and attitudes that give stability and direction to a persons career. It is regarded as the motivator or driver of that person. The Career Anchor depicts ones highest priority needs and the factors of work lives one may not be willing to give up. Many people are not really clear about their need and competencies and make an inappropriate career choice, that lead to dissatisfaction and frustration at work. Knowing their Career Anchor properly, people develop sufficient insight to make intelligent and appropriate career choices. Importance of Career Anchors Almost all organisations claim to serve the best interests of employees. In practice, they manage their workers careers with the best interest of the organization, not the employees. Very often, people tend to select a wrong career and find it incompatible at workplaces with their true values, resulting in feelings of unrest and discontent and lost in productivity. This necessitates becoming self-reliant, to choose and manage ones career. Career Anchors help an individual in conceptualising his own perceived career. It encompasses ones core areas of competence, motives, and career values. Very often, this perceived career anchor goes against organisational career plans and employees develop a sense of dissonance or certain incongruity about their career plans. Therefore, many organisations seek to identify perceived career anchors of their employees to develop matching career development programmes. Edgar H.Schein has identified eight such career anchors. These eight career anchor categories were discovered in longitudinal research. Subsequently, it was confirmed and corroborated in a variety of studies of different occupation, in different countries (Schein, 1971, 1975, 1977, 1978): 1. Technical/Functional Competence (TF): The persons anchored in technical or functional competence are quite knowledgeable. They are primarily motivated to produce highly effective work in some particular field of specialization. Persons with such competencies prefer to take technically satisfying job such as engineering, systems analysts or it could be different functional areas of management like finance, production and marketing. Primarily, these types of people are motivated by the work content. They tend to identify and establish themselves with their expertise very strongly. The ability to succeed and get recognized in their own areas of specialty determines their self concept. People with this anchor seldom prefer generalist position. They prefer to be challenged and use their skill to meet the challenges by doing the job properly, better than the others. 2. General Managerial Competence (GM): The advancement up in the corporate ladder to take higher levels of responsibility is the key motivation for people anchored in managerial competence. Unlike technical/functional people, fundamental characterstics of these folks are, they prefer to rise to the top, want to be manager. Managerial competence anchored people need to excel in the skills in three basic areas of management i.e analytical, interpersonal, and emotional. Analytical competence is the ability to identify, analyze, and resolve problems under uncertain conditions and with incomplete information. Analytical competence helps them to identify and analyse problems and develop situations to resolve the same. They thrive on taking higher responsibility. Interpersonal competence is characterised by the ability to supervise and influence people, lead and control and motivate them towards achievement of organizational goals. They possess the ability and desire to handle a variety of interpersonal and group situations like problem-solving and tackling unfavourable situations. Emotional competence refers to the capacity to remain energized and proactive and to maintain calm without excessive anxiety or guilt at the time of high stress, emotional and interpersonal crises and at appearances of failure. They become competent and exert leadership powers to gain control over such type of situations, without much of problem. The persons anchored with man agerial competence is characterised with all three attributes. 3. Autonomy/Independence (AU): People who are anchored by this competence have a primary and overriding need to work with their own rules and procedure. They like to work under their own pace, follow their own format, take their own time, and remain independent of others to the greatest extent possible. Usually, they tend to avoid standards and are more comfortable to work alone. The autonomy-anchored person lacks in terms of loyalty and obligation to the employer organization. They would prefer to refuse promotion or transfer, if their independence is given up. They strive to be free, independent, and self-reliant. For which, these type of autonomous people seek to attain high level of education. Fixed working hours, lack of variety of work, defined work rule etc, prevent them from becoming functionally autonomous and independent for which they leave the job t and start their own consultancy and freelancing. Teachers, professors, advertising professionals, management professionals belong to this category. 4. Security/Stability (SE): Persons with a primary need of security and stability seek and prefer to choose secure and stable employment over challenging and riskier employment. Greater stability and continuity is the primary determinant factor for these types of people to lead their lives. They tend to avoid risks and uncertainty and are generally are lifers in their jobs. This career anchored people prefer to work in Government and public sector undertakings. 5. Entrepreneurial Creativity (EC): The individual driven by entrepreneurial anchor has a strong inner urge to create a new business of his own. He has all the motivation and courage to run the risk by overcoming all the obstacles. He is driven by a strong desire to get personal gain and recognition for his own accomplishment. Being anchored for creativity, such type of people prefers to take challenging work assignments. Through innovative product and process design, they create scope for their own identification. Entrepreneurial need people differ from autonomy driven people. The entrepreneurship is firmly rooted and dedicated for ownership. Creating a marketable and profitable product or service regardless of the technology and irrespective of intellectual discipline is the objective of entrepreneurial activity. Basically, it aims at making large amount of money. These types of individuals seldom work for others for long periods of time. They are much eager to be fully active to work for an enterprise of their own. They put heavy weight to ownership and for them success is characterised by wealth. 6. Service/Dedication to a Cause (SV): Service anchored people are principally motivated to dedicate their work and even if sometimes lives in the service of others. They may dedicate their service by working in a position, in which they get opportunities to serve others directly. The counsellors, physicians, therapists, nurses or other helping or supportive occupations and professions belong to this category. Service may also include providing comfort, entertainment, athletic training, extending personal or business support activities, personal or administrative assistant or any other such type of support services that represents a contribution to others. These people have a commitment for the preservation and realization of certain set of values, that they consider much important for their own lives as well as for the larger world. That causes the manifestation of dedication among them. Usually, money is not an important motivator for these types of people. They seek recognition for their work and cause along with along with financial and working support. Dedication to a charitable cause is not the only option for this anchor. A scientist having strong desire and concern for the environment may take up a job and serve the cause. 7. Pure Challenge (CH): People driven by challenge often seek difficult problems as they can tackle it. Challenges matter at the highest possible level for these type of people. They define success in terms of winning the war or getting success over the game, bidding the contract or the sale. Overcoming obstacles, being the best, ranking the first, beating the competition, reaching at the highest, surpassing previous goals and such is the mantra they follow in their life. Experiencing challenge is primary concern for these type of people than that of area of work or specific job. Most often, they seek variety in their careers as well as in their lives. In the absence or lack of challenge make them highly dissatisfied. They tend to change their jobs with getting bored in the current one and add variety in their career. 8. Lifestyle (LS): Work is not the primary vehicle of self-expression for life-style anchored people. They are basically interested in ensuring a life balanced with various interests. They consider family, friends, hobbies, recreational and leisure activities as well as study and learning and other such work related subjects much significant in their career and life. They tend to develop their self-concepts in consideration of their total life style. The way they define and perceive their life style is the major determinant factor in choosing their careers. They prefer to take jobs, careers, occupations and organizations, that allow them to put all the major sectors of their lives together into an integrated whole. Usually, career decisions do not take over their lives. Other anchors The complexity of behaviour has identified several other categories of career concerns, though none have shown up consistently as anchors. Variety, status or identity, and power have been proposed as additional anchors. For example, the prefixes such as Major, Colonel, Brigadier used before the names of military personnel implicate a specific variety of career anchor. Such identification is so visible that they get special uniforms matching their levels in the organisation. Affiliate needs and interpersonal talents to work for a cause yet another anchor predominantly found in some persons. The search for power, influence, control and job variety are examples of other career anchors which people try to achieve in their occupational roles. People are concerned much with each of these issues and most occupations fulfil these set of needs in several of those areas in different degrees in consideration of their relative importance by different people. Employees nurturing specific career anchors are required to make it explicit to the organisation in order to find a matching occupational role without much of behavioural dissonance. Knowledge of these all career anchors are essential for any organisation in order to plan career development. Management Development Programme:- Management development programme is an attempt to improve managerial effectiveness through a planned and deliberate learning process. Unlike general purpose of training management development programme aims at developing conceptual and human skills of managers and executives through organized and systematic procedures. In India, many professional institutes like Administrative staff college of India, Management Development Institute, Indian Institute of Management, Quality Management International, National Institute of Personnel Management, Indian Society of Training and Development etc, conduct different management development programmes to sensitize managers and executives to various emerging problems of the corporate world. Management Development is defined by different authors as follows At the personal level management development is the process by which you and others gain the skills and abilities to manage yourself and others (Margerison, 1991). I define management development as the management of managerial careers in an organisational context (Burgoyne, 1998). Management development has a deceptively simple sound to it. Clearly it means, developing the ability of people to manage in their own organisational environment (Sadler, 1998). Management development is the entire system of corporate activity with the espoused goal of improving the managerial stock in the context of organisational and environmental changes (Lees, 1992). Components of MDP are: 1. Selection: To identify innate potentiality or managerial abilities of executives. 2. Intellectual conditioning: To educate executives and managers on different managerial tools techniques. 3. Supervised training: To guide executives and managers on application and use of knowledge in the course of day to day activities. MDP objectives For top management MDP intends to develop better comprehension decision-making power, while for middle level it is meant to develop their intellectual capability besides awareness of managerial problems. For specialists MDP is to increase functional knowledge in specific fields and proficiency in various management techniques. One of the interesting study of management development (MD) comparing the processes of UK and Japan by Storey et al (1994), suggested a number of objectives of MDP As a device to engineer organisational change -particularly in cultural change As a tool in pursuit of quality, cost reduction and profitability To structure attitudes To contribute to the development of learning a organisation To assist with self development Characteristics of Management Development:- Continuous Process Management development is continuous process and required to look after the entire professional career of managers and executives. In India management development is considered as a sporadic activity, resulting in failure to meet the organisational requirements. In Japan, UK, management development is a systematic and continuous activity of any organisation. Knowledge updating activity The need of management development is imperative and appreciated in filling up gap between actual and potential performance. Management development provides scope for continuous improvement in all functional areas. It bridges the gap by enriching the functional capacity of executives and managers by continuously updating their knowledge and skill. A vehicle for attitudinal activity- Human behaviour is dynamic and complex. Management development programmes attempt to understand the behavioural and attitudinal aspects of human behaviour through simulating sessions, ensure better interpersonal skill as an important prerequisite for managerial success. Stimulant to higher competence- Managers and executives are stimulated to bear the intricacies of managerial stress and strain through different management development programmes in order to exert their potential for the benefit of the organisation. Management development programme must be designed considering issues like employees motivation, habits, age mix, pattern of conflict and chaos. and this can enable elevation of managerial functions of the executives during the post training phase. Deficiency improver- Management development programmes are catered to the individual requirements to improve functional as well as personal deficiencies of the individual managers, thereby enabling the organisation to derive immediate benefit from such programmes. A self -development process- Management development facilitates self development of managers, as they learn many things through action learning methods, sharing the experience of each other in a simulated classroom atmosphere. Steps of Management Development Programme To look at the Organizations objective. To ascertain the development needs To appraise the present performance of managerial staff. To propose manpower Inventory. To plan establish trainings development Programme. To evaluate different programmes Benefits of management development There are different benefits the MDP seek for different stakeholders like individual employee, managers and organisation itself. Benefits for individual employee include- An increased ability to develop individual performance A reduction in stress about un-tackled gaps in personal performance requirements An increased chance of holding on to a desired present job An increased chance of developing potential for other job A clearer process for establishing personal aspirations A clearer process for establishing commitment of my manager and the organisation to my development Benefits for the manager of the individual include- A reduction in performance problems An increased use of additional opportunities for effective work in the unit A reduction in the belief that my manager does not believe in development More individuals capable of dealing with new or difficult tasks or complete jobs Benefits for the organisational unit include- Increased ability to meet current and organisational needs Increased effectiveness for the unit, through improved performance Increased likelihood that development for individual is based on organisational need Improved motivations for individuals leading to greater commitment to the organisations Increased provision of continuous learning rather than one off-training METHODS OF MANAGEMENT DEVELOPMENT The two categories of development methods are on-the-job development, and off-the-job development. Some of the widely used on-the-job development methods are, coaching, job rotation, under study assignments and multiple management. Off-the-job development methods include simulation exercises, sensitivity training, transactional analysis, conferences and lecturers. To ensure the success of the management development programs, they have to be evaluated from time to time. Dilemmas in Management Development Firstly, most of the times management development programme gives more attention to formally designed structured learning than that of informal and accidental learning. That dilemma needs to be reconciled. Management development programme has to embrace both informal and accidental learning opportunities as well as formally created one. A HR director may desire management development programmes, systems and policy primarily to take care of the organisation requirements than that of individual need like easier job mobility, which needs reconciliation to a great extent by sharing views and finding common ground. Secondly, very often management development seems to be looking back even at yesterdays need rather than todays. Somehow management development agenda needs to take balance view of yesterdays need with that of tomorrows. The short-term / long-term dilemma was one identified by Taylor, in 1994 requiring managers to learn to operate across a range of skills at a same time. At the end management development programme always act on a large number of mangers. With the large group there will be a significant difference of need in respect to different functional groups and job requirements which needs to be taken care of. Again management development programme very often ignores relevance of individual difference. Hence an organisation must balance and reconcile all the management dilemmas and take a contingent approach in order to be effective. ORGANISATIONAL DEVELOPMENT OD is a strategy or an effort, which is planned and managed from the top, to bring about planned organisational changes in order to enhance the effectiveness of organization as well as bring individual well-being through planned interventions based on social philosophy. The Core Characterstics of OD are Planned intervention for comprehensive long term organisation change: It involves identification of the problem, diagnoses the organisation and a planned intervention in the existing organisation that helps to become more viable. Therefore examines present working norms, values and possible areas of conflict of the organisation and develops alternatives for better health. The interventionist needs to diagnose different sub-system of the organisation and develops alternatives in the area of planning, decision making processes, goal setting, team development, organisation structure, culture, value and upgrading employees skill and abilities as well. OD takes months or years to implement. Humanistic Values: It involves Positive beliefs about the potential of employees (McGregors Theory Y). Therefore, focuses primarily on the human and social side of the organization making the organisation employee friendly and adapts business to employee (B2E) approach of management. Managed from the top. To be effective, OD must have the support of top-management. Top management has to model it, not just espouse it. The OD process also needs the buy-in and ownership of workers throughout the organization. Systems Orientation: All parts of the organization including structure, technology, and people, must work together in order to make the OD effective. It views organizations as complex social systems. Experiential Learning: The learners experiences in the training environment should be the kind of human problems they encounter at work. It should not be all theory and lecture. Problem Solving: The approach of OD is the process of identifying the organisations specific problems, gathering and analysing organisational data and taking corrective action are is taken, progress is assessed, and needed adjustments are made to resolve problems. This process is known as Action Research. Contingency Orientation: OD recognises that each organisation is different from all other and problem solving processes vary across organisation. Therefore, actions are selected and adapted to fit to the need and priorities of the organisation. Change Agent: The services of an outside expert are generally retained to implement the OD process. Active intervention of change agent stimulates, facilitate, and coordinate change. Levels of Interventions: Problems can occur at one or more level in the organization so the strategy will require one or more interventions. Collaborative approach: OD uses a collaborative approach and involves all those affected by the change in the change process unlike the traditional management structure in which orders are issued at upper levels and simply carried out by lower levels. NEED OF ORGANISATIONAL DEVELOPMENT Human resources People of an organisation certainly make the difference between organizational success and failure. Therefore, how to manage them better is crucial for any organisation. Changing nature of the workplace Modern day workers want feedback on their performance, a sense of accomplishment, feelings of value and worth, and commitment to social responsibility. They need to be more efficient, to improve their time management and of course, to continue doing more work with less people, the processes need to be more efficient. Global markets Our environments are changing, and our organizations must also change to survive and prosper. We need to be more responsible to and develop closer partnerships with our customers. In order to survive and grow, the organisations need to attack the problems, not the symptoms, in a systematic, planned, humane manner. Accelerated rate of change Taking an open-systems approach, the organisations can easily identify the competitions on an international scale for people, capital, physical resources, and information. GOALS OF ORGANISATION DEVELOPMENT Organization Development (OD) is the systematic application of behavioural science knowledge at various levels, such as group, inter-group, organization, etc., to bring about planned change. Its objectives are a higher quality of work-life, productivity, adaptability, and effectiveness. It accomplishes this by changing attitudes, behaviours, values, strategies, procedures, and structures so that the organization can adapt to competitive actions, technological advances, and the fast pace of change within the environment (Cunningham, 1990). The important goals of OD are as follows: To develop or enhance the organizations mission statement or vision statement To help in aligning functional structures in an organization for a common purpose To create a strategic plan for the organization is going to meet its future To put in place processes that will help improve the ongoing operations of the organization on a continuous basis To assist in the development of policies and procedures that will improve the ongoing operation of the organization To assess the working environment, to identify strengths on which to build and areas in which change and improvement are needed To emphasise the need for changing from closed system to open system by inculcating various social changes To create more congenial work environment To build mutual trust and confidence and to minimise conflict To make structure and role in consonance with goal accomplishment To promote a sense of ownership and pride in the organisation To decentralise decision making close to the source of activity To emphasise on feedback, self control and self-direction To develop the spirit of co-operation, and interdependency To develop a reward system based upon achievement of goals and development of people STEPS IN ORGANIZATIONAL DEVELOPMENT Organizational development (OD) is a change management strategy, is based on the understanding of behavioural sciences and is concerned with how people and organizations function and how they can be made to function better through effective use of human and social processes. Robert Black and Jane S. Mouton (1963) suggested a six-phase approach to organisational development as under: Investigation by each member of the organisation of his own managerial styles. Examination of boss-subordinate relationship. Analysis of work team action. Exploration of co-ordination issues of interrelated teams. Identifying and defining major organisational problem areas. Planning for executing agreed upon solutions that result in changes in the organisation. However, the OD effort progresses through a series of well designed stages, which can be enumerated as follows: Problem identification and diagnosis-problems that required changes in relation to various units in the organisation should be identified and diagnosed duly examining the feedback from employees. Developing strategy-appropriate strategy is developed by studying people, various sub-systems and organisation as a total system. Implementing the programme-OD programme should be implemented in a phase manner. At the outset it should be tried in a small part of the organisation and on getting positive results only, it should be implemented in total organisation. Reviewing the progress of the programme-review of OD programme should be preferably done by an expert who was not involved in designing and developing the OD programme, for getting an unbiased opinion. However the effectiveness of the OD programme SUMMARY