Despite Risk and Uncertainty Essay

Risk is any factor that may potentially interfere with successful completion of the project. A risk is not a problem-a problem has already occurred; a risk is the recognition that a problem might occur. By recognizing potential problems, the project manager can attempt to avoid a problem through proper actions. Project Management is the skills, tools and management processes required to undertake a project successfully. Stakeholders are persons or organizations that are actively involved in the project, or whose interests may be positively or negatively affected by the project. Organizations take risks to benefit from potential opportunities however; these opportunities involve an element of risk. Projects entail a level of uncertainty and therefore carry business risk. Every project has risks. Organizations that succeed are the ones that plan for those risks – anticipating, mitigating, and providing response and contingency plans for negative events that may or may not occur. Risk Analysis solutions provide the tools for doing just this, enabling companies to identify, assess and model risks – and, in the process, taking much of the uncertainty out of project and portfolio management. A project risk can be defined as an uncertain event or condition that, if it occurs, will have a positive or a negative effect on a project’s objectives. Identifying risk in the planning stage enables better project selection decisions and more accurate budgeting and scheduling, (Oracle white paper,2010). Risk assessment is critical to understanding the impact of risk and uncertainty on project schedule and cost. Once risks are identified and assessed, the next step is to develop a response plan. Typical mitigation actions include adding time to the schedule, deploying more resources on the project, bringing in outside expertise, increasing the budget, just to mention a few. Uncertainty is an inevitable aspect of most projects, but even the most proficient managers have difficulty handling it. They use decision milestones to anticipate outcomes, risk management to prevent disasters and sequential iteration to make sure everyone is making the desired product, yet the project still ends up with an overrun schedule, overflowing budget and compromised specifications. Or it just dies. Unforeseen uncertainty makes contingency  planning more difficult because the project team cannot anticipate everything. Because it is impossible to create a complete contingency plan, the plan must evolve as the project progresses. With unforeseeable uncertainty, a lot of time and effort must go into managing relationships with stakeholders and getting them to accept unplanned changes. Stakeholders often dig in, causing resistance and conflicts. Failing to address risk and uncertainty can lead to consequences that span the spectrum from mere inconvenience to grave danger, (www.ey.com). The article went on to explain some of the effects that risk has on the mining and metals companies projects. Failure to deliver against agreed plans — Realized delivery risks will typically impact one or more of a project’s cost, schedule, scope and quality parameters. Where impacts represent a material variation from approved plans, a critical review of the project’s alignment to Business Case assumptions and rationale may be required. Late-stage Business Case modifications have the potential to undermine the project’s investment case and severely impair stakeholder buy-in and confidence. Loss of competitive advantage — For many mining and metals companies, the ability to efficiently and predictably operationalize assets and infrastructure forms a key source of competitive advantage. As commodity prices, commercial terms and the competitive landscape constantly change, the window for timely project delivery is finite. When risks result in project delays, cost overruns or quality defects, many companies will feel a direct impact on corporate performance and competitive advantage. Damage to reputation — Leading mining and metals companies recognize the essential disjointed role of corporate reputation in securing and maintaining a social licence to operate. The risk of health, safety, environment and community incidents is ever present, demanding high levels of delivery discipline and management vigilance. Where policy, process or control break-downs do occur, and an incident results, mining and metals companies must respond immediately to prevent long-lasting reputational damage. The Impact of a risk may be to the project and its success criteria (eg budget and timeframes or the quality of the project output) or it could be to the business as a result of the way the project is carried out. At the same time,risk assessment increases profitability. Contracts can be selected  and priced at the right level of risk, and the business can be managed with risk fully understood, (Oracle white paper,2009). Specific risks can be negotiated, it can be made clear who bears them, and they can be built in to contracts. After evaluating risks, one can choose a path of risk avoidance or risk mitigation and management. If one understands the risks in a project, one can decide which risks are acceptable and take action to mitigate or forestall those risks. If one’s project risk assessment determines that risks are excessive, one may want to consider restructuring the project to within acceptable levels of risk. Every project has risks and the way that these risks are i dentified, assessed and mitigated plays a critical role in the project outcome. Most firms would rather have projects without risk and uncertainty, to realize more profit and growth and also improve or maintain their good reputation. However, risk and uncertainty are not the only factors that may negatively affect a project thus hindering profitability, growth and good reputation for the organization. There are several other factors that aid a project to contribute to the well-being or downfall of the organization. A project fails when the plan is not met. (Oracle white paper, 2009) Failure means that a project exceeds the timeline, the project has to be founded upon realistic timescales, taking account of statutory lead times, and showing critical dependencies such that any delays can be handled. A schedule should include a satisfactory measurement system as a way of judging actual performance against budget and time allowances, Slevin D.P, Pinto J.K (1987) Failure also means that a project overspends the budget, or underperforms expectation, they need to have a clear project plan that covers the full period of the planned delivery and all business change required, and indicate the means of benefits realization. Lack of clear link between the project and the organization’s key strategic priorities, including agreed measures of success also affect projects. The organization needs to know how the priority of this project compares and aligns with other delivery and operational activities. There is need to have defined the critical success factors (CSFs) for the project. Project success or contribution on profitability, growth and reputation for the organization also dwells on clear senior management and Ministerial ownership and leadership. As noted by Schultz and Slevin (1975), management support for projects, or indeed for  any implementation, has long been considered of great importance in distinguishing between their ultimate success or failure. Without an experienced project manager, projects can quickly spiral out of control. The project management team must have a clear view of the interdependencies between projects, the benefits, and the criteria against which success will be judged. Decisions need to be taken early, decisively, and adhered to, in order to facilitate successful delivery. Another great effect to projects contribution on the organization is effective engagement with stakeholders. It is crucial for the firm to identify the right stakeholders an d secure a common understanding and agreement of stakeholder requirements. The project needs to take sufficient account of the subsisting organizational culture whilst ensuring that there is clear accountability and how to resolve and conflicting priorities. The need for client consultation has been found to be increasingly important in attempting to successfully implement a project. Indeed, Manley(1975) found that the degree to which clients are personally involved in the implementation process will cause great variation in their support for that project. If you are managing an internal project, it might not be wise to upset stakeholders that you might need to deal with at a later date. The need for diplomacy is important, and the political landscape can have a large impact on how easy or difficult it will be to deliver the project,(Bauer M). The extent of stakeholder involvement also affects the reputation of the organization and consequently the profits and growth potential. Lack of skills and proven approach to project management and risk management can affect the project and consequently the organization. . Lack of experience breeds excessive conservatism (K. Humphreys). Not having the right people for a particular project may compromise the job. â€Å"The key to a successful project is to include the right people with the right skill-sets,† says Joel Koppelman. He also quotes, â€Å"All the planning in the world will not compensate a lack of talent.† CONCLUSION Risk and uncertainty actually help the project team and management to stay alert and prepare in advance for possible attacks to the project. Decision-making under conditions of risk where there are assigned estimated probabilities and predicted impacts for each identified risk, enables  management strategies to be developed as a response including monitoring and controlling the risk mitigation to reduce these risks to the desired level. Despite risk and uncertainty, there exist other factors that can greatly affect the outcome of the project on profit, growth and reputation. It can then be concluded that risk and uncertainty are not the only factors that hinder projects from contributing to the profitability, growth and the reputation of the organization. Lack of skills and proven approach to project management and risk management, lack of effective engagement with stakeholders, and clear senior management and Ministerial ownership and leaders affect the outcome of a project. Altho ugh risk and uncertainty have dire consequences for the firm, eliminating them will not guarantee projects contributing to profitability, growth and reputation of the organization. The other factors mentioned above are equally liable to project success. REFERENCES Oracle white paper, A Standardized Approach to Risk Management Improves Project Outcomes and Profitability, April 2010 Oracle Corporation World Headquarters 500 Oracle Parkway Redwood Shores, CA 94065 U.S.A. Dennis P. Slevin and Jeffrey K. Pinto, Balancing Strategy and Tactics in Project Implementation’, Sloan Management Review, Fall, 1987, pp. 33-41, Kenneth K. Humphreys, Project Risk Management – Advantages and Pitfalls Pe Cce Dif, n/d. Schultz, R. L. and Slevin, D. P. â€Å"Implementation and Management Innovation,† in Implementing Operations Research and Management Science, ed. Schultz, R. L. and Slevin, D. P. (Elsevier. New York, 1975), pp. 3-22. Manley. J. H. â€Å"Implementation Attitudes: A Model and a Measurement Methodology.† in Implementing Operating Research and Management Science, ed. Schultz. R. L. and Slevin, D. P. (Elsevier. New York, 1973), pp. 183-202. Oracle White Paper, The Benefits of Risk Assessment for Projects, Portfolios, and Businesses,June 2009. Oracle Corporation World Headquarters 500 Oracle Parkway Redwood Shores, CA 94065 U.S.A. Bauer M. Project Success Factors. Retrieved from www.martinbauer.com/Articles/How-to†¦Project/Project-Success-Factors on 21March 2014.‎ Project Management Planning,January 1997. Retrieved from www.cioarchives.ca.gov/†¦/PM3.10_Planning_Risk_Managem†¦ On 22March 2014. Ernst & Young Global Limited, Effective mining and metals capital project execution,The consequences of risk. U.K Retrieved from www.ey.com on 19 March 2014.

How to Shoot a Free Throw

Shooting free throws can be the easiest way to score points and lead your team to victory, or it can be stressful and embarrassing. Bad free throw shooting can even cost your team the game! The most important way to make free throws is shooting consistently. To obtain consistency, a player must always practice his form. By doing so, the free throw shooter will gain confidence and will see an increase in the number of free throws he can make. The free throw form should be the same form used for shooting jump shots. 1.First, Position your feet shoulder-width apart. The main foot should be positioned right behind the free throw line, while the other foot is positioned a couple of inches behind the free throw line. The main foot matches your handedness. If you are right-handed, then your right foot will be dominant at the free throw line. 2. Secondly, your legs should be slightly bent at the knee. 3. Thirdly, your dominant hand should be used to cradle the ball from underneath, with the other hand positioned on the side of the basketball for guidance and stability. 4.Fourthly, the ball should be positioned at about chest height, beneath the chin. 5. Fifthly, your dominant arm should form a C shape, with the ball perched atop the hand. 6. Next, the release motion should be smooth, as jerkiness will lead to inconsistent delivery from shot to shot. Your goal is to have the same movement every time you shoot a free throw. The release should flow from underneath the chin upwards and outwards. 7. Also, the wrist of your hand supporting the basketball should be snapped forward, applying backspin to the basketball as it is released.This should look as if the shooter is reaching above and in front of her head to steal cookies out of a cookie jar. 8. Finally, the shooter should find a routine that is comfortable for he/she and practice that routine so that it becomes second-nature. Only then can he/she obtain consistent success from the free-throw line. Remember that this is a classic free throw form. If your form is different, yet you can make a shot without difficulty and yield success each time, remember the old saying: if it isn’t broke, don't fix it! Good luck and remember to practice!

Intercultural memo Essay Example | Topics and Well Written Essays - 500 words

Intercultural memo - Essay Example It is highly probable that we will see members of the other delegation use non verbal gestures for communication. In case you notice such a situation, please do not be offended as it is normal cultural practice in that part of the world. Negotiating Styles A prominent concern will be the negotiating style of the other delegation. Being a consanguine culture, negotiations will be slow to proceed because extensive consultation is part of the culture. Moreover, as the other delegation will be staffed largely by family members so convincing each and every member will be vital. During consultation in the Punjabi culture, especially in the families, the issue of social repercussions is eminent. For example, if a member of the other delegation feels that the deal with our company is detrimental, he may behave like a single issue voter and use social pressure to convince the other members not to deal with our company. Therefore, try not to be offensive during negotiations as the Punjabis rel y on impressions a lot. Another thing to keep in mind is that Punjabi is known as a rude language. People use high tones and volumes during communication which essentially makes the language seem rowdy.

Giovanni Baronzio Research Paper Example | Topics and Well Written Essays - 2500 words

Giovanni Baronzio - Research Paper Example In particular, these paintings form the first narrative cycle to have been used in teaching human beings about the life of Jesus Christ. The paintings were introduced into programs of church decorations. However, the paintings could not capture the miracles performed by Jesus Christ (Bailey 19). (Bailey 31) Artist: Giovanni Barozio Size: 500x382px Genre: Christian painting Material: panel Date of completion: 1352 The painting of Giovanni, especially the scenes from the life of Christ date back to the time of Constantine. Constantine had devoted more time in building quality buildings in the holy land to honor the life and events that surrounded the life of Jesus Christ. The scenes of Christ represented the nativity at Bethlehem. The mosaic represented the nativity and the adoration of Christianity. It is necessary to note that: â€Å"scenes from the life of Christ† were symbolic rather than being narrative in character (Bailey, P 7). Scenes from the life of Christ paintings ca pture Jesus’ life moments such as annunciation, Joseph’s dream, and the presentation in the temple, the adoration of the magi, the flight into Egypt, and the brutal killing of infants by King Herod. The images of the infancy of Christ illustrated both the canonical gospels and various apocryphal texts (Carvalho 57). In clearly capturing the life of Jesus Christ, Giovanni’s â€Å"scenes from the life of Christ† concentrated on the physicality of Jesus and spiritual elements. The crucification of Jesus Christ on the cross was well captured by Giovanni through paintings. Dark colors have been used to represent the gloomy mood that surrounded the Crucification of Jesus Christ. In addition, after the death of Christ, Darkness in the paintings shows the 6 hour total darkness that followed (Carvalho 57). Historical Context Scenes from the life of Christ show deep devotion into Christ as well as the development of humanism in early 1300s. The carving was made of ivory and was owned by rich members of the society. The paintings of Giovanni Baronzio represented spiritual devotion as well as being used as educational aids. The composition of the â€Å"scene from the life of Christ† painting is structured in various levels. There are panels in the painting that are further subdivided in three horizontal rows. Each row aims at showing and representing the life of Jesus Christ at each stage (Kanter 49). Christ’s early life is captured in the bottom row. The painting represents the annunciation of Jesus Christ. During this period, angel Gabriel appeared to Mary, informing her of Jesus Christ’s birth. Giovanni paintings show the period of Jesus’ birth. In particular, the Holy Spirit has been symbolized by the alighting dove. In showing where the Holy Spirit was meant to be, Giovanni painted the dove top be perching on Mary’s forehead. Mary’s purity was represented by Giovanni through the use of lilies (Kant er 50). The next painting represented nativity in the life of Jesus Christ. The painting has images of Mary looking lovingly at the face of the newly born baby Jesus Christ. In addition, the paintings included the images of donkeys and ox; these animals have been used to represent the humility represented by such animals in the society. The birth of Jesus Christ would be well captured by scenes of humility. Humility could only be captured through painting images of donkeys

The Habitat and Productivity of the Morel Mushroom Research Paper

The Habitat and Productivity of the Morel Mushroom - Research Paper Example However, our limited understanding of morel productivity, diversity, and ecology hinders such synergistic management. We used genetic, morphological, and ecological data to identify and characterize putative species. Some of these putative species fruited only on burned soils the ?rst spring season following a wild ?re. The other two putative species fruited in non-burned forests, in islands of non-burned soils in burned forests, or the second year following ?re on burned soils. Unbiased landscape-level estimates of genus-level morel productivity (not partitioned by putative species) ranged from 80 to 4350 morels per hectare and from 0.550 to 9.080 kg per ha. Productivity which followed the general trend of wild ?re burned forests, insect-damaged forests and healthy forests management. (Catherine G.Parks) Introduction Morels are species of mushroom called Marcella species. They are edible mushrooms which are highly prized and commercially harvested. In 1992 Oregon, Washington, and Id aho approximately harvested 590 metric tonnes of morels providing harvesters with $ 5.2 million of income (SchlosserW.E.Blatner).Morels often fruit prolifically after fire, tree mortality, or ground disturbance. In montane forests east of the Cascade Range in the Pacific Northwest decades of fire suppression have allowed development of dense, fire-prone stands and also periodic insect epidemics also have caused extensive tree mortality which influence morel crops. (J.K). Â   In east central Ohio, the Morel’s normal growing season is early April to mid May. Further south it will be one to two weeks earlier, to the north a little later. A damp habitat is needed for the Morel’s growth. Too much rain or dry weather is not what the mushroom needs they require normal weather pattern. Temperature plays an important role in the growth of the mushrooms as well, Morel mushroom thrives when daytime temperature are in the 60 and 70 degrees Celsius and nighttime temperatures are n ot lower than 40 degrees Celsius. Identification on the morel There are a list of over 190 kinds of the morel species and subspecific taxa in the genus Morchella. General agreement exists that at least two major groups can be clearly distinguished they include; Black Morel (Morchella elata) Black Morels when cut lengthwise it will be hollow from bottom of stem to top of cap. It looks like a rubber mold prompting comments from non-morel lovers, bottom of the cap is attached to the stem (cap and stock all one piece), cap is full of Ridges and Pits, cap is also longer than the stem which has little bumps both inside and outside, stalk are usually lighter in color. Its ribs darken to gray or black with age. (Kirk P.M (Coord)) Yellow Morel (Morchella esculenta) Yellow Morels also when cut lengthwise are hollow from bottom of stem to top of cap which is attached to the stem, cup is also full of ridges and pits and it is longer than the stem. Its stalk is usually lighter in color (sand, ye llow). Other Morel species are; I. Half-free morels (Morchella semilibera).There cap are usually small in comparison to the stem and may only be a quarter the length of the stem. Cap is also not connected from the bottom to the stem II. Caps or Early morel (Verpa bohemica) and Beefsteak (Gyromitra esculenta).they belongs to False morel and they are poisonous. The poison in false morel is MMH (monmthylhydrazine) whose toxicity may

Evolution of Correctional System Essay Example | Topics and Well Written Essays - 1500 words

Evolution of Correctional System - Essay Example In America, the correction system has witnessed great, interesting changes from the medieval times, to the current super-max prisons. With this in mind, this paper will address the evolution of the correction system, including a historical overview of different types of corrections and custody levels. The criminal justice system of America is concerned with both punishment and corrections, however, today; America has the highest inmate population in the world. The history of corrections system in America traces back to the European system, which was in England, Holland, and France. America only improved on this system in the way they executed it. In the past, common law comprising set rules offered guidance and helped people in solving different social problems. The process of law was under the guidance of judges, as they were responsible for making decisions relating to law. However, as time went by, the colonial system developed their system of criminal justice, which laid the foun dation for the present criminal justice system in America (Gottfredson 11-15). In the 16th and 17th Centuries, there were various correction modes. Most of them were based on public shaming, in order to teach offenders a lesson, and deter others. This approach was to prevent the recurrence of criminal activity, and included, cutting off ears, the stocks, whipping, ducking stool, and placing people in the pillory. For much heinous crimes such as murder, the criminals faced execution through public hanging. The act of imprisonment was rare in colonial years. However, this later found its way into the American criminal justice system. In prisons, people waited for their trial or punishment, while in detention. All types of criminals were detained together while waiting punishment. However, these prisons were poorly maintained, due to the negligence of the prison warders. Most people detained in prisons lost their lives due to various diseases, such as the gaol fever. Houses of correcti on were to serve a purpose of instilling industry habits in offenders through labor in prisons. The people held in these houses were mainly petty offenders, the local disorderly poor, and vagrants. Near the end of the 17th Century, houses of correction were absorbed into the prison system, and put under the control of the local justices of peace (Tonry 12-15). In the 18th Century, many executions of criminals were undertaken. This raised concerns and led to the opposition of the death penalty by many people. They suggested that not all offenders found guilty should be subjected to a death penalty, however, only those convicted of serious crimes such as murder, should be executed. This opposition was counter-productive as jurors finally considered executions for petty offenders extreme. They therefore had to look for a much fairer way of punishing petty offenders, other than execution. In the mid-18th Century, imprisonment, with hard labor, was decided on as the most appropriate form of punishment for petty offenders (Freeman 77-80). Transportation was the most appropriate method used to dispose convicts. These were transported by ship to the America and other British colonies by ship. This happened until the America War of Independence. However, at the end of the 18th Century, there was curtailing of transportation. This means that alternative sanctions had to be put in place. These were later

Strategic Human Resource Management Essay Example | Topics and Well Written Essays - 2500 words - 3

Strategic Human Resource Management - Essay Example The discussion provides recommendations on how organizations should align their strategies to achieve excellence. Competitive advantage and Life cycle models explore the link between the set business strategy and the policies and practices within the human resource department. Comparing and contrasting lifecycle model and competitive advantage is essential in terms of their similarities and differences with respect to HRM. Competitive advantage model includes differentiation as a way of achieve unique feature that can be of valued to the buyers. The resources that give a firm a competitive advantage should have value. Life cycle model encompasses all the relevant stages demonstrate the growth or maturity stage of a firm. For the HRM to have a gain competitive advantage, the policies and practices must be in keeping with the development stage in the life cycle model (Rees and Smith, 2014). The viability of human resource depends on how well the differentiated products are in tandem with the industry demands (Johnson, Scholes, and Whittington, 2002). Therefore, competitive advantage and life-cycle models help to shape the HRM policies and practices in response to industry demands in different life cycle stages. Competitive advantage and life cycle models cannot be applied in isolation. A mature organization requires cost leadership and differentiation to survive in the industry. The viability of a firm to sustain competitive advantage stems from attaining maturity. Boxall and Purcell (2011) argue that a firm may set out to be the best in the industry by focusing on cost and product differentiation but it must have reached the maturity stage to position itself well in the market. The organization must be mindful of the lifecycle stages to initiate a change in the tactics used to approach the market. The HRM practices are geared towards reducing competition and offering products that are cost effective for all customers (Marchington and Wilkinson,

Shipping Modes Essay Example | Topics and Well Written Essays - 250 words

Shipping Modes - Essay Example An air carrier may be preferred when the customer requires the goods on the same day or after one day and lives far from the production or distribution point. Using the air to transport cargo is faster that other mediums such as road or rail. Additionally, using the air mode evades delays that may be caused by obstructions on land such as traffic jams and other natural occurrences on land. The Air shipping mode is also convenient for perishable goods that need to arrive at the customer fast. The high speeds involved make it possible for goods top reach the customer while they are still fresh. Selecting a speedy mode also has some financial inclination in that it is slightly expensive to use quick modes. The shipping company may require the customer to incur additional costs depending on the less time needed to ship the products. For slower shipping modes, rates are more relaxed. 3dcart University | 9 Important Factors to Consider When Choosing a Shipping Carrier. (n.d.). Retrieved from

Animals Unusual Behaviors Essay Example | Topics and Well Written Essays - 1500 words

Animals Unusual Behaviors - Essay Example The phenomenon is also common in both wildlife animals as well as household pets like cats and dogs. However, it is often considered that animals belonging to wildlife have a greater instinct that that of household pets. Apart from animals, in the form of mammals or reptiles, some common insects, ants in particular, also show some unusual behavior at the time of volcanic eruptions. We can infer to a certain degree that is superior instinct is present in animals due to closer connection with mother nature that they have as compared to human beings, who have grown more towards exploiting nature for the purpose of developing civilizations and urbanizations. Some example of animals is given below to elaborate the exact behavior they show according to their kind and habitation. Cats are a common form of pets that most people would love to have. It can also be said about cats that they have a better responsive instinct towards their environment and are often attentive to abnormalities within their environment of existence. As a result, a common behavior among cats of different kinds, regions and breeds is observed as they start jumping, hiding, running, trying to escape outside when they feel any danger of natural disaster. Pacing, hissing, or growling are also their unusual behaviors that can be seen particularly at the time of any volcanic activity. Cats may try to hide and look for a safe place such as refrigerators, cupboards, beds, sofas, shelves, etc. Dogs It can be rightly said that dog is man's best friend. This is because of the high degree of responsiveness they show towards human action and behavior. Man has often relied on dogs as a trustworthy pet, especially in case of emergency or calamity. Generally, dogs are considered the most devoted animal to owners. Dogs have an elevated sense and are always ready protect their owners. Before any natural disaster or any volcano eruption, they also start behaving unusually. Generally, dogs do not hide like cats but start acting in the unusual manners: Howling Barking Aggression Whining Increased devotion to owners Continuous movement around the doors or windows Sticking or following you like glue Before any volcanic eruption, some dogs may become more protective or aggressive while others will be fearful or act dejected. Pay attention to their personalities and individual needs and you will be able to avoid trouble. Drastic differences in the number of advertised lost dogs and the animal shelter loads can precede quake activity in a specific area. Large increases in these numbers could give you a clue to up coming earth activity. 1 Horses and Livestock Those animals that have hooves also start acting in an unusual way before any volcanic eruption. They are grouped together in open areas and behave in a nervous pattern or pace. In addition, these animals often refuse to enter their burns and pens, and refuse to tie. Other Animals Other animals also act like disturbed animals by showing various types of unusual behaviors. Birds are a common example. A number of breeds of birds often show intelligent behaviors in the form of nesting and migration. A change of season can also be related to their migrating behavior. This means that they are far more conscious about the changing atmosphere. If we analyze the common type of volcano, we can see that there are volcanoes which do not erupt immediately rather

African American film genre analysis Essay Example | Topics and Well Written Essays - 1250 words

African American film genre analysis - Essay Example Broken Blossoms depicts the villain oppressing the innocent, in this case, his daughter. Her only comfort is the company of a "yellow man" who gives her moments of happiness although they are not romantically involved. The idea of a romantic link between the two characters of Lucy and the yellow man would be too much for the 1919 audience to swallow. The movie was also the last of the films which carried integrationist messages. These relationships were depicted as abnormal, unacceptable and impulsive. An example is Spike Lee's Jungle Fever (1991) sets its premise upon the attraction generated by the sexual mythology of different races. The movie runs the typical storyline wherein the lovers Flipper and Angie were the heroes, and racial prejudice was the villain (Bogle 2002).Interracial relationships have been depicted in film for almost a century. These films may or may not reflect the true temper and sensibilities of the periods when they were filmed. Oftentimes, interracial relati onships in films toe the line on what is socially acceptable. Otherwise, society through channels as the press and government would raise objections, protests and even civil action against the filmmakers and their actors.Interracial relationships in film are considered generally as part of the melodrama genre. Oftentimes, it depicts the battle between good and evil. There is the presence of the protagonist who is repressed by a villain. Those who are innocent are freed from repression and those that are guilty are duly given punishment. Melodrama engages in the discussion of social taboos, among which is interracial relationships. Most of the time, the lovers of different races would conform to the dictates of the period when the film was made. Although interracial relationships become increasingly accepted in societies, it is still not allowed in some U.S. states, notwithstanding the legal approbation to such relationships. It may not also be culturally acceptable to some people or communities. Thus, interracial relationships still encounter varying degrees of objection from various sectors. Thus, a film conforming to the period's norms, would tend to seek conformity from its interracial characters, with the lovers separating. If there is no convenient angle to achieve this conformity to moreses, then the characters may be killed of. In a sense, this also is an application of conformity, with the death of the characters symbolizing punishment for their transgressions (Rhies 2000). The cultural ideology regarding interracial relationships has changed through time. The acceptability of this kind of relationship today is greater than it was three decades ago. Originally, interracial relationships were depicted negatively, emphasizing false perceptions or stereotypes. This was the case with Guess Who's Coming to Dinner (1967) . It is through such negative depictions that the adverse attitude of societies towards interracial relationships is perpetuated (Hodes). III. Film Analysis Guess Who's dealt mainly with the controversy of interracial marriage. At the time the film was made, interracial marriage was still illegal in some U.S. states. The movie broke certain stereotypes. Jack Prentice's being a doctor living in Switzerland may have been deliberate so that he would be suitable for marriage to Joanna, and that his character's only objectionable feature would be his race. John's character, to go against the stereotype image of the African-American of the time, was also a graduate of a top school, became an innovator in African medicine, did not engage in premarital sex even

Behavioral scientists Essay Example for Free

Behavioral scientists Essay Gang violence is a social phenomenon that has caught the interests of behavioral scientists, psychologists and other related fields. At the forefront is the fact that gangs are social groups that have exclusive rules and strict codes of brotherhood which can actually provide the need for belongingness and affiliation as well as security in the harsh life in the city streets. Surprisingly, gangs have been associated with violence for the longest time, the term gang is already perceived as negative and that at present, gang is synonymous to violence, criminal acts and substance abuse. People join gangs for various reasons but it has been found that adolescents who have been victims of abuse, have dysfunctional family systems, school drop-outs and those in foster care generally join gangs more than the normal teenager. Thus, the final project is geared towards bringing about behavior change for adolescents at risk of joining gangs and or has a tendency for violence. Before drawing up a concrete behavior change program, it is important to examine how this could be brought about by factors like motivation and cultural awareness. Motivating people to change is not an easy feat, generally, if a person is set in his/her ways, then asking them to change something that they do not perceive to be evil or negative is a futile act. Central to the concept of motivation is that the goal offered to the individual must be meaningful to him/her, one that is personally desired and can be owned as a personal decision. This is where choice comes in, when a person is confronted with a choice; his/her reaction to it depends on their circumstances and present state of mind (Iyengar Lepper, 1999). In this context, choosing to change their behavior should come from their internal desire to change, to become better and to be removed from their present difficulties. For example, if the behavior that is targeted to be modified is expressions of anger, it makes sense to the person to change this if he/she can realize that his/her actions hurt other people and that it also causes people to avoid them and hence lead to feelings of isolation and loneliness. Gangs are often formed around cultural groups, that is one gang can be comprised of Latinos, others are blacks, and others Asians and or whites. Thus, a program for behavior change should also consider the different cultural underpinnings of the gang and its members, if the gang is made up of black Americans, then asking them to join a program geared towards changing them, might be construed as culturally motivated, they have to be changed because they are blacks. There is much emotionality when it comes to culturally specific gangs and it cannot be denied that emotion may get in the way of participating in a program that is designed to change them (Markus Kitayama, 1991) Motivation is also said to be affected by culture, one has to be able to correctly identify the cultural background of the gang or the participants of the project so as to provide a more culturally relevant and sensitive program. Lastly, motivation can be defined as extrinsic and intrinsic, it has been generally accepted that intrinsic motivation is more positive, more important and influential than extrinsic motivation thus the behavior change program should appeal to the intrinsic motivation of the participants. Intrinsic motivation is the feelings and behavior that drives the person to act in a certain way or to commit to a behavior change program. Internal means that it is something personal and valued by the person, it can be the desire for self-awareness, confidence and achievement, whereas extrinsic motivations are physical and tangible like prestige, money and awards (Sansone Harackiewicz, 2000). The behavior change program should be designed to spark the intrinsic motivation of the participants, thus conducting an orientation seminar will introduce the participant to the program and letting them experience how good it is to be able to know who they are, to know that they mattered and someone cared for them would facilitate rapport and trust between the researcher and the participant. If the concepts of choice, culture and motivation will be adequately examined and integrated into the planned program, then surely the project would be a success. References Iyengar, S. Lepper, M. (1999). Rethinking the role of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366. Markus, H. Kitayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253. Sansone, C. Harackiewicz, J. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego: Academic Press.

Assessment on English for Cambodian Textbook Uses

Assessment on English for Cambodian Textbook Uses The fall of the Pol Pot regime in 1979 contributed to a new step toward introducing new foreign languages-Vietnamese, and Russian, in Cambodian education system. However, at the end of cold war in late 1989, French and English were reintroduced once again at lower secondary school education after a long period of prohibition of teaching the two languages toward the end of Lon Nol regime in 1975 (Igawa, 2008). Although French and English have been taught ever since that time, English has become the first foreign language owing to the fact that there has been a switching allocation of language resources from French to English (Clayton, 2006). Since English becomes more and more influential language in Cambodia, high attention has been drawn to make this language more and more communicable among school girls and boys at basic education level from grade 7 to grade 12. Meanwhile, the main the purpose of Lower Secondary School (LSS) is to have students fully participate in the society and become a productive citizen. In this regard, the objective of teaching foreign language at that level is set to serve basic communicative competence for the students (MoYES, 2004). To serve the above objective, in Lower and Upper Secondary school levels from grade 7 to grade 12, MoEYS employs the book series named English for Cambodia to teach students, which was initially piloted in 1996-1997 academic year (MoEYS, 1999). Before the publication of English for Cambodia (EFC) series, many textbook series such as Headway, English for Today, and streamline, to name but a few, were utilized to teach Cambodian Secondary School students. Shortly after several projects had been conducted to develop an appropriate English textbook for Cambodia, EFC textbook series were published with six levels in which one level is confined for the whole academic year of each grade at both Lower and Upper Secondary schools in Cambodia (Vira, 2002). In grade 7, students are to take the first level of the book named English for Cambodia: Book 1. The book is written in English including the explanatory part in the first section. The textbook content is organized on the grammar basis containing a number of chapters which each is subdivided into 4 or 3 units to explain the target grammar, some drills using the grammar, short dialogues with questions to check for comprehension, and reading texts. From the content, each chapter subsequently orientates students towards communicative goal (MoEYS, 1999). English for Cambodia, book one, was developed in forms of teachers guide and student book in respect to MoEYS Textbook Master Plan (1996) and cooperated with Cambodian research institutions. This textbook was designed on the basis of MoEYS English Syllabus for grade 7 students and accompanied by the teaching methodology developed by teacher trainers during training course for Lower Secondary English trainees. In particular, the main features of teaching methodology in this book is characterized as: enhancing 4 language skill practices namely listening, speaking, reading, and writing; practicing grammatical structure and vocabulary and introducing systematic and appropriate means of communicative language function; various effective teaching and learning technique presented in each unit; and regular interaction between students and teachers (MoEYS, 1999). 1.2 Research Problem Three tables below show that teaching English is started at lower secondary school from grade 7. This means that from grade 1 to grade 6 Cambodian students who solely take primary education at state schools are not familiar with any of Basic English Alphabets. Table1: (Curriculum for grade 1-3) Table2: (Curriculum for grade 4-6) Table3: (Curriculum for grade 7-9) (MoEYS, 2004) On the other hand, from observation on teachers and students, the majority of them seem to be out of their interests in the learning and teaching English due to the fact that content of textbook does not suit well with students language learning ability. As demonstrated in three tables above, teaching foreign language begins in grade 7. However, the textbook that is used for grade 7 students tends to be higher in language introduction than real students language learning abilities are. For instance, in the first chapter of ECF1 textbook, it begins with short dialogue and straight away gets students to introduce themselves to their friends in the classroom (English for Cambodia: Book1, chpt: 1). This significantly drives grade 7 students attention away from learning English at school. Paul Morris suggested that the best criteria for content selection shall respect to learners ability. However, this criterion is not carefully considered (Morris, 1996). Particularly, Cunningsworth (1995) proposed that best criteria for selecting a good textbook is to analyze if the textbook content responds to learners needs and also the objective of language program (Cited in Richards, 2001). In this regard, there comes the question, Does English for Cambodia book 1 fit well with and correspond to grade 7 students needs and their learning abilities? 1.3 Objectives of the Study (Research objectives) To refine the current EFC textbook content, this study aims at evaluating both strengths and weaknesses of the existing textbook and shed light on how to improve the textbook contents by employing some theories of textbook evaluation from previous studies abroad to build up logical frameworks for the research findings. Moreover, this study will compare textbook content used in Cambodian lower secondary school to some other English textbooks used in some other private institutions-whether the textbooks contain the element of communicative language teaching objective set by the Cambodian Ministry of Education. In this regard, the refined qualities of textbook can be developed to help grade 7 students who learn English to improve their language performance in Cambodian high schools. 1.4 Research Questions What are the strengths and weaknesses of EFC 1 textbook perceived by teachers and students in grade 7 English classes? Are there any significant differences of English textbook content used in Cambodian secondary school and those used in private schools? 1.5 Hypotheses Strengths and weaknesses of EFC 1 textbook are perceived by teachers and students in grade 7 English classes. There are significant differences of English textbook contents used in Cambodian secondary school and those used in private schools. 1.6 Significance of the Study This study will contribute to establishing guideline for grade 7 textbook review aiming at enhancing qualities of the existing EFC textbook series. This study will serve as a tool to facilitate grade 7 students with appropriate learning English as second language materials at Cambodian lower secondary school. The result from this study will offer recommendation to curriculum developer to reconsider the current textbook content in the view to making it relevant to the Cambodian grade 7 students and adherent to general objectives of foreign language teaching curriculum set by the Ministry of Education, Youth, and Sports in Cambodia. 1.7 Definition of Key Terms The assessment on EFC1 textbook will be done through examining the internal features and external features of the book. The term internal features refer to physical appearance, layout, pictures, and printing quality, while external features specify the language contents and skill development of the book. 1.8 Proposed Chapter Organization This research study is organized in five chapters. Chapter 1 is introduction dealing with background information of the study, problem statement, research objective, research question, significance of the study, and proposed chapter organization. Chapter 2 is literature review which makes use of many studies oversea to construct a logical framework for textbook evaluation. This review of literature will lead to structural features of textbook evaluation consisting of internal and external features, and draw up some characteristics to achieve the goal of communicative language teaching. Chapter 3 is research methodology which deal with research design, instruments for data collection, setting, data collection procedures, plan for data analysis, ethical considerations, and limitation of the study. Chapter 4, finding and discussion, will present the findings related to the strengths and weaknesses of EFC1 textbook, and pose recommendation for textbook review to make it an appropriate material for grade 7 students in Cambodian lower secondary school. Chapter 5 is conclusion. CHAPTER 2: LITERATURE REVIEW Since there are limited previous studies concerning textbook evaluation in Cambodian context, this study will base largely on related studies oversea to draw the theoretical framework to textbook assessment. And the review of literature begins with the description of general features of textbook evaluation, and is followed by textbook content evaluation for communicative purposes, related study in EFC textbook evaluation, and finally conclusion. 2.1 General Feature of Textbook Design Evaluation Textbooks are teaching materials generally used in many teaching programs. In order to measure the strengths and weaknesses of any textbooks used in Second Language Teaching program many criteria have been set to carry out the framework of evaluation. In 1982, David William in his position as Senior Lecturer and the head of Language Art Section at Ahmadu Bello Unversity of Nigeria proposed the evaluative scheme through his work: Developing Criteria for Textbook Evaluation. His evaluative scheme is based on four criteria namely linguistic, pedagogical, general, and technical principles. These principles provide up-to-date teaching methodology to teachers, especially those whose native languages are not English, to benefit from appropriate guidelines introduced by a particularly chosen textbook. Moreover, the needs of second language learners shall be carefully considered especially when pupils in the same class have many different backgrounds of English capacity. Whats more, introduci ng vocabulary and grammar shall be conducted in respect to students socio-cultural norms so as to relate students native language with the introduced target language. As the result of these principles, David William suggested a checklist in which ESL textbook should be included such as guideline for teaching language items and skills, supplementary materials for pronunciation, provision of variable techniques for teaching grammar and vocabulary, guideline for teaching reading comprehension and writing, and technical aspects of language presentation textbook should have such as appropriate pictures, diagrams, table (William, 1983) Cunningworth (1995), on the other hand, proposed four criteria for textbook evaluation. First, textbook should correspond to the need of learners and fit well with the aims and objectives of the programs. Secondly, textbook shall shape students learning purposes for effective language learning outcome. Thirdly, they should facilitate students with learning process, hence increasing a good flow of learning-teaching activities. Fourth, textbooks should serve as a supporting tool to accommodate students learning and target language. In addition, Cunningsworth also recommended a checklist for textbook evaluation which bases on 9 categories: aims and approaches, design and organization, language content, skills, topic, methodology, teachers guide, and practical consideration (Cited in Richards, 2001). Another systematic evaluation proposed by Byrd (2000) also recommended practical textbook analysis before putting it into use for English class. He addressed the three fits that can be the keys to assessing an effective textbook use in general: the Fit between curriculum and text, the Fit between students and text, and the Fit between teacher and text. The first fit analyzed the consistency between curriculum set and materials used in order to reach the commonly achievable goals. The second fit served as a link between students needs and textbook. For this purpose, textbook should combine three key elements including content explanation, examples, and exercise or tasks. The three keys should be of students interest and use, of appropriateness to target students to be explained, and of help in explaining to them about what they need to know in order to learn. More, different kinds of students should get benefit from varied activities the book presents in order to meet their own needs. And of course, to enhance the three key elements textbook should employ physical make up including graphics, arts, print size, as well as attractive illustration. Last but not least, the third fit provides benefit to teachers in which he/she can make use the teaching textbook to help them solve problem related to teaching language within their classrooms. From the textbook teachers should be equipped with guidelines, extra materials, activities, and methods to extend their language teaching in their assigned classroom (cited in Celce-Murcia, 2001). Although no textbook is perfect in language teaching class, there are universal characteristics of textbook that can be used as format for textbook reviews. In a journal article by Hansan Asary and Esmat (2002), they drew up universal features of textbook analysis by selecting 10 ESL/EFL textbook evaluation schemes and 10 ESL/EFL reviews as collections to develop their study. From their analysis, the authors come up with universal characteristics of EFL/ESL textbooks which are outlined as: 1) approach which is related to theory of nature of language and learning; 2) content presentation referring to purpose and objective as well as sequences of presentation and consideration on students part as well as teaching syllabus; 3) physical make-up which refers to the appropriate layout, pictures, and publishing quality; and 4) administrative concern which involves cultural and social aspects of the texts (Ansary Babii, 2002). To assess the quality of textbook of grade 6 English Language class in Saudi Arabia, Abdulrahman Ali M. Alamri (2008) conducted one research study to evaluate the newly published textbook, named Sixth Grade English Language, which was used in Saudi Boys Schools. The selected criteria to evaluate the textbook in question was similar to what have been mentioned in the above theories of textbook evaluation including the general appearance, design and illustration, accompanying materials, objectives, topic appropriateness, learning components, socio-cultural contexts, skills development, teachability, flexibility, teaching methods, and practice and testing. The result from this study showed that Sixth Grade English Language Text really satisfied all 104 participants, but there were some comments suggested by the author in order to improve quality of textbook include adding appropriate glossary to facilitate teachers and learners, incorporating attractive illustration to encourage more cr eativity, encouraging more critical thinking through interesting topics, introducing more authentic themes to get students more active in class, including life-like interaction to encourage more flexibility of language practices, and finally providing more effective teaching methods that make students more communicative in class (Abdulrhman, 2008). 2.2 Textbook Content for Communicative Goals In general principle, Communicative Language Teaching consists of two key components. The first component is based on the idea that language is not solely pieces of grammars, but is involved with language functions. Therefore, students should learn how to use language appropriately in a context of (formal, informal, tentative, technical) writing and speaking. Second component stems from the idea that learning language can take place only if students have adequate chance to expose to language use (Compiled by Rath Hok, 2002). In this regard, textbook shall integrate skill development, language function, and appropriate topic for authentic language use (Cunningsworth, 1995; Sharma, 2005; Madhi, 2006; Abdulranhman, 2008) To assess if textbooks serve as communicative language teaching tools in junior high school of Japan, one research study conducted in Japan by Bal Krishna Sharma (2005) attempted to analyze textbooks series used in Japanese junior high school on two broad criteria: physical feature and internal feature. From internal feature, Bal Krishna Sharma posted criticism on textbook design for Japanese junior high school that the textbook emphasized more on grammar, hence lacking of communication skills, various tasks and activities (Sharma, 2005). Similarly, in order for the textbook content become more communicative in lower secondary school, textbook content shall emphasize more on communicative role of language rather than more on structural methods. In a research report conducted in 2006 by Mahdi Dahmardeh in an effort to expand the constructive change in communicative textbook design in Iranian Lower Secondary school and to carter for teachers and students needs and expectation, he analyzed the current textbook use in Iran by categorizing it into 7 aspects: teaching vocabulary, reading comprehension, speaking out and write it down, language function, pronunciation practice, teaching listening and writing, and teaching culture. From these categories the author found that Iranian textbook design for lower secondary school cannot meet learners and teachers needs owing to the fact that the textbook still emphasized more on structural methods and ignored communicative roles of language (Madhi, 2006). Social cultural aspect of language also plays important role in extending the authentic language function. In Cunningsworth checklist of textbook evaluation, topic selection for textbook design shall be various to expand students awareness and experiences, meet the students language level, and represent the socio-cultural context which related to students way of life (cited in Richards, 2001). Moreover, Abdulranhman (2008) also stressed the importance of socio-cultural aspect which is familiar by students. Students are likely to instill positive attitude with the language they learn. In this case the term lingua franca starts to take its effect in teaching language, which means that language is adopted widely to make its communicable among the speakers whose native languages are different from each other. It is, therefore, concluded that foreign language taught in a particular country shall insure its variety to make it learnable and teachable. 2.3 EFC textbook evaluation in Cambodian Secondary School Though there have not been many studies concerning Cambodian textbook evaluation, Neau Vira (2002) conducted his study on English Language Teaching in Cambodian Secondary school in his effort to seek significant domain in renovating successful teaching profession. However, one section of his study covered EFC textbook evaluation which he sought the answer to the quality of EFC textbook through questionnaire, and in-person interview. 39 participants were selected to express their judgments on the currently used textbook quality. Surprisingly, all the respondents expressed their satisfaction on the EFC textbook because this textbook series was interesting, appropriate to students levels, relevant to Cambodian daily lives, and various in activities for students to practice in their class (Vira, 2002). 2.4 Theoretical Framework From frameworks found in the above articles, it can be concluded that two broad criteria should be categorized to measure the strengths and weaknesses of EFC textbooks: external features and internal features. External features refer specifically to physical make-up of textbook including font size, layout, quality of printing, weight and size, and illustration. On the other hand, internal features take underlying teaching approach and language content into consideration. The latter features examine the language skills, presentation of grammar and vocabulary, language function, teachable language activities, teaching methods and objectives, and topic appropriateness. Moreover, the previous finding concerning EFC Textbook evaluation cannot cover broad array of textbook evaluation criteria mentioned above. Therefore, further study need to be analyzed to assure more valid result. CHAPTER 3: METHODOLOGY 3.1 Research Design To discover general perceptions of teachers and students on the strengths and weaknesses of EFC textbook, as well as comparing EFC textbook content with those of textbooks used in private language school, this study will use quantitative method. Since the purpose of this study intends to assess the perception of students and teachers on strengths and weaknesses of textbook contents in question, this type of research is classified as survey research (Gay, Geoffrey, Peter, 2009). In this regard, a number of teachers and students will be allowed to voice their personal judgment on the targeted areas of textbook qualities the study focuses on. 3.2 Research Instrument This research study will employ checklists of textbook evaluation from previous studies. These checklists are incorporated into a single questionnaire which categorized into 2 major areas of textbook evaluation: internal and external qualities. In external quality evaluation, 7 items of statements will be included to measure overall appearance of textbook design such as quality of cover page, pictures, table of contents, layout, and printing. Anyway, to assess external quality, 20 items of statements under the internal quality are used to get general perceptions of teachers and students on textbooks aims and objectives, content organization, language content, skills, topics, and teaching methodology. All items in questionnaire are organized in Likert-like scale in which all participants are to respond to a number of statements on scale values ranking from: 1) strongly agree, 2) disagree, 3) agree, and 4) strongly agree. In addition, to ensure clear content of questions and to be easily answerable by participants, questionnaire needs to be translated into Khmer to suit grade 7 students learning competence, while teacher can answer the questionnaire with their own choice in Khmer or in English version. Moreover, pilot testing needs to be carried out one month before the real survey begins to guarantee the validity and reliability of the questionnaire. From this pilot testing, it can help improve questionnaire contents and its prospective score results. 3.3 Population and Sample Site of this study is small, which cover only on the target area of Phnom Penh where a number of both state and private schools are located. Questionnaire will be used as a survey to get personal judgment from target population of 60 Grade 7 students and 40 teachers of English who teach them in 10 different secondary schools. Other 20 teachers from 5 different private language schools will be also invited to answer the questions related to the features of beginner textbook content used in their institutions. The sampling design for this population follows clustering procedure in which 60 students and 40 teachers will be randomly selected from 10 secondary schools where EFC1 textbooks are used in Phnom Penh, and 5 private language schools where their particularly chosen textbooks are used. First among each 10 secondary schools, all number of grade 7 classes are selected. Then only 2 or 3 classes will be selected for the questionnaire participation. Teachers who teach in those classes are asked for answering the questionnaires. Meanwhile, around 6 to 10 students of those teachers classes are also selected to answer the questionnaires. For private language schools, all number of beginner classes are selected. Then only 1 or 2 teachers who teach beginner classes are requested for their participation. 3.4 Description of Variables Derived from the Research Tools EFC textbook content is judged through the teachers and students perception with questionnaires. The participants involved will rate a series of statements in scale value ranking from number one (the most disagree) to number four (the most agree). To seek the answer to the first question of this research, students and teachers perception on strengths and weakness of textbook contents are assessed with each statement in the questionnaire. Item 1 to 7 under external quality section are used to evaluate the overall textbook appearances, while item 1 to 20 under internal quality section are used to evaluate textbook content organization, language content, skills, topics, and teaching methodology. To find the differences of textbook contents employed by some private schools and those used in Cambodian secondary school, the answers from questionnaires that will have been given by all participants are compared and contrasted to discover commonalities and differences of all textbook contents being assessed. Therefore, from the survey, if higher percentage of participants rate on the higher scale of each statement, this will tell that textbook contents being assessed have their strengths. In contrast, if higher percentage of participants rate on the lower scale, it will interpret that textbook contents have their weaknesses. 3.5 Data Collection Procedure In order to have access to the target population, permission need to be sought from school principles for a number of available grade 7 teachers and students at each school. After having accessibility to the school, all grade 7 classes will be selected. But we need to limit the number of students to get involved in answering the questionnaires. This means that only roughly 2 to 3 students that represent the whole class will be chosen to answer the questions. Meanwhile, to assess the qualities of textbook used in private language schools, permission is also sought for one beginner teacher from several private schools. This means that 5 different textbooks from 5 different private schools will be assessed. Additionally, the detail explanation needs to be made at the target areas just in case the participants have any misunderstanding over the questions. We will keep doing with this procedure until 25 target participants can be assessed. 3.6 Plan for Data Analysis Data analysis is conducted in the follow steps: First step: collect all answers from the participants involved in answering the distributed questionnaires. Second step: analyze respondents answers if their answer is bias or non-bias on the ground of textbook contents. Third step: prepare for data entry Fourth step: the data will be analyzed using SPSS to see the percentage of respondents who agree or disagree on the EFC 1 textbook design quality. Fifth step: present the result and discussion. 3.7 Ethical Consideration All participants will be informed in advance that schools, teachers, and students names will not be revealed to ensure validity and reliability of their answers. Before conducting the survey, the participants need to be ascertained that their answers do not harmfully affects their current teaching careers, their school reputations, or students learning process. The participants should be clearly informed that their answers will be kept confidential and will not be used for other purposes. All data collected will be used for the purpose of this research finding only. Moreover, their contribution of answers will be worthwhile to the development of effective teaching materials for beginner language learners. 3.8 Limitation This study will target at the population in Phnom Penh where all selected private language schools and public high school are located. With time and financial limit this research can not reach the target population in the rural area, hence having difficulty getting the answer that represent the whole country demand for EFC 1 textbook evaluation as needed.

Effect of Glucocorticoids on Serum Level of Omentin-1

Effect of Glucocorticoids on Serum Level of Omentin-1 Effect of glucocorticoids on serum level of omentin-1 and the possible link with insulin resistance in rats Khaled Abdelfattah Abdelhamid Abulfadle ABSTRACT Background: Omentin-1 is an adipokine that decreases insulin resistance and its level is affected by body weight and serum adiponectin level changes, while, glucocorticoids are steroid hormones, secreted by adrenal cortex, affected insulin resistance, body weight and serum level of adiponectin. Objective: This study was designed to investigate the possible effect of glucocorticoids on serum level of omentin-1 in male albino rats and the possible link with insulin resistance. Design: 30 adult male albino rats, weighting 190-230 gm, were divided into three groups each of which included 10 rats; control, dexamethasone treated (Hyper-C) and metyrapone treated (Hypo-C). In (Hyper-C) group, rats were injected with dexamethasone (1mg/kg/day intra peritoneal) for two weeks. In (Hypo-C) group, metyrapone was administered orally dissolved in saline (200 mg/kg body weight) for two weeks. In the control group, normal saline was injected intraperitoneally (1 ml/rat/day) for two weeks. Rats were kept fasting for 8 hours and then, sacrificed under ether anesthesia by decapitation. Blood samples were collected and sera were separated and serum levels of omentin-1, corticosterone, ACTH, glucose and insulin were estimated. Insulin resistance (IR) was estimated by calculation of the homeostasis model assessment-IR (HOMA-IR) index. Body weights were measured at the start (initial body weight) of the study and just before rats being sacrificed (final body weight). Results: There was a significant increase in body weight in Hyper-C group final weight (235.8 ±3.28), but, there was a significant decrease in body weight in Hypo-C group final weight (200 ±3.22) in comparison to that of control group final weight (217 ±2.85). On the other hand, there was a significant increase in serum levels of both glucose and insulin in Hyper-C group (237.8 ±10.4) and (4.88 ±0.16) in comparison to that in the control group (96.9 ±1.5) and (2.15 ±0.07) respectively. On the contrary, there was a significant decrease in serum levels of both glucose and insulin in Hypo-C group (72.2 ±2.2) and (1.28 ±0.1) in comparison to that in the Hyper-C group (237.8 ±10.4) and (4.88 ±0.16) respectively. Moreover, there was a significant decrease in HOMA-IR in the Hypo-C group (0.25 ±0.02) in comparison to that in the Hyper-C group (2.88 ±0.17). Furthermore, there was a significant decrease in serum omentin-1 level in Hyper-C group (14.5 ±0.47) but, a s ignificant increase in its serum level in Hypo-C group (26.58 ±0.5) in comparison to that in the control group (21 ±0.35). On other hand, there were negative correlations in the Hyper-C group between serum omentin-1 and serum level of both insulin (R= -0.6, P Value= 0.07) and corticosterone (R= -0.22, P Value= 0.54), respectively. Conclusion: The results of this study may explain a novel mechanism by which glucocorticoids cause insulin resistance and this is through the regulation of serum level of omentin-1. Also, the results confirmed presence of a link between serum levels of both glucocorticoids and omentin-1 which is mostly the change in body weight and this confirmed the importance of body weight control on glucose homeostasis. Keywords: Omentin-1, Metyrapone, Dexamethasone, Glucose, Insulin resistance, ACTH, Corticosterone. Introduction: Omentin-1 is an adipocytokine, 35-kDa protein with 313 amino acids, that is expressed in visceral adipose tissue, endothelial cells, and, small intestine, and has insulin-sensitizing effects (Yang, Lee et al. 2006, Gà ¼rsoy, KÄ ±rnap et al. 2010, Chen, Shang et al. 2017). It has a preferred expression in visceral (omental) fat tissue (Yang, Xu et al. 2003). Two isoforms of Omentin are known, Omentin-1 and Omentin-2; Omentin-1 is the main circulating form (de Souza Batista, Yang et al. 2007, Zorlu, Kiskac et al. 2017). Omentin increased insulin-stimulated glucose uptake in human adipocytes in vitro and its expression in visceral adipose tissue is reduced in obesity and insulin resistance (Yang, Lee et al. 2006, de Souza Batista, Yang et al. 2007, Smitka and Maresova 2015). Brunetti, Orlando et al. (2013) stated that Omentin-1 has a central orexigenic function. Recently, Oswiecimska, Suwala et al. (2015) reported that serum omentin correlated negatively with serum insulin, and h omeostasis model assessment-IR (HOMA-IR) index and they concluded that omentin is the nutritional marker reflecting body weight and insulin resistance. Herder, Ouwens et al. (2015) stated that omentin indirectly increased insulin sensitivity through adiponectin upregulation. On the other hand, Lee, Schnee et al. (2001) declared that excess of cortisol increases growth of visceral fat depots. Also, Morgan, Sherlock et al. (2009) stated that cortisol induced insulin resistance. Moreover, Purnell, Kahn et al. (2009) found that increased blood cortisol caused obesity and increased insulin resistance. Furthermore, Zhuang, Zhao et al. (2009) stated that although, visceral adipose tissue produced a large amount of omentin yet, its gene expression is reduced in visceral fat depot of obese subjects. Also, CÄ‚TOI, SUCIU et al. (2014) declared that omentin-1 enhanced adipocytes insulin-stimulated glucose uptake with no intrinsic insulin mimicking activity. Moreover, Elâ‚ ¬Ã‚ Mesa llamy, Elâ‚ ¬Ã‚ Derany et al. (2011) stated that omentin level was decreased in overweight, impaired glucose regulation and diabetes type 2 patients. Furthermore, de Souza Batista, Yang et al. (2007) found that Omentin-1 plasma levels were positively correlated with the plasma adiponectin and inversely correlated with insulin resistance. Adiponectin is a known insulin-sensitizing adipokine (Kadowaki, Yamauchi et al. 2006) and its levels contribute to insulin resistance in obesity and type 2 diabetes mellitus (T2DM) while its high levels increase insulin sensitivity (Singh, Akhtar et al. 2012). Positive correlation of omentin-1 with adiponectin levels has been reported in patients with obesity and T2DM (de Souza Batista, Yang et al. 2007, Yan, Liu et al. 2011). On the other hand, glucocorticoids were found to decrease serum adiponectin level (Shi, Du et al. 2010). As glucocorticoids affect body weight, adiponectin level and insulin resistance, thus, the aim of this study was to e valuate the effect of changes in serum glucocorticoid, corticosterone, levels on serum omentin and to identify the possible link between glucocorticoids, omentin and insulin resistance and up to our knowledge there is no study confirmed this link. Materials and methods: Animals preparations and experimental protocol: 30 adult male albino rats, weighting 190-230 gm, were purchased from the animal house of Zagazig University and were housed at 20-22 °C on a 12-h light-dark cycle and for 5 days, to achieve acclimatization, they were supplied with tap water and a standard chow diet. Then, the rats were divided into three groups each of which included 10 rats; control, dexamethasone treated (Hyper-C) and metyrapone treated (Hypo-C). In (Hyper-C) group, rats were injected with dexamethasone (1mg/kg/day intra peritoneal) for two weeks (Burà ©n, Lai et al. 2008). In (Hypo-C) group, metyrapone was used to induce hypocortism. It was administered orally dissolved in saline (200 mg/kg body weight) for two weeks (Miyamoto, Mitani et al. 1999). Adrenal cortex zona fasciculata cells contain glucocorticoid synthesizing enzyme, cytochrome P-45011à ¯Ã‚ Ã‚ ¢, which is essential for synthesis of corticosterone in rats. Metyrapone, an inhibitor of the P-45011à ¯Ã‚ Ã‚ ¢Ãƒ ¯Ã¢â€š ¬Ã‚  dependent l1à ¯Ã‚ Ã‚ ¢-hy droxylase reaction was used to inhibit corticosterone synthesis (Miyamoto, Mitani et al. 1998). Metyrapone-treated rats were given 0.9% sodium chloride along with drinking water to compensate the loss of mineralocorticoids and thereby the ionic loss (Miyamoto, Mitani et al. 1999). In the control group, normal saline was injected intraperitoneally (1 ml/rat/day) for two weeks. Just after the end of the two weeks, the rats were kept fasting for 8 hours and then, sacrificed under ether anesthesia by decapitation. Body weight changes among different groups: Body weights of the used rats were measured in the different groups, initially at the start of the study (initial body weight) and finally at the end of the study just prior to being sacrificed by decapitation (final body weight). Measurement of serum parameters: From all groups, blood samples were collected and sera were separated and stored at -20oC.   An automated analyzer (YSI 2300; YSI Life Sciences, Yellow Springs, OH) was used to measure serum glucose through glucose oxidase method. Also, ELISA kits (RD Systems, Minneapolis, MN) were used to estimate serum insulin. For evaluation of insulin resistance (IR), the homeostasis model assessment-IR (HOMA-IR) index was calculated by this equation: HOMA-IR =    (Nayak, Hillemane et al. 2014). The index value is interpreted as follows: when the value of HOMA-IR increased, insulin resistance increased, which means decreased insulin sensitivity (Bonora, Targher et al. 2000). Thus, in order to know changes in insulin resistance among different groups, the value of the HOMA-IR index was compared among them. Serum omentin-1, ACTH and corticosterone levels were quantitated using commercially available ELISA kits as per manufacturers instructions (RayBiotech, Inc.; Catalog No. EIAR-OME), (Sigma-Aldrich, Catalog No. SE120080) and (Assaypro LLC, Catalog No. EC3001-1) respectively. Statistical analysis: By the use of IBM SPSS Statistics for windows package version (24), data were analyzed and described as Mean ± SEM. For calculation of the statistical significance, One-way ANOVA and Tukey HSD post hoc test for multiple group comparison were used. P†°Ã‚ ¤0.05 indicated significance. Results: Table-1: Body weight (in gm) changes among different groups Control Initial body weight 205.5 ±2.64 Final body weight 217 ±2.85a Hyper-C Initial body weight 208.3 ±3.81a c Final body weight 235.8 ±3.28b, d e Hypo-C Initial body weight 213 ±3.57a, c, f g Final body weight 200 ±3.22a, d, f, g h Data was expressed as Mean ±SEM. a P>0.05 in comparison to the control group (initial body weight).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   b P0.05 in comparison to the control group (final body weight). d P0.05 in comparison to the Hyper-C group (initial body weight). g P0.05 in comparison to the Hyper-C group (final body weight). Table (1) showed changes in body weights of the used rats among different groups at the start (initial body weight) and just before rats being sacrificed (final body weight). In comparison to the control group initial body weight (205.5 ±2.64), there was a significant increase in body weight in the Hyper-C group finally (235.8 ±3.28), but, there were insignificant changes in body weight of the remaining groups. On the other hand, there was a significant increase in body weight in Hyper-C group final weight (235.8 ±3.28), but, there was a significant decrease in body weight in Hypo-C group final weight (200 ±3.22) in comparison to that of control group final weight (217 ±2.85). Also, there were insignificant changes in body weight in both Hyper-C group initial weight (208.3 ±3.81) and Hypo-C group initial weight (213 ±3.57) in comparison to that of control group final weight (217 ±2.85). Moreover, there was a significant increase in body weight in Hyper-C group final w eight (235.8 ±3.28) in comparison to that of Hyper-C group initial weight (208.3 ±3.81), although, there were insignificant changes in body weight in both Hypo-C group initial weight (213 ±3.57) and Hypo-C group final weight (200 ±3.22) in comparison to that of Hyper-C group initial weight (208.3 ±3.81). Furthermore, there was a significant decrease in body weight in both Hypo-C group initial weight (213 ±3.57) and Hypo-C group final weight (200 ±3.22) in comparison to that of Hyper-C group final weight (235.8 ±3.28). Finally, there were insignificant changes in body weight in Hypo-C group final weight (200 ±3.22) in comparison to that of Hypo-C group initial weight (213 ±3.57). Table (2) showed changes in serum level of omentin-1, glucose, insulin, ACTH and corticosterone among different groups. Also, it showed changes in HOMA-IR among them. Regarding serum levels of corticosterone among different groups, there was a significant increase in its level in Hyper-C group (96.37 ±2.52), but a significant decrease in its level in Hypo-C group (8.08 ±0.32) in comparison to that in the control group (36.04 ±1.22). On the other hand, there was a significant decrease in serum level of corticosterone in Hypo-C group (8.08 ±0.32) in comparison to that in the Hyper-C group (96.37 ±2.52). On studying serum levels of ACTH, there was a significant decrease in its level in Hyper-C group (26.15 ±0.84), but a significant increase in its level in Hypo-C group (77.1 ±1.53) in comparison to that in the control group (46.75 ±1.2). On the other hand, there was a significant increase in serum level of ACTH in Hypo-C group (77.1 ±1.53) in comparison to that in the Hyper-C group (26.15 ±0.84). Regarding serum level of both glucose and insulin, there was a significant increase in serum level of both of them in Hyper-C group (237.8 ±10.4) and (4.88 ±0.16) in comparison to that in the control group (96.9 ±1.5) and (2.15 ±0.07) respectively. On the other hand, there was a significant decrease in serum level of both glucose and insulin in Hypo-C group (72.2 ±2.2) and (1.28 ±0.1) in comparison to that in the Hyper-C group (237.8 ±10.4) and (4.88 ±0.16) respectively. On other hand, on studying HOMA-IR among different groups, there was a significant increase in its value in Hyper-C group (2.88 ±0.17), but, there was an insignificant decrease in it in the Hypo-C group (0.25 ±0.02) in comparison to that in the control group (0.51 ±0.01). On the contrary, there was a significant decrease in HOMA-IR in the Hypo-C group (0.25 ±0.02) in comparison to that in the Hyper-C group (2.88 ±0.17). On studying serum omentin-1 level among different groups, there was a significant decrease in its serum level in Hyper-C group (14.5 ±0.47), but, there was a significant increase in its serum level in Hypo-C group (26.58 ±0.5) in comparison to the control group (21 ±0.35). Also, there was a significant increase in serum omentin-1 in Hypo-C group (26.58 ±0.5) in comparison to the Hyper-C group (14.5 ±0.47). Figure (1 AB) showed negative correlations in the Hyper-C group between serum omentin-1 and both serum insulin (R= 0.6, P Value= 0.07) and serum corticosterone (R= 0.22, P Value= 0.54), respectively. On the other hand, figure (1 CD) showed positive correlations in the Hypo-C group between serum omentin-1 and both serum insulin (R= 0.54, P Value= 0.11) and serum corticosterone (R= 0.6, P Value= 0.07), respectively. Table-2: Serum omentin-1 (ng/ml), glucose (mg/dl), Insulin (à ¯Ã‚ Ã‚ ­IU/ml), HOMA-IR, ACTH (ng/ml), Corticosterone (nmol/L) among different groups: Control Hyper-C Hypo-C Corticosterone (nmol/L) 36.04 ±1.22 96.37 ±2.52a 8.08 ±0.32ab ACTH (ng/ml) 46.75 ±1.2 26.15 ±0.84a 77.1 ±1.53ab Glucose (mg/dl) 96.9 ±1.5 237.8 ±10.4a 72.2 ±2.2bc Insulin (à ¯Ã‚ Ã‚ ­IU/ml) 2.15 ±0.07 4.88 ±0.16a 1.28 ±0.1ab HOMA-IR 0.51 ±0.01 2.88 ±0.17a 0.25 ±0.02bd Omentin (ng/ml) 21 ±0.35 14.5 ±0.47a 26.58 ±0.5ab Data was expressed as Mean ±SEM. a P0.05 in comparison to the control group. Figure-1: Correlations between; serum omentin-1 (ng/ml) and insulin (à ¯Ã‚ Ã‚ ­IU/ml) in Hyper-C group (A), serum omentin-1 (ng/ml) and corticosterone (nmol/l) in Hyper-C group (B), serum omentin-1 (ng/ml) and insulin (à ¯Ã‚ Ã‚ ­IU/ml) in Hypo-C group (C), serum omentin-1 (ng/ml) and corticosterone (nmol/l) in Hypo-C group (D). R, is the correlation coefficient. P Value, for the correlation, is considered significant when its value is †°Ã‚ ¤ 0.05. Discussion: The results of this study showed a significant increase in serum levels of corticosterone in Hyper-C group, but a significant decrease in its level in Hypo-C group in comparison to that in the control group. On the other hand, there was a significant decrease in serum levels of ACTH in Hyper-C group, but a significant increase in its level in Hypo-C group in comparison to that in the control group. These results were supported by Zardooz, Rostamkhani et al. (2010) who stated that increased serum levels of corticosterone were accompanied a significant decrease in serum levels of ACTH. Regarding serum glucose and insulin, the results of this study showed a significant increase in both of them in Hyper-C group in comparison to that in the control group. On the other hand, there was a significant decrease in serum glucose and insulin in Hypo-C group in comparison to that in the Hyper-C group. These results were supported by Morgan, Sherlock et al. (2009), Purnell, Kahn et al. (2009) and Zardooz, Rostamkhani et al. (2010) who found that increased serum levels of corticosterone significantly increased serum levels of both glucose and insulin as a result of increasing insulin resistance. Also, there was a significant increase in HOMA-IR in Hyper-C group, but, there was an insignificant decrease in it in the Hypo-C group in comparison to that in the control group. On the other hand, there was a significant decrease in HOMA-IR in the Hypo-C group in comparison to that in the Hyper-C group. These results reflects incidence of insulin resistance in Hyper-C group which was supported by Nanda, Mahapatra et al. (2015) who stated that insulin resistance is considered when the normal response of the tissues to insulin action is reduced, especially at the muscles and adipose tissues level with a compensatory hyperinsulinemia. Moreover, the results of this study showed a significant decrease in serum level of omentin-1 in Hyper-C group in comparison to the control group. This re sult confirmed that there is a link between omentin-1 and hyperglycemia as considered by Fu, Gong et al. (2004) who stated that, in the 1q22-q23 chromosomal region that was linked to type 2 diabetes mellitus, omentin gene was located. This was also supported by Yang, Lee et al. (2006), de Souza Batista, Yang et al. (2007), Tan, Adya et al. (2008), Yan, Liu et al. (2011), Elâ‚ ¬Ã‚ Mesallamy, Elâ‚ ¬Ã‚ Derany et al. (2011) and Shibata, Ouchi et al. (2012) and Nanda, Mahapatra et al. (2015) who found that increased serum glucose and insulin levels significantly decreased the serum level of omentin-1. This is further supported by Kazama, Usui et al. (2012), Oswiecimska, Suwala et al. (2015), Du, Ji et al. (2016) and Arman, Kirna et al. (2017) who stated that serum omentin-1 is correlated negatively with blood glucose, insulin and HOMA-IR. They explained this negative correlation by their results which declared that omentin-1 had adiponectin-like actions. On the other hand, the re sults of this study showed a significant increase in serum omentin-1 in Hypo-C group in comparison to that in both control and Hyper-C groups. This result was supported by Moreno-Navarrete, Català ¡n et al. (2010) and Saremi, Asghari et al. (2010) who found that omentin-1 serum level was increased by weight loss in obese patients. Also, the present study results declared a negative correlation between serum level of omentin-1 and that of both corticosterone and insulin in the Hyper-C group. These results confirmed that there was a negative relationship between serum omentin-1 level and insulin resistance which was supported by de Souza Batista, Yang et al. (2007) and Tan, Adya et al. (2008) who found that serum level of omentin-1 was correlated negatively with insulin resistance and they explained this relation by the positive correlation between serum level of omentin-1 and that of adiponectin. This is also was supported by Yang, Lee et al. (2006), Gà ¼rsoy, KÄ ±rnap et al. (2010), CÄ‚TOI, SUCIU et al. (2014), Herder, Ouwens et al. (2015) and Chen, Shang et al. (2017) who found that, in adipose tissue, omentin has an insulin sensitizing action through increasing both insulin signal transduction and insulin effects by stimulating glucose uptake in an insulin-mediated manner. Moreover, Herder, Ouwens et al. (2015) stated that omentin indirectly increased insulin sensitivity through adiponectin upregulation. Furthermore, Cai, Wei et al. (2009), Pan, Guo et al. (2010) and Nanda, Mahapatra et al. (2015) supported the incidence of insulin resistance with the decrease in serum omentin-1 levels as they found that in insulin resistance diabetic patients, the serum insulin level and HOMA-IR score were high while, serum omentin-1 level was low. On the other hand, the results of this study showed a significant increase in the final body weight in the Hyper-C group, but, a significant decrease in the final body weight in the Hypo-C group in comparison to that in the control group final body weight. These results were accompanied, as mentioned early, by a significant decrease in serum omentin-1 level in Hyper-C group, but a significant increase in its level in Hypo-C group in comparison to that in the control group. These finding were supported by Lee, Schnee et al. (2001) and Purnell, Kahn et al. (2009)   who stated that excess of glucocorticoids significantly increased body weight. Also, Zhuang, Zhao et al. (2009), Xu, Huang et al. (2010), Elâ‚ ¬Ã‚ Mesallamy, Elâ‚ ¬Ã‚ Derany et al. (2011) and Feng, Yuan et al. (2013) reported reduction in serum omentin-1 level with the increase in body weight. The significant changes in the final body weights in the Hyper-C and Hypo-C groups in comparison to the control group in the results of this study, may explain the possible link between glucocorticoids, omentin-1 and insulin resistance as corticosterone levels significantly affected final body weight which in turn affected serum le vel of omentin-1 and insulin resistance. These results were supported by Yang, Lee et al. (2006), de Souza Batista, Yang et al. (2007), Oswiecimska, Suwala et al. (2015)   and Smitka and Maresova (2015) who stated that omentin expression in visceral adipose tissue is reduced in obesity and insulin resistance. Also, Oswiecimska, Suwala et al. (2015) considered omentin as a nutritional marker that reflected the body weight. From the above discussed results, it was clear that glucocorticoids may be one of the regulators for omentin-1 and changes in body weight accompanied the abnormal serum levels of glucocorticoids may explain that regulation. This may also give a new explanation for the changes in insulin resistance that occur with abnormal serum levels of glucocorticoids. Also, it confirmed the importance of body weight control on glucose homeostasis. Conclusion   Ã‚   The results of this study may explain a novel mechanism by which glucocorticoids cause insulin resistance and this possibly through the regulation of serum level of omentin-1. Also, the results confirmed presence of a link between serum levels of both glucocorticoids and omentin-1 which is mostly the change in body weight and this confirmed the importance of body weight control on glucose homeostasis. Further studied should be conducted to confirm these results.

Caribbean Society Essay -- Plantations Caribbean History Essays

Caribbean Society An Essay on the Culture of Incarceration A suggestion was made, in the context of the classroom setting that an interesting assignment would be to question shoppers at a suburban mall about slavery in the Caribbean and to capture the responses on videotape. An initial thought in response to this suggestion was to wonder just how one would go about eliciting any sort of meaningful response from a likely ill-informed and possibly disinterested group of consumers in central Connecticut on this subject. Obviously, to ask questions in survey fashion regarding which Caribbean Island the respondent might prefer to vacation at during these cold weather months would produce some informed opinions. That being the case, it seems only fair, even logical, that one should have some understanding of the nature of slavery that once existed there, from which its present population has emerged. Given the desirability and popularity of such vacation destinations, it would be of paramount insensitivity to not understand its history of slavery, the foundation of its society. A Society Imposed from Europe and Africa The arrival of Columbus and the Spanish at the end of the 15th century represented an economic ‘consolation prize’ of sorts for failure to make the East India connection. The discovery of precious metals soon helped them forget the spices of the Orient, however, and the indigenous Arawak people were rapidly pressed into service in the mining of them. In subsequent decades, greater quantities of gold and especially silver were found further west, in Mexico and Peru, and the imperial attentions shifted there. Left behind were the now Spanish controlled islands of the Caribbean to function primarily as provisions... ...ation arrangement was its capacity to regimentally control the activity of the overwhelming majority of the population in the service of monocrop production for export. The implications are that the degrading and dehumanizing nature of slavery was subinfeudated into the dependency of an entire island’s population on the success of the plantation enterprise. Since nearly all suitable land was devoted to the plantation, usually sugar, importation of food was often required. This then translates into the dismal reality that, while life as a slave on the plantation was an unbearable existence that portended a short life-expectancy, life outside of it may have an even less certain survival, particularly on the smaller, plantation-saturated islands such as Barbados. It is this entrapment that defined the masses of humanity residing in the Caribbean for several centuries.

Barack Obama :: American Politics, Leadership

In 2007 when then Senator Barack Obama announced his run for the presidency of the United States, the country was experiencing great turmoil and people were ready for a change in leadership. No matter what political party you held, it appeared to be an overwhelming sentiment that people were looking for a shift in direction, especially relating to the bad economical positions a lot of Americans had found themselves in. All of the challenges that the country was experiencing was a sign that the next President would have to lead based on social, political and economical environments. This diverse demand was aligned with the more contemporary study of match the leader’s style with the demand of the assignment. To better ensure a leader’s effectiveness, many high profile leaders are being singled out as a way to correlate success with a leader’s approach. As a contemporary leader, President Barak Obama’s leadership style is constantly being critiqued. Although many still debate the effectiveness of his presidency, most people agree that his transformational leadership approach was the prescribed style the country was in need of. Leadership Traits I believe that defining a leader by one set of traits can be challenging, if not impossible. That is mostly likely that when you research leadership traits you come across various opinions; among them is Baker (2001) who believes that when leaders are defined they should be defined based on the traits associated with three systems. These systems (Baker, 2001) include the classical system, the equilibrium system, and the transforming system. Each of the systems (Baker 2001) has traits associated with them, for the exception of the transforming system. If we buy into Baker’s trait theory (2001), the transforming system would be the group that would set the stage for defining the leadership needs that the United States was experiencing when President Obama took office. In the transforming system the leader’s role cannot be defined in advance, but emergences from the dissipative or transforming processes (Baker, 2001). As we see the constant introduction of challenges since President Obama took office his leadership style has had to adjust to function effectively. Leadership Styles As defining what leadership traits are has evolved, so follows the leadership styles and how they are best used. Some of these styles include charismatic leadership, transformational leadership, transactional leader, situational leaders, directive leadership style, coaching leadership style, supporting leadership style, and delegating leadership style.

Beowulf is an Epic Hero Essay examples -- Epic of Beowulf Essays

Every epic hero possesses certain heroic characteristics. The epic poem Beowulf describes the most heroic man of the Anglo-Saxon times. Beowulf is the hero. He shows that he is a great man by always putting other things before his own needs. He is important and needed by his people and is known by many as a strong, courageous and a helpful person. He shows all of the qualities and traits that a true hero possesses. Beowulf, like other epic heroes, possesses the following heroic qualities: epic heroes are superhuman types of beings. They show great bravery, intelligence, strength and resourcefulness. They have a strong admiration for the values of their society. They are dominant male figures and suffer severe pain, but in the end, they conquer evil. Beowulf encompasses all of these traits of an epic hero, and more. Analyzing Beowulf’s three battles, one can easily see Beowulf’s heroic characteristics prevail. The battle with Grendel, Grendel’s mother, and the dragon display an array of heroism expressed by Beowulf. One characteristic of heroism is that a hero performs outrageous and sometimes superhuman deeds. Beowulf is a prime example of this type of hero. He volunteers himself to fight Grendel and when Grendel’s mom seeks revenge he goes to the lake and takes on the challenge. He shows the great qualities of strength and power when, after fifty years, he takes on the dragon that has become a threat to the Geats. He always battles his enemies with pride. When it is t...