Social Classes in Revolutional France in Les Miserable by...

Les Miserables by Victor Hugo demonstrates the prevalence of social classes in revolutionary France. The protagonist Jean Valjean experiences numerous social injustices throughout his life but learns many valuable lessons in the process, which help Valjean become a better person and learn that being honest is very important. He learns that he cannot run away from the past but rather he should learn from it so he can lead a better life. The book starts off with Valjean in a jail cell, and then he escapes. This is where he learns about the importance of honesty. Later on in the book Valjean becomes a father to Cosette he learns the importance of love and family. He realizes how much Cosette means to him and that he would do anything to†¦show more content†¦Ever since he started leading an honest life he started experiencing things like wealth, love, and the importance of family. He experiences wealth when he lives in Montreuil and opens his own factory. He is able to experience love and the importance of family when he decided to start taking care of Cosette. Jean Valjean changes his name when he runs away from the bishop and then moves to Montreuil where he opens his own factory. Valjean wants to change his name in an attempt to mask his past and move on with his life. He wants to pursue an honest life, and by changing his name no one will doubt him. Valjean wants to run away from the past so he takes up p seudonyms, but the antagonist Javert always finds about about his new name. This is when he realizes that changing his name cannot change him, and he needs to be okay with his criminal past. Valjean’s criminal past is what makes him such a humble and courageous human being by the end of the book. Valjean stole a loaf of bread to feed his sister’s hungry family. As a consequence of stealing the bread he went to jail for nineteen years. His sentence just kept getting longer and longer because of the many attempts to escape. By the time he got out his family did not want anything to do with him and he was all alone. Ever since Valjean got out of jail he longed for people who he could call family because once he was thrown in jail his

Theory Of Games And Economic Behavior - 2470 Words

Abstract In the year 1944, with John Von Neumann and Oskar Morgenstern publishing their paper on Theory of Games and Economic Behavior, foundations of Game Theory was laid. This paper is an attempt at condensing the fundamentals required to help decision-making at early stages of Project Procurement. With the advent in implementation of Game Theory in real world, new theories have emerged with Game Theory as their stepping stone. Simple yet important concept such as Nash Equilibrium, Payoffs will be discussed to give the reader and idea they can improve and customize upon according to their scenario. One strong recommended reading is a great introductory book on the topic, Game Theory: A†¦show more content†¦It is important that we understand why its creator felt this way, according to them the reason for this is simply that economics is far too difficult a science to permit its construction rapidly, especially in view of the very limited knowledge and imperfect description of the fa cts with which economists are dealing. Only those who fail to appreciate this condition are likely to attempt the construction of universal systems. The â€Å"Game† doesn’t always equate to the procedure that results in winning or loosing (which can be the case many a times). Here the connotation is merely utilized to provide a sense of structure involving strategies and plans to the whole process. As seen in a general Game, there are players and payoffs. Players have their strategies for particular situations, which may or may not depend on the other players’ moves. One interesting nature of game theory is seen when deciding moves using predefined strategies; our moves can be independent of those of the opponent’s, however, results occurring due to the combination moves are totally interdependent. This can be confusing but with understanding this underlining concept of game theory comes into light easily. This phenomenon is known as Strategic Interdependency. Simply described as: What I do affect your outcome, what you do affects my outcome. To understand such subtle complexities, one must be familiar with the knowledge required about

Different Parenting Styles on Children Free Essays

Researcher Diana Baumrind, help to identify and describe the four basic parenting styles; authoritative, authoritarian, permissive, and uninvolved parents. Research studies have proven that parenting style has a massive impact on a child’s psycho-social development. Parenting styles have different outcomes on a child’s social relationships, school performance, and self-esteem. We will write a custom essay sample on Different Parenting Styles on Children or any similar topic only for you Order Now Authoritarian parents lack emotional nurturing. Permissive parents lack structure, but are better at providing more emotional support. Authoritative parenting is a combination of both authoritarian and permissive. Authoritative parents are better at setting ground rules and specific boundaries and sticking to them while also giving the child the emotional support they need. Uninvolved parenting is when children have parents that tend to neglect them. Uninvolved parents are so wrapped up in themselves and could care less about providing their child with emotional support or focusing on their child’s wants and needs. The authoritative parenting style is the most positive style for children. Consequently, children who have parents that are permissive or uninvolved engage in more high risk criminal behaviors that have a lasting effect on into adulthood. Keywords: Parenting, authoritative, authoritarian, permissive, uninvolved, psycho-social development â€Å"No surprise that there are big differences in the ways we approach parenting – our culture, the situations in our lives, and even the way our parents raised us influence what we think is the right way to parent† (Ritter, 2011). Since the 1920’s, health and psychology experts have wondered why children behave the way that they do. They developed an interest in a child’s behavior and the style of parenting used in the home. Diana Baumrind is a psychologist and expert in parenting adopted the four differing parenting styles. She was responsible for the idea that different parents have different parenting styles and have a different way of raising their children. Research has suggested cultural specifics sometimes play a part in parenting strategies in their relation to a child’s behavior problems. Socioeconomic statuses were also found to have an effect on child-rearing practices. Social status can have a major effect on the parental-child relationship which can cause the parents to be a lot less nurturing. This research is to uncover the different parenting styles and the effect it has on a child’s educational, mental, and social development. â€Å"Parents are high on control but low on responsiveness. They emphasize rigid behavior standards, place a premium on obedience, and are emotionally distant and unresponsive† (Conger, Simons, Gordon, Leslie 2007). This style of parenting relates to authoritarian parents. These parents attempt to mold their child into what they would like to see them grow up to be. Authoritarian parents try to control their child’s actions by enforcing strict rules, and boundaries. This is the parenting style that allows no room for error or change. These parents lack affection in their style of parenting and are a lot less nurturing. â€Å"Children with authoritarian parents tend to do less well in school, are typically less skilled than their peers and have lower self-esteem. Children can appear passive or highly aggressive. The children’s wishes have not been listened to nor valued† (Baumrind, 1991). These children lack the social skills needed for healthy relationships, however, they do very well when it comes to academics. Children of authoritarian parents have very good listening skills and are use to obeying rules and always having someone tell them what to do. They do this in order to avoid getting in to trouble. Authoritarian parenting is defined as punitive. Punitive parents tend to use physical punishment as a way of disciplining their child or children. Research has shown that parents who use physical punishment to discipline their children learned it from previous generations. Both theory and research suggest that harsh physical discipline is likely to undermine adolescent efforts to express autonomy and relatedness. Experiences of harsh discipline may lessen an adolescent’s sense of felt security in the family, and thus signal to the adolescent that relationships with parents are too fragile to survive an increase in autonomy† (Bender, Allen, McElhaney, An tonishak, Moore, Kelly, Davis, 2007). Children with punitive parents often suffer from depression, lower self-esteem, and lack social skills. A problem with children that have authoritarian parents is that when a child is in need of guidance or needs help solving a problem, they often turn to someone that they can trust, feel loved, and accepted by. Authoritarian parents have such high standards for their children in order for them to be successful adults, but they fail to realize they are missing out on real opportunities to provide the guidance that their child needs the most. It is healthy to have high expectations and limits for children but it is unhealthy when the balance love and affection is not defined. This is a balance that authoritarian parents need to find in order to successfully raise their child or children. Children with authoritarian parents tend to have more mischievous behaviors then their peers’. These children lie a lot and hide their behaviors for fear what their parents will say and do. They are afraid to be honest because of the consequences that can be given or have previously been given for their actions. Even if the child’s behavior is positive, and the parent does not agree that the child should be doing the active and that this is something that goes against what the parent has planned. The child will begin to hide all their behaviors even if they could receive negative or positive feedback. Furthermore, these parents fail to realize that their children are lying to avoid always being punished and that they are helping their child develop a life full of deceitful behavior. Permissive parents are parents that seek more pleasure out of their children and are more open to letting their children to behave any way they would like. According to Baumrind, permissive parents â€Å"are more responsive than they are demanding. They are nontraditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid confrontation† (Baumrind, 1991). â€Å"Research has also shown permissive parenting to be associated with negative outcomes such as school misconduct, substance abuse and low frustration tolerance† (Ang, 2005). Permissive parents have an uncontrollable love for their child but prefer to be more of the child’s friend than their parent. Permissive parents have a harder time when it comes to setting boundaries and struggle to carry out the consequences. These parents have few rules to keep order in the home such as, table manners, chores, bedtimes, homework, mealtimes, and being responsible. Permissive parents tend to let their children have control over their own behavior and make their own decisions. Even though permissive parents are loving, their lack for setting boundaries causes their children to suffer from insecurities. Lack of boundaries can cause a child to become selfish. Children with permissive parents have a high level of self –esteem and develop better social skills; however they tend to have more problematic behavior. These children lack motivation and interest in school because they are not held responsible for their actions. Children of permissive parents are self-centered and lack discipline. These children do not have many friends and lack good social skills. â€Å"Although authoritarian and permissive parenting styles appear to represent opposite ends of the parenting spectrum, neither style has been linked to positive outcomes,† (Bornstein, Bornstein, 2007). Children with permissive parents have a lot of insecurities because of the relationship that they have with their parents. They feel that their parents could care less about them. After all, these children have the freedom to do whatever they want and their parents not pay them any attention, or give them the guidance that they need to have a successful life. Dismissive parenting; or neglectful parenting; are also known as the uninvolved parenting style. This parenting style is almost like permissive parenting. One difference between the two styles is; uninvolved parents could care less about their children. These parents â€Å"lack emotional involvement and do not provide proper supervision† to their child (Dubai, 2009). Uninvolved parents provide for only their child’s basic needs such as, food, shelter, and clothing. One of the worse cases for these children is that some of these neglectful parents have major addictive behaviors which may leave the child to act as their own parent or guardian. A lot of these children lack the basic social and academic skills needed to have a successful life. They may even begin to become involved in criminal behaviors. These children do not attend school regularly which causes them to have poor academic records and a higher dropout rate. These children are more subject to become victims of physical, mental, sexual and emotional abuse due lack of supervision from their parents. These children have been found to have lasting mental and physical health problems that can affect them on into adulthood. Dismissing a child’s feelings or needs by ignoring them or telling them to forget it or get over it can have tremendous effects on their development as they grow into adulthood. The child will learn how to hold back their emotions and will have trouble with expressing their emotions properly to the people around them. Additionally, the child will develop problems establishing positive, healthy, and safe relationships. These children will even have trouble in school. Most times uninvolved parents try not to have any type of interaction with their child. These parents tend to keep themselves deeply involved in their work and any other activity they may feel is more important than their child. An uninvolved parent is a parenting style that can be learned from previous generations. Their parents may have also appeared to always be too busy to raise them, show them love, and affection, or give them positive influence for their life. Finally, children of uninvolved or neglectful parents have been found to be rated at the lowest level of all domains in life; physical, social, educational, and cognitive. The most positive, loving, warmest, parenting style would be the authoritative parent. Authoritative parents are more open to disciplining their misbehaving child; however their punishments are not very strict. They are more involved in their child’s life than the uninvolved parents and are not as harsh as authoritarian parents. Baumrind stated authoritative parents â€Å"monitor and impart clear standards for their children’s conduct. They are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. They want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative† (Baumrind, 1991). Research has shown that children who are raised by authoritative parents have higher self-esteem levels, rely more on themselves, and tend to listen more cooperatively to rules. With all of these positive influences in the child’s life they tend to be more successful in their academics and later on in life in their careers as adults. It was found that higher socioeconomic status parents are more like to display an authoritative parenting style, i. e. they are responsive to the needs of their children, and foster demands through bidirectional communication and the encouragement of independence† (Chng, no date). Authoritative parents are firm, fair, and provide continuous discipline to help their child develop proper behavior skills. These parents actively listen and consider the child’s opinions and feelings about decisions. This parent can clearly explain their expectations to their children and encourage their child to do well in all of life’s domains; such s mental, social, physical and emotional. Authoritative parents find pleasure in the child’s accomplishments. The style of parenting used by authoritative parents tends to balance the differences between authoritarian and permissive parenting styles. For example, when a parent tried to get their child obey them, no matter how the child feels or what they think about it, there times when a parent needs to step back and allow their child to make their own mistakes and do things on their own without have the parent there to interfere. In all, children that are raised by authoritative parents have more freedom to explore and be and find themselves, while receiving the love, affection, and support that they need to have a successful while have certain boundaries that have been set by their parent. Parenting styles can determine how a child will develop in the major areas of their life. After researching and learning the major impact that the four parenting styles have on a child’s development it has been shown that the authoritative parenting style has the most productive and positive effects on children. Authoritative parents instill proper amount of love, encouragement, and nourishment, while also setting the right amount of boundaries for their child. We can also evaluate that the â€Å"lack of parental involvement, poor monitoring and supervision, and harsh and inconsistent discipline, have all been established as strong predictors of antisocial outcomes in children and adolescents† (Dadds, Hawes, 2006). Authoritative parenting style can be a hard style to develop and achieve, because of culture, family size, generational background, economic status, educational level, religion and even different personalities between the parent and child. Child temperament may elicit certain parenting styles just as parenting styles may affect the relations between child temperament and behavior. It is possible that early levels of behavior problems influence parenting styles and behavior in middle childhood, which in turn influence later behavior problems† (Williams, Degnan, Perez-E dgar, Henderson, Rubin, Pine, Steinberg, Fox, 2009). It is important for parents to find a healthy parenting style that will positively produce a healthy, loving, happy child. How to cite Different Parenting Styles on Children, Papers

Conflict Resolution Skills free essay sample

Conflict ResolutionPaper 10/9/10 Conflict resolution and relationship skills should go hand in hand. Learning conflict resolution skills means learning productive, effective, and non-destructive ways to face, cope with, and resolve conflict in all areas of life. This entails conflict in one’s personal and professional life. Relationship skills pertain to all the relationships in our lives- family, friends, spouses, coworkers and acquaintances. How we interact with the people in our lives has a direct bearing on our level of happiness, success, stress, and contentment. Oftentimes these different relationships involve conflicts and how we handle these conflicts affects the condition of these relationships. It is probably safe to say that a significant percentage of people could use some education to help improve their ability to resolve conflicts and improve their relationship skills. For many of us, what we learned while growing up was either dysfunctional or inadequate and we were left to figure the best ways out on our own. We will write a custom essay sample on Conflict Resolution Skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Society has taught us to have unrealistic expectations of the relationships in our lives especially from our significant others. We have come to expect others to know what we expect and want without really telling them. We have also grown up to believe that telling others how we feel and what we want is being pushy, demanding, or somehow unacceptable. One of the reasons that many people turn to alcohol and drugs is because of their inability to deal with the world around them and because they are not getting the things they need in their lives. As time goes on and they sink deeper into their addiction, their perception of the world around them becomes more and more distorted. It only stands to reason that their ability to handle conflict and function in their relationships also becomes more flawed and distorted. When you add in the fact that this whole process further damages their self-image and confidence, you can understand why they are in desperate need of some assistance in learning new skills in dealing with their life and the world around them. In order for the addict to really achieve recovery he/she must gain a whole new set of coping skills and conflict resolution and relationship skills should be high up on the list of priorities. Up until they entered treatment, many addicts chose either violence against someone else or escape into their substance of choice as their method of conflict resolution. It is easy to see how harmful this is to society as well as the individual. Often the only relationships they still have are severely damaged or very unhealthy. This can only result in more dysfunctional and damaged families. The only way to break this cycle is to make the necessary changes, like teaching the addict and their families a better way to handle the conflicts that occur in their lives. The best way to help the addict to start repairing the damage done to their family relationships and help them to build healthy new relationships is to teach them the skills they need to function in a healthy relationship. There are many different methods of conflict resolution. The important thing is for the counselor to find the best most effective methods and techniques to use to meet the clients needs-whether it is in a group setting or one-on-one. The same is true of relationship skills. I actually believe that conflict resolution IS a relationship skill. What techniques a counselor should teach to the client(s) should really depend on what the client needs. Is the client(s) an adult or a youth? What issues need to be addressed in order for progress to be made in their treatment? What stage of treatment are they in? These are just some of the questions to be considered. Conflict resolution and relationship skills are just a couple of the components to attend to in an effective treatment plan, but I do feel that they are important and can have a real bearing on the success of the entire program. Resources: Counseling Techniques, Second Edition by Rosemary A. Thompson www. npccny. org/info www. mindtools. com/pages/articles www. soencouragement. org/conflict-resolution http://axelg. com/basic-relationship-skills http://blogs. psychcentral. com/dbt/2010/08/3 www. growthcentral. com/RelationshipSkills. htm

The Sperm and the Egg

AP Chemistry Course and Exam Topics

AP Chemistry Course and Exam Topics This is an outline of the chemistry topics covered by the AP (Advanced Placement) Chemistry course and exam, as described by the College Board. The percentage given after the topic is the approximate percentage of multiple-choice questions on the AP Chemistry Exam about that topic. Structure of Matter (20%)States of Matter (20%)Reactions (35–40%)Descriptive Chemistry (10–15%)Laboratory (5–10%) I. Structure of Matter (20%) Atomic Theory and Atomic Structure Evidence for the atomic theoryAtomic masses; determination by chemical and physical meansAtomic number and mass number; isotopesElectron energy levels: atomic spectra, quantum numbers, atomic orbitalsPeriodic relationships including atomic radii, ionization energies, electron affinities, oxidation states Chemical Bonding Binding forcesa. Types: ionic, covalent, metallic, hydrogen bonding, van der Waals (including London dispersion forces)b. Relationships to states, structure, and properties of matterc. Polarity of bonds, electronegativitiesMolecular modelsa. Lewis structuresb. Valence bond: hybridization of orbitals, resonance, sigma and pi bondsc. VSEPRGeometry of molecules and ions, structural isomerism of simple organic molecules and coordination complexes; dipole moments of molecules; relation of properties to structure Nuclear Chemistry Nuclear equations, half-lives, and radioactivity; chemical applications. II. States of Matter (20%) Gases Laws of ideal gasesa. Equation of state for an ideal gasb. Partial pressuresKinetic-molecular theorya. Interpretation of ideal gas laws on the basis of this theoryb. Avogadros hypothesis and the mole conceptc. Dependence of kinetic energy of molecules on temperatured. Deviations from ideal gas laws Liquids and Solids Liquids and solids from the kinetic-molecular viewpointPhase diagrams of one-component systemsChanges of state, including critical points and triple pointsStructure of solids; lattice energies Solutions Types of solutions and factors affecting solubilityMethods of expressing concentration (The use of normalities is not tested.)Raoults law and colligative properties (nonvolatile solutes); osmosisNon-ideal behavior (qualitative aspects) III. Reactions (35–40%) Reaction Types Acid-base reactions; concepts of Arrhenius, Brà ¶nsted-Lowry, and Lewis; coordination complexes; amphoterismPrecipitation reactionsOxidation-reduction reactionsa. Oxidation numberb. The role of the electron in oxidation-reductionc. Electrochemistry: electrolytic and galvanic cells; Faradays laws; standard half-cell potentials; Nernst equation; prediction of the direction of redox reactions Stoichiometry Ionic and molecular species present in chemical systems: net ionic equationsBalancing of equations including those for redox reactionsMass and volume relations with emphasis on the mole concept, including empirical formulas and limiting reactants Equilibrium Concept of dynamic equilibrium, physical and chemical; Le Chateliers principle; equilibrium constantsQuantitative treatmenta. Equilibrium constants for gaseous reactions: Kp, Kcb. Equilibrium constants for reactions in solution(1) Constants for acids and bases; pK; pH(2) Solubility product constants and their application to precipitation and the dissolution of slightly soluble compounds(3) Common ion effect; buffers; hydrolysis Kinetics Concept of rate of reactionUse of experimental data and graphical analysis to determine reactant order, rate constants, and reaction rate lawsEffect of temperature change on ratesEnergy of activation; the role of catalystsThe relationship between the rate-determining step and a mechanism Thermodynamics State functionsFirst law: change in enthalpy; heat of formation; heat of reaction; Hesss law; heats of vaporization and fusion; calorimetrySecond law: entropy; free energy of formation; free energy of reaction; dependence of change in free energy on enthalpy and entropy changesRelationship of change in free energy to equilibrium constants and electrode potentials IV. Descriptive Chemistry (10–15%) A. Chemical reactivity and products of chemical reactions. B. Relationships in the periodic table: horizontal, vertical, and diagonal with examples from alkali metals, alkaline earth metals, halogens, and the first series of transition elements. C. Introduction to organic chemistry: hydrocarbons and functional groups (structure, nomenclature, chemical properties). Physical and chemical properties of simple organic compounds should also be included as exemplary material for the study of other areas such as bonding, equilibria involving weak acids, kinetics, colligative properties, and stoichiometric determinations of empirical and molecular formulas. V. Laboratory (5–10%) The AP Chemistry Exam includes some questions based on experiences and skills students acquire in the laboratory: making observations of chemical reactions and substances; recording data; calculating and interpreting results based on the quantitative data obtained, and communicating effectively the results of experimental work. AP Chemistry coursework and the AP Chemistry Exam also include working some specific types of chemistry problems. AP Chemistry Calculations When performing chemistry calculations, students will be expected to pay attention to significant figures, precision of measured values, and the use of logarithmic and exponential relationships. Students should be able to determine whether or not a calculation is reasonable. According to the College Board, the following types of chemical calculations may appear on the AP Chemistry Exam: Percentage compositionEmpirical and molecular formulas from experimental dataMolar masses from gas density, freezing-point, and boiling-point measurementsGas laws, including the ideal gas law, Daltons law, and Grahams lawStoichiometric relations using the concept of the mole; titration calculationsMole fractions; molar and molal solutionsFaradays law of electrolysisEquilibrium constants and their applications, including their use for simultaneous equilibriaStandard electrode potentials and their use; Nernst equationThermodynamic and thermochemical calculationsKinetics calculations

The Structure Of Criminal Justice System Essay Example | Topics and Well Written Essays - 250 words

The Structure Of Criminal Justice System - Essay Example Trial courts and police departments are organized at a city as well as country levels. The statewide system has many variations, which are determined by factors like overcrowding of local jails, court congestions, problems of justice administration and differing types of crime. US Congress, FBI, Secret Service are major parts of the federal system along with defense and public attorneys, the Federal Sentencing System and US Bureau of prisons. Dealing with crimes that involve laws of immigration and income tax also come under this domain. (Criminal Justice System) This relates to the goals, values and specific procedures of applicable criminal laws. While state legislative bodies have powers to enact statutes to deal with various offenses, local legislative bodies have the power to enact ordinances creating minor offenses. However, many criminal statutes are general in nature and can be interpreted by courts at various levels. In addition, certain defenses like a defense of property, self-defense, duress, and insanity do not have any statutory basis.(Criminal Justice System) The criminal justice investigation starts with a behavioral definition of the criminal act, while criminal case processing has many stages with the involvement of different agencies at each stage. Many offenses come to the knowledge of police only after the crime has been reported, minor crimes, like traffic violations and disorderly conduct, are directly dealt by local law enforcement officers.

Citrus industry in Florida Research Paper Example | Topics and Well Written Essays - 1250 words

Citrus industry in Florida - Research Paper Example In 1834, citrus groves were being cultivated by farmers, which were interrupted by the occurrence of a freeze in February of 1835 (Florida’s Citrus Production 2013). The freeze, which happened on February of 1835, killed all the fruit trees in St. Augustine as temperature dropped to seven degrees above zero, thus, robbing people of their income (Dobson 2009). The farmers’ recovered production for the succeeding fifty-one years as the state only experienced warm winters; during this time, northeast Florida, as well as St. John’s County, became the hub of citrus supply (Dobson 2009). In the 1890’s, citrus production increased to five million boxes per year due to the demand for the said fruit in the northeast and the existence of rail lines, which promoted long distance shipping of the citrus fruits (About Citrus 2012). In fact, in the year 1894, the shipment of crates of citrus to the north amounted up to 5,000,000 (Dobson 2009). On December of 1894, anothe r freeze happened, killing all of Florida’s orange crops in its wake. On the eighth of February the following year, another freeze came about, bringing about the same disastrous effects; such was its impact that on 1896, Florida was only able to ship a little above 100,000 crates of oranges (Dobson 2009). The freeze caused the abandonment of citrus groves in the North of Florida and the production of melons and potatoes in its place (Dobson 2009). This was the most severe in the history of freezes that Florida had undergone (Timeline of Major Florida Freezes 2013). In 1901, there were little above 1,000,000 crates produced (Dobson 2009). In 1917 and 1934, still the state was plagued with the same natural calamity; the freeze of 1934 resulted in the formation of the Federal Frost Warning Service -- a replacement of the train whistles, which warned people of imminent frosts in the previous years (Dobson 2009). The occurrence of continuous freezes in December of 1934, as well as on February of 1935, yielded a negative impact as it reduce production from a million boxes to just below 150,000 boxes of citrus (About Citrus 2013). Again, the farmers planted their citrus crops, yet another freeze took its toll in

Self Assessment Paper Essay Example | Topics and Well Written Essays - 1500 words

Self Assessment Paper - Essay Example 1). Therefore, the implication of this score on one’s future employer where managers believe in theory Y is that they could design motivational strategies that would empower employees like me to work with proper recognition and acknowledgement. Personal Values The top three personal values were identified in these areas with the following scores: family (200), social (200) and intellectual (200). The lowest personal value is spiritual (70). These indicates how I regard these values are paramount in one’s life. The implication of this is crucial in the organization where I would be part of to balance time spent for work and family life, as well as in social and intellectual endeavors. Intolerance for Ambiguity My score for this assessment is 52. The mean that was noted in the interpretation was actually 49; therefore, the score that I generated was actually a little bit higher than the mean. This could indicate a higher tolerance for ambiguity or a slightly high preponde rance for risky endeavors or delving into the unknown. The implication of this is that future organizations could tap my willingness and ability to adapt and adjust to turbulent situations; as such, I am not easily swayed or detracted from facing challenges and adversities. Two-Factor Profile My MF score is 40; while my HF score is 30. This means that I regard greater importance on motivating or satisfying factors than in hygiene or dissatisfying factors according to Herzberg’s two-factor theory (Schermerhorn, Osborn, Uhl-Bien, & Hunt, 2012). This also means job content is more important to me than job context. The implication of this result is that managers should focus on motivators through job content if they want to influence or motivate employees like me. Your Personality Type The score that was generated for this assessment is 35. This is indicative of a Type A personality which was described to be hurried and competitive. The implication of this as one is a member of a n organization is that my personality type should complement that of others; otherwise, if all members of the organization are all competitive, there could be increased pressure to exhibit a stipulated level of performance that could be stressful and extremely challenging. Time Management Profile My score for this assessment is 4. As indicated, the higher the score, the closer one’s behavior matches the recommended time management guidelines. In this regard, one strongly believes that my score is an indication of the need to improve on time management to coincide with those prescribed by the organization or institution that one would eventually serve. Week 2: Are You Cosmopolitan? My score in this assessment is 23. This means that that I am within the mixed orientation (between being manifesting a cosmopolitan orientation and a local orientation) or one exhibiting and identifying a career profession and that of an employing organization. Thus, the implication is that being at mid-point, I could assume both preferences and orientation that the two extremes apparently exhibit.

Effects of globalization on hospitality and tourism industry

Effects of globalization on hospitality and tourism industry In recent years, organizations in the hospitality and tourism industry have experienced a great deal of turmoil as the competitive forces within their industry have shifted under the weight of globalization. To survive, many companies must now build competitive advantage by relying on their employees to implement improved service delivery processes. Shifting travel markets, world-class competition, and escalating operating costs are forcing hospitality and tourism organizations to pay more attention than ever before to the needs and desires of their customers. This means that companies are having to find ways to become more responsive and create greater value for their customers. The quality of an organizations service delivery hinges in part upon its people. How frontline personnel act has a determining influence on customers perceptions of service quality and, in turn, on the overall level of customer satisfaction. However, even employees who are not directly involved in serving the customer have an indirect impact on customer satisfaction by means of the backup support they provide to frontline staff. The important role employees play in the success of service organizations, human resource management has traditional been a weak link in the hospitality and tourism industry. QESTION 1 Explain the communication process and same common forms of communication use in hospitality and tourism industry. INTRODUCTION QUESTION 1 Communication is perhaps the most important and most used of all skills in the hospitality and tourism industry. Managers spend the largest portion of their time in verbal or written communication with their employees, other managers, or outside parties. Frontline employees have frequent interaction with customers and other employees. Other staff members communicate among themselves, as well as with their managers, frontline employees, suppliers, and so on, to give and receive the information they need to perform their jobs. Communication has been recognized as the means by which both people and the organization survive. When human beings lack the ability to cope with life, the source of the problem is often a lack of appropriate information. Incomplete and unorganized information places a heavy strain on the ability of people make sense out of their existence. Their performance of a job depends on having the necessary information, having the skills to do a job depends on the quality of communication during the skills acquisition period. 1.1: Verbal communication Verbal communication is further divided into written and oral communication. The oral communication refers to the spoken words in the communication process. Oral communication can either be face-to-face communication or a conversation over the phone or on the voice chat over the internet. Spoken conversation or dialogs are influenced by voice modulation, pitch, volume and even the speed and clarity of speaking. The other type of verbal communication is written communication. Written communication can be either via snail mail, or email. The effectiveness of written communication depends on the style of writing, vocabulary used, grammar, clarity and precision of language. 1.2: Nonverbal communication Nonverbal communication is such as facial expression, gestures, posture, and tone of voice is an important component of personal business interactions. Nonverbal communication can help a small business owner to get a message across, or to successful interpret a message received from another person. On the other hand, nonverbal communication can also send signals that interfere with the effective presentation or reception of message. Nonverbal communication is usually understood as the process of communication through sending and receiving wordless messages. Such messages can be communicated through gesture body language or posture, facial expression and eye contact, object communication such as clothing, hairstyle or even architecture, symbols and info graphics. Speech may also contain nonverbal elements knows as paralanguage, including voice quality, emotion and speaking style, as well as prosodic features such as rhythm, intonation and stress. Likewise, written texts have nonverbal elements such as handwriting style, spatial arrangement of words, or the use of motion. However much of nonverbal communication process has focused on face-to-face interaction, where it can be classified into three principal areas and they are environmental conditions where communication takes place, the physical characteristics of the communicators, and behavior of communicators during interaction 1.3: Verbal VS Oral communication Scholars in this field usually use a strict sense of the team verbal, meaning of or concerned with words, and do not use verbal communication as a synonym for oral or spoken communication. Thus, vocal sounds which are not considered to be words, such as a grunt, or singing a wordless note, are nonverbal. Sign languages and writing are generally understood as forms of verbal communication, as both make use of words although like speech, both may contain paralinguistic elements and often occur alongside nonverbal messages. Nonverbal communication can occur through any sensory channel sight, sounds, smell, touch or taste. Nonverbal communication is important as when we speak or listen, our attention is focused on words rather than body language. But our judgment includes both. An audience is simultaneously processing both verbal and nonverbal cues. Body movements are not usually positive or negative in and of themselves; rather, the situation and the message will determine the appraisal . Interaction of verbal and nonverbal communication. When communicating, nonverbal messages can interact with verbal messages in six ways and they are repeating, conflicting, complementing, substituting, regulating and accenting or moderating. 1.4: Formal communication Formal communication includes all the instances where communication has to occur in a set formal format. Typically this can include all sorts of business communication or corporate communication. The style of communication in this form is very formal and official. Official conferences, meetings and written memos and corporate letters are used for communication. Formal communication can also occur between two strangers when they meet for the first time. Hence formal communication is stringent and rigid tone to it. 1.5: Informal communication Informal communication includes instances of free unrestraint communication between people who share a casual rapport with each other. Informal communication requires two people to have a similar wavelength and hence occurs between friends and family. Informal communication does not have any rigid rules and guidelines. 1.6: Appearance In oral forms of communication, the appearance of both the speaker and the surroundings are vital to the successful conveyance of a message. Whether we speaking to one person face to face or to a group in a meeting, personal appearance and the appearance of the surroundings covey nonverbal stimuli that affect attitudes even emotions toward the spoken words. For example, a speakers clothing, hairstyle, use of cosmetics, neatness, and stature may cause a listener to form impressions about her occupation, socioeconomic level, competence. Similarly, such details of the surroundings as room size, furnishings, decorations, lighting, and windows can affect a listeners attitudes toward the speaker and the message being presented. The importance of nonverbal clues in surroundings can be seen in the desire of business managers to have a corner office with a view rather than a cubicle in a crowded work area. 1.7: Body language Body language, and particularly facial expressions, can provide important information that may not be contained in the verbal portion of the communication. Facial expressions are especially helpful as they may show hidden emotions that contradict verbal statements. For example, an employee may deny having knowledge of a problem, but also have a fearful expression and glance around guiltily. Other forms of body language that may provide communication clues include posture and gestures. For example, a manager who puts his feet up on the desk may convey an impression of status and confidence, while an employee who leans forward to listen may convey interest. Gestures can add emphasis and improve understanding when used sparingly, but the continual use of gestures can distract listeners and convey nervousness. 1.8: Sounds Finally, the tone, rate, and volume of a speakers voice can convey different meanings, as can sounds like laughing, throat clearing, or humming. It is also important to note that perfume or other odors contribute to listeners impressions, as does physical contact between the speaker and the listener. Silence, or the lack of sound, is a form of nonverbal communication as well. Silence can communicate a lack of understanding or even hard feelings in a face-to-face discussion. CONCLUSION Communication can take any of a wide variety of forms. However, verbal communication is the form that is relied upon most often by managers. To be an effective verbal communicator requires that one adhere to the two basic laws of communication and be skilled in supportive communication. Much communication at the group level is conducted in meetings. Hence, effective meeting skills go hand-in-hand with effective communication within workgroup and teams. Communication at the organizational level can occur either via formal or informal channels. Each of these channels has associated benefits and a drawback, thus which channel is best depends on a given situation. Of utmost importance at the organizational level is to ensure that both internal and external communication systems are working in a way that facilitates the free flow of vital information throughout all levels and functional areas of the company. QUESTION 2 Motivation is the key to keeping performing continuously at the highest standards. How organization motivate their employees to excel at their jobs. INTRODUCTION QUESTION 2 A vital managerial function in any organization is to motivate employees. This is because motivation is inextricably linked to employee satisfaction and ensures employees consistently excel at their jobs. Motivation is especially important in the hospitality and tourism industry, where employee satisfaction and competence are key determinants of service quality. The definition of motivation is to give reason, incentive, enthusiasm, or interest that causes a specific action or certain behavior. Motivation is present in every life function. Education is motivated by desire for knowledge. Motivators can be anything from reward to coercion. Motivation plays a major role in achieving high performance in the workplace, which is an important goal of management. However, just because an employee is motivated does not guarantee she or he will perform satisfactorily. Effective performance requires ability, direction, motivation, and support from the work environment. Therefore, changing the performance of workers is rather more complicated than just motivating. In motivation they have two main kinds of motivation and they are intrinsic and extrinsic. Intrinsic motivation is internal. It occurs when people are compelled to do something out of pleasure, importance, or desire. Extrinsic motivation occurs when external factors compel the person to do something. However, there are many theories and labels that serve as sub tittles to the definition of motivation. A common place that can see is the need to apply motivation, is in the work place. In the work place, we can see motivation play a key role in leadership success. A person unable to grasp motivation and apply it will not become or stay a leader. To motivate the employees to excel at their job is the management have to identify what motivates the employees as each employees is likely to be motivated in different ways. For example is they might find that some employees are motivated when given praise for a job well done while others excel when given a bonus or a raise. Second is the management have hold contests that pit employees in one department against employees in another department or even between employees of the same department. Offer a fun reward for those who win the contest and the management also have to listen to the employees and let them know that management are there to support and to listen to them if they have a problem or concern. By listening to the employees, the management also will be able to assess their morale and whether they need motivation. Fourth is the management must allow their employees to use new skills they have acquired. If an employee has learned a new skill or completed a training course, try our best to implement his new skill into his everyday responsibilities and keep the employees from becoming bored. The management should continually strive to ensure that their employees are being used to their full potential rather than under-using them, which can stress them out. The management should be flexible with their employees specific roles within the company. While it is important that their employees fulfill the responsibilities defined in their job description, it is equally important to ensure that the employees are allowed to be creative and to contribute in ways that go beyond their job description and the management must offer positive feedback to employees who are doing a good job. Praise can often be a powerful motivator. The last motivate employees to excel at their jobs is stay focused on motivating their employees, so the management can ensure a high level of productivity from them. If the management notice that employees are starting to lag and lose their motivation, the managements must take action as soon as possible to re-motivate them. In motivation they have seven type of motivation and they are achievement motivation, affiliation motivation, competence motivation, power motivation, attitude motivation, incentive motivation and fear motivation. Achievement motivation is the drive to pursue and attain goals. An individual with achievement motivation wishes to achieve objectives and advance up on the ladder of success. Here, accomplishment is vital for its own shake and not for the rewards that accompany it. Second is affiliation motivation. Affiliation motivation is a drive to relate to people on a social basis. Personnel with affiliation motivation perform work better when they are complimented for their propitious and co surgical procedure. Third is competence motivation. Competence motivation is the drive to be good at something, allowing the individual to perform high quality work. Competence motivated people seek job mastery, take pride in developing and using their problem-solving skills and strive to be crea tive when confronted with obstacles. Fourth types of motivation are power motivation. Power motivation it is drive to influence people and change situations. Power motivated people wish to create an impact on their organization and are willing to take risk to do so. Fifth types of motivation are attitude motivation. Attitude motivation is how people reckon and feel. It is their self confidence, their belief in them selves, their attitude to life. It is how they feel about the possibility and how they react to the past. Sixth motivation is incentive motivation. Incentive motivation it is where a person or a team reaps a reward from an activity. Example of incentive motivation is you do this and you get that, attitude. It is the types of awards and prizes that drive people to work a little harder and the last motivation is fear motivation. Fear motivation is for coercions a person to act against will. It is instantaneous and gets the job done quickly. It is helpful in the short run. The importance of motivation is obvious. The employees need motivation in order to reach their goals. In fact it is one of the most important and driving factor for the employees to reaching their goals. Motivation does not have to be positive emotions. Fear can be very effective motivating factor. Stress is an example of negative motivating ineffective feelings. Most people have a tendency to become narrow sighted when they are stressed, some even get paralyzed or apathy. It is the rewards for reaching the goals that motivates or the feeling of fulfillment when they reach their goals or the satisfaction of being important. In motivation they have behavior styles. If the employees ever come across any of the behaviour matrixs that is available on the market, they will notice some interesting things when it comes to motivation. It is easy to realize that most companies bonus and appraisal system are not very well thought. Usually a behaviour matrix divides people into four different types of behaviour group. The four IDI styles are motivator, producer, processor, and realtor. They all have different needs and are therefore motivated by different emotions. Motivators are people that are good at motivating others, they are often perceived as exciting, fast, outspoken, engaging, enthusiastic, and creating. There is always something new going on. They are often very good at getting others to want to take on new challenges. Their need is to be unique and that is driving their motivation. Producers are people that often are perceived as goal oriented, strong, self confident, practically, down to earth and determent. Producers are good at driving towards goals. Their need is to be in control and that is driving their motivation. Processors are often perceived as well thought, objective, consistent, serious and logical. They are good at structuring and analyzing and their need to understand and that is driving their motivation. Relators are often perceived as supporting, loyal, trustworthy, considerate, calm, friendly and caring. Relators are good at creating and maintaining good relations with others. CONCLUSION Motivation refers to employees willingness to exert high levels of effort toward organizational goals in the expectation that doing so will enable them to satisfy some individual need. Motivation is a necessary, but by itself not a sufficient, condition of effective performance. The recipe for effective performance also calls for employee ability, managerial direction, and a satisfactory work environment. There are various motivational theories and strategies that can be applied at the individual, group, and organizational levels. At the individual level are Maslows hierarchy of needs, Herzbergs two-factor theory, and McClellands manifest needs theory, and equity theory. Motivational theories and techniques that can best be applied at the group level include the Hawthorne effect and equity theory. At the organizational level, the following motivational theories and strategies are most applicable reinforcement theory, job enrichment, job redesign, and the Scanlon plan. CONCLUSION OVERALL People management can be defined as the process of controlling and monitoring individuals. The concept of people management is widely used in organizations where the managers most important task is to manage people. In order to increase the efficiency of the people the manager has to lead, motivate and inspire people. Sometimes rules are defined to manage people like time lines, duties and more. In order to manage the people Human Resource Departments are established in the organization. These departments are specifically responsible to deal with people of organization.

Real Time Article :: essays research papers

The term's misuse creates misunderstanding both inside organizations and out in the market. Real time is expensive. Creating and managing technology applications that operate in real time require a lot of infrastructure, people, and processing power. These are unnecessary if you don't mind if an action occurs "just in time" or "some time later on." A few examples: Â · Real-time analytics and reporting. Does it matter? Depends on the use. For people only concerned with strategy insights, such as paths different visitors types take, or those focused on use of different navigation tools, real time is meaningless. If no action you can take in real time changes the user experience, then time and money spent to get information faster is overkill. The extra information is probably a distraction. If you're an editor and constantly adjust stories and headlines to respond to audience interest, then real-time data can make a difference. It may be a worthwhile investment. Bottom line, real-time analytics are good for tactical applications, overkill for strategic ones. Â · Real-time actionability. As with the above example, this matters if the desired action is tactical. Would very fresh information help someone or something take an action at the same time? If resulting actions are strategic only and not intended to be taken at the same instant the information is created, then real time is wasted technology. You don't need real-time audience information if you only use it at a weekly meeting to discuss behavior trends. Â · Real-time personalization. In personalization, real time is essential. If you want to personalize content for individual visitors, such as weather or commerce recommendations, you must do it in real time. You can't wait minutes or hours to update pages. Visitors won't be there anymore. You can't personalize content without recognizing users and changing content the moment they arrive. Of course, this can be quite expensive. Those with content management systems with personalization have a special appreciation for the processing and data management costs associated with real-time actions at scale. Â · Real-time ad segmentation and targeting. Another example of where real time can really matter. Ad targeting is a very frontline, tactical operation. If you want to deliver a specific ad to a specific type of person, you must identify the person and deliver the ad in real time. To deliver automotive ads to people who viewed automotive content, no matter where they go on the site, you must target as soon as they visit automotive content.