Top 4 CHALLENGES for Executives and Assistants

Top 4 CHALLENGES for Executives and Assistants According to founder and CEO of Office Dynamics International, Joan Burge, There is no greater relationship in the workplace than that of an executive and an assistant. This may seem like hyperbole if you havent had a really terrific working relationship with an executive or an assistant who gets it. If youre at the top of the food chain, try to see your assistant as a strategic partner; if youre in a support role, take advantage of these tips to improve your standing and the dynamics at work!1. BandwidthNobody has enough time in the day. Executives may have more than one assistant, or assistants may be supporting more than one executive (every one of which wants to feel like your Top Priority). Between the two of you, you may be fielding as many as 400 emails a day- have systems in place and revise them as necessary!  Be aware of the speed and intensity of the information flowing across your executives desk, and let that inform the pace of your interruptions, meetings, and indepen dent work.2. Digital DependencyTheyre working from multiple devices and may ask you do to the same. While that may make them feel independent and tech savvy, its important (for them and for you!) to realize that an empowered executive assistant is as valuable as the Cloud in terms of coordinating information and monitoring plans.3. DelegatingWith all the self sufficiency of scheduling software and remote access, its easy for executives to forget how to use their assistants most effectively. Companies lose time and money when execs underutilize support staff. Know your role, advocate for appropriate ways to expand it, and always be a reliable asset.4. Frustration in CommunicationWith complaints ranging from I dont have time to teach my assistant to do this job to I have no idea what this executive wants from me, some of the hardest aspects of the relationship to master are the simplest- how you perceive one another and what you expect from one another. Be verbal, follow-up, and be wi lling to disagree and resolve it! Dont be so wrapped up in status you forget to think like a team.Tips  for AssistantsInitiate ConversationTalk about your relationship as a teamGet clarification on likes and dislikesPut yourself on the execs calendar and leave it, unless theres an emergencyThink like an executive- anticipate needs and prioritize accordinglyGo the extra mileAttend meetingsRead everythingUnderstand the scope of their wordTips  for ExecutivesHave clear assignments and deliverablesDemonstrate the qualities you want to seeBe comfortable with disagreementRely on your assistant; dont micromanageBe appreciative- post-mistake shouldnt be the only time you give feedbackRecognize that your assistants job requires skillExecutives and Assistants are Struggling TodayRead More at officedynamics.com

How to Recognize the Signs of Burnout and Stay on Fire

How to Recognize the Signs of Burnout and Stay on Fire Don’t be the one who face-plants on the conference table because you failed to see the signs of your own exhaustion- or start to hate your job because you need a break badly, but never thought to take one. Get your energy and motivation back before you’re totally overwhelmed. Keep an eye out for these symptoms, learn to recognize them, and prepare yourself to stave off burn-out before it burns you.1. DisaffectionYou’re getting snarkier and more sarcastic with every passing meeting. Little things you would have shrugged off last year are suddenly sticking in your craw. A few eye-rolls at the absurdity of corporate speak are fine, but if you’re catching yourself venting your annoyance more frequently than usual, that might be a sign you’re almost at the breaking point.2. FatigueYou’re not just sleepy after the spaghetti you ate for lunch. You’re sleepy all the time. You wake up tired, get to the desk tired, go home too pooped to enjoy yo urself. You’re never â€Å"in the zone† anymore.3. StagnationYou’re not getting any pleasure out of minor victories or completed projects. You feel like you’re working tirelessly, but nothing seems to go anywhere.4. BoredomYou’ve got a billion tasks on your to-do list and projects on your plate, but you just can’t get past the boredom. You have a hard time engaging with your work.5. ProcrastinationWell, more procrastination than normal. Procrastination can actually be productive. But if you’re catching yourself not working more than you’re concentrating on your work, this may be a sign that you need a breather.6. Mystery Ailments and/or StressYou have a sudden onset of medically unexplainable headaches, stomach aches, or insomnia. The doctors say you’re fine, but you feel terrible. Often these symptoms can be stress-related- your body telling your brain you need a break!  These aren’t the only signs you might be close to burn-out, but they’re a good start. Do yourself a favor and take a step back to evaluate. Take stock of which parts of your job are satisfying or annoying- what tasks you like and what is causing you stress. Take a bigger look at whether you’re on track, not just in your job, but in your career. See if there are any steps you can take to be more engaged.Then, implement a plan for change. But don’t forget to take some time off first! You’ll need the extra energy to push you through. Schedule a vacation, take a few more breaks per day, delegate tasks that aren’t holding your attention, and try and focus on the parts of the job that you still love.It’s possible to work hard and relax hard; you just have to plan ahead.How to Recognize the Signs of Burnout Before You’re Burned Out

Leading through effective communication Term Paper

Leading through effective communication - Term Paper Example Although indecisive and less manipulative, this personality style makes for good leaders. Strong communication and an accommodating nature is what accounts for the strengths of these leaders. Communication styles and methods in effective leadership The importance of effective communication is especially felt while leading a group. The need for purposeful transfer of meaning to influence a person or a group of persons account is especially crucial for effective leadership. In other words it can be said that communication acts as a tool which is used by the leaders and it is the degree of successful use of this tool which determines how effective would be the leadership. Communication in leadership comprises of the entire range of resources and communication skills for creating and delivering messages across the two parties, overcoming interferences, directing, motivating and inspiring others for actions. As commented by Axelrod (2006), effective leadership is largely a matter of effec tive communication (Barrett, 2006, p.5). According to the views of Mayfield and Mayfield (2004), effective leaderships employ such communication process which motivates employees to accomplish their tasks. It is the communication style of leadership which helps to gain commitment towards the organizational purpose and mission (Jolley, 2010, p.25). According to Bass (1990), the participative style of leadership was associated with a high degree of honest, open, informal and two way communication. This particular style of communication is especially effective in resolving conflicts providing a common platform for the two parties to present their grievances against each other and generating a... The study reveals that communication is a predominant requirement in effective leadership. However, communication styles are different for different people depending on their personalities they display and the characteristics that they demonstrate. It is also apparent that leadership styles are shaped by the personalities that individuals possess and thus consequently the communication style that they use. However, according to the views of researchers and authors, irrespective of the leadership styles that an individual demonstrate the need for effective communication is an absolutely essential for effective leadership. Moreover, with globalization and organizational structures becoming highly complex and attracting talents from all over the world, organizations are working with people belonging to diverse cultural backgrounds. Thus the levels of differences and conflicts have also gone up. Thus leaders demonstrating the power to resolve conflicts, and overcome communication and cul tural barrier and high negotiating skills are found to be most successful in leading followers. Thus among all the leadership styles the participative style is recommended in today’s organizations. This demonstrates an open and honest form of communication style which allows both parties to confront and communicate with each other. It emphasises greatly on resolving organizational conflicts by providing a common platform for all to present their grievances and problems and consequently arriving at a suitable solution.

Business process mapping analysis for achiffa snack foods Essay

Business process mapping analysis for achiffa snack foods - Essay Example The company management has come across a number of gaps within the various systems and operations associated with the production, logistics, supply and warehousing departments. The management had in the past focused on increasing the product line by adding new products to its portfolio, and did not stress on improvement and service. Presently, there are a number of issues that are being faced the company on various fronts. There is an urgent requirement for changes in the facilities and the marketing fronts, customer handling, product pricing, product line system maintenance, packaging and storing of products. The image of being a quick service and supply chain of Achiffa Snack foods has been diminished of lately, resulting in losses to the profit margins of the organization. With pressure to get back on track with better profit margins, it is time that the Achiffa management thinks about implementing changes and improvements and devise a proper improvement strategy that focuses on e nhanced operations and better customer satisfaction. SECTION 1 BUSINESS PROCESS MAPPING ANALYSIS FOR ACHIFFA SNACK FOODS Business process mapping is related to identification of activities that are involved in the business of Achiffa Snack Foods. The process map clearly defines what the business does, the various procedures that are involved. The business process mapping of Achiffa clearly defines the various tasks involved throughout the whole supply chain of the company, from the order placement to the final delivery of the order to the customer. Business process mapping will help the company to identify where the gaps exist within the chain and which task needs more attention from the management and whether or not improvements can be made to the current process, (Kim 2006). Below is the business process mapping for Achiffa Snack Foods. The entire business of the company is divided between six departments which are identified as below – 1. Customer department – This department is in charge of functions likes order generation and collecting payments from customers on time. 2. Sales Department – This is concerned with maintaining the sales of the company at competitive levels. 3. Credit and Invoicing department – This is concerned with the accounts of the entire business. 4. Production Control Department – This is concerned with the production management of the products manufactured by Achiffa Snack foods. 5. Copying Department – This is concerned with the production scheduling and warehousing and logistics scheduling of the final delivery product. 6. Assembly and Shipping – This department is concerned with proper packaging, labeling and shipping of orders on time. PARETO ANALYSIS FOR ACHIFFA SNACK FOODS One of the recommended quality tools for Achiffa Snack food case study is the Pareto Analysis that has helped in identifying and solving the most common problems and concerns within the Achiffa

Internship Experience for an ESL Teacher Essay Example for Free

Internship Experience for an ESL Teacher Essay As a foreign student with a degree in Informatics and Library and currently pursuing a master’s degree at the University of Pennsylvania in Adult and Community Education Program, I have a vision of teaching English as a second language in Saudi Arabia. To this effect, I have been on an internship project at the Communications Media department at the same university between January and March this year. The main purpose for the internship was to give me an exposure to the kind of environment I will find myself working in as an ESL teacher. ESL is a course that is offered to people who wish to learn English as a second language. Thesis Statement For my internship, I was attached at the Communication Department at the University of Pennsylvania where my duties included but were but not limited to coordinating activities between students taking English as a Second Language (ESL) and conversation partners at the American Language Institute. Also in the line of my duty was the task of overseeing how the two groups have been progressing together. The internship was time well spent and it played a very important role in familiarising me with the classroom set up at an ESL teaching centre. I also had the opportunity to learn much about the job and what it entails as well as the kind of challenges that I may encounter in the course of my career. Taking my internship course at University of Pennsylvania was the most convenient choice that I made. The communications Media Department where I was attached is right on the campus and I was therefore able to operate from my residence without any hustles of commuting from one place to another. It was also convenient in that I was able to coordinate between my classes at the Adult Community Program centre and the training on the internship. The convenience made life a little more comfortable for me because of reduced costs of transport. The internship kept me in good relations with the law because being in one place helped me avoid any instances of breaking immigration rules set for foreign students. The convenience of having all my activities centralised on Campus has played well in helping me to develop my social skills. This is because it has been easy to have extra interaction with some of the students when the opportunity allowed and as a teacher, this was very helpful in that I could closely get to know more about the challenges that ESL students face in their social life as foreign students. Since we were all from different social backgrounds, the interaction helped to improve my social relations with others considering the diversity of culture represented in the ESL class. A close bond between teacher and student is very important as it helps students to learn better and also helps the teacher to improve their skills. Knowing students a little bit more beyond the classroom set up is very important for teacher-student relations. Interaction with the volunteers from the American Language Institute helped me learn more about American society. With these two groups, I was able to share my challenges as a foreign student in America and also listen to theirs and suggest possible solutions. This helped learning easier and more interesting for the students. The sole purpose of learning an extra language is to aid the learner in communicating easily through the desired language. Despite the fact that I speak the English language, the experience I got from the internship greatly helped to improve my skills in conversing with others. The interaction I had with the students as well as the volunteers in the ESL learning programme exposed me to those who were learning and others who were there to assist in learning. It was a learning experience for me as I was able to improve on my fluency and using correct grammar when conversing in the English language. By identifying the students’ challenges in learning to converse in English, I was able to polish my own language especially in using of proper tenses, right statements and remarks. The ESL program brings together people from different cultural backgrounds. Students come here with the aim of learning English that will help them to adapt to their new environment and they are helped through this process by communication partners. Through interaction with this group at the ESL program, I got exposed to a diversity of cultures and it was interesting to get to learn about different cultures and practises of the world. It is interesting to note how the world can meet in such a small set up as a classroom. This knowledge is very important for me in my pursuit of a career in ESL teaching as it will help me adopt to any new culture that I may be exposed to. Objectives were set to enable me achieve the goals of the internship. They were supposed to guide me in carrying out activities that internship period. This would enable me acquire knowledge and skills that are required for one to become an effective ESL student’s teacher. The experience would give me an opportunity to give my suggestions and ideas in order to improve students teaching techniques and materials. In this essay, there will be a reflection on the meaning of the internship experience for my intellectual development and career planning. The internship experience was necessary in equipping me with new learning. It would offer me knowledge and skills required in future teaching work with the language students. Suggestions and ideas that can improve teaching techniques and materials for the students would contribute in achieving my new learning objective. Engaging volunteers achieved this in sessions on curriculum and teaching methods, recommending improvements in class handling discussing organizational concerns with volunteers, drafting lesson plans and evaluating them and discussing educational techniques with volunteers. My objective to teach volunteers on how to interact with English was achieved by carrying out the following activities; directing English lessons in the classroom, engaging the volunteers on curriculum and teaching methods, evaluating their performances and recommending necessary changes in class. The assignments that were offered to the students is a sure evidence that this objective was attained. Creating organizational system to allow educators to organize volunteer schedules and paper work effectively was enhanced by meeting and discussing organizational concerns with the volunteers, organizing schedules to avoid confusion, handling volunteer and class paper work and documentation as well as getting program feedback from the student Creating lesson plans for the volunteer teachers was achieved by; drafting lesson plans for teaching, adapting the teachers according to the class needs, discussing the quality of lesson plans and suggesting their changes, incorporating volunteer opinions in final lesson plans and finally implementing the lesson plan. I managed to work with the students and volunteers of presentation materials, decided upon educational techniques and ensured students follow guidelines in presentation. This assisted me in acquiring skills in creating presentation materials. As a teacher, I accommodated a certain number of students when my time allowed, graded and encouraged students and understanding the students’ need. The current challenges and problems in the classroom were discussed with fellow teachers. This in turn, ensured the students were taught as require by the instruction formal program. Additionally, experience at the ESL classes helped me to learn about other methods used in communicating apart from mouth language. These other methods are important in that as a teacher, knowledge of different methods of communication helps one to assess whether you are communicating fully or as desired by the students. Such methods include but are not limited to using parts of the body to express ourselves or gesturing and also the use of facial expressions. It was interesting to learn that a lot of communication can take place through non-verbal methods. At the end of the internship, I had developed a lot of confidence in conversing with students, being able to interact freely and easily with them as well as understanding diverse cultures and the styles they used to converse non-verbally in the different cultures. My internship was even more helpful as a master’s student in the Adult Education and Community programme. There was much more to learn from the experience at the ESL classes than I had earlier imagined. Interacting with students and volunteers from different cultures of the world helped me to grow as a person as well as to acquire intellectual improvement. I got exposed to diversity of cultures at very close range, something I had not encountered before and after such an experience, it becomes easy to be able to teach English anywhere in the world. This is because of the ability that I have gained to assess student issues anywhere. The ESL students mostly constitute of foreigners who wish to learn English so that they can be able to adapt to their new environments. Such students obviously encounter several challenges in the process of their resettlement and my experience with them enlightened me on ways in which I can be able to evaluate and understand their problems and the approach I can take in helping them to settle such problems. The ESL classes also constitute of people of different ages and as a future adult teacher, the internship has offered me great help in best ways of handling adults at different age categories. It is now easy to identify with their emotions and to know how well to help them cope with learning. Through this experience, I have realised that my own problems as a foreign student were not unique and that I have a lot to share in common with other foreigners that I shall encounter in the course of my career. I now have a burden to offer as much help as I can to make learning comfortable for foreigners. It made me feel even luckier that I could speak the language myself and made me realise that it was easier for me to adapt to my environment than those that cannot speak the language. Internship enriched me with methods of teaching that can be highly effective such as creating the right atmosphere for free teacher and student interaction and getting the students to give feedback on the way that they are fairing in their learning process. I learnt the essentiality of making the environment conducive for the students as it makes learning easier for them. Students can only learn successfully if several of these factors are pooled together. The internship was a good ground to put into practice what I had learnt from my course work.. Getting the chance to utilise my knowledge created a feeling of confidence in me as well as helped me to rectify and improve on areas that appeared weak. It is now possible for me to be able to come up with new ideas that can be applied in the ESL teaching program. This internship has surely given me the right exposure for my future career. Teaching at an ESL class is no longer a new encounter for me and I can affirm the fact that it is only through practice that one is able to assess whether you are ripe for a career. The challenges encountered in an ESL program set up are no longer strange to me. The internship has given me good experience in handling adults in a classroom set up and has helped to build confidence in me as an adult teacher. I believe this experience will assist me a great deal in planning and writing my thesis for the course that I am undertaking. Knowledge is only useful if it is put into practice. The internship offered me an opportunity to put into practice a lot of knowledge both academic and otherwise and gave me good direction on best ways of detecting, identifying and getting solutions to any challenges that may cross my path in the course of my career as an ESL teacher. By offering my own suggestions and contributing ideas on how teaching at ESL classes can be improved, my own personal growth in the career is advancing. I now have the confidence to handle adults in a learning environment and to be able to identify with their emotions, weaknesses, likes and dislikes and to handle such factors without interfering with the learning process. The students were taken out to become conversant with various aspects of the country. Supplementation of students’ knowledge on English by informally speaking with them aided their learning on the English language. On the other hand, not all objectives were achieved fully. There were several problems and challenges that made the achievement of these objectives difficult. The problems that were experienced included; volunteer delayed easy interaction with the students, and volunteers could not identify and understand concerns of all students fully. Though it took some time before they interacted easily with the students, they later managed to do it. There were few communication and organization problems that arose but were sorted out with time. It was also a bit difficult to develop lesson plans containing all relevant information for the course at one particular time. This experience assisted me to improve my conversation skills. This was due to the interaction with both the volunteers and the students. During this interaction conversations between me and then assisted me to gain fluency and correct grammar when conversing. The use of correct tenses, remarks and statements in order to pass the necessary language enabled me to identify their needs in their classes. Conclusion Internship has proved to be a very helpful undertaking and I would recommend it to anyone that wishes to develop and pursue a successful career. It offers a good opportunity to learn so much about the pros and cons of a job. From the experience that I have had at the internship, I believe that I have fewer challenges to face in my future career as an ESL teacher in Saudi Arabia. This is because the internship has prepared me on almost every aspect of human interaction is it personal, social or cultural that I need in my career. The exposure to people from different social backgrounds and different cultures will serve to help me adapt to new cultural backgrounds as it gives the right psychological preparation for such an encounter. The ESL class encounter will help me to adapt in a situation where I may find myself learning a new language. The whole experience was worth the time and effort. References Dolores, La Guardia. , Guth P. H. , (2000). American Voices. Culture and Community. Toronto, Mayfield Publishers.

The Life And Music Of John Coltrane Essay -- essays research papers f

A Brief Look Into The Life and Music of JOHN COLTRANE   Ã‚  Ã‚  Ã‚  Ã‚  John Coltrane was born in born in Hamlet, North Carolina on September 23, 1926. John Coltrane was an only child. His father, John was a tailor who played the violin and ukulele, and his mother Alice played piano and sang in the church choir. This was a great environment to foster his love of music. Coltrane soon moved with his family to the town of High Point, where his grandfather was the pastor of the A.M.E. Zion Church. His family was very religious and this instilled in him a deep devotion in religion. At the age of twelve Coltrane's received his first instrument a clarinet which he played for hours on end, that same year Coltrane?s father died. A year after Coltrane?s father died his mother decided to move away to North to Atlantic City to find a work.   Ã‚  Ã‚  Ã‚  Ã‚  Young Coltrane stayed in North Carolina with relatives. By his senior year, he had learned to play a borrowed alto saxophone and was getting recognition from his classmates and even the locals. Work was hard to find in most of the Southern states in 1943, so when John Coltrane graduated he and two friends decided to move to Philadelphia, where one of the friends' brothers already lived.   Ã‚  Ã‚  Ã‚  Ã‚  Coltrane would live in Philadelphia off and on until about 1957. His decision to migrate north was a common one, and Coltrane did indeed find work as a laborer in a sugar-refining factory. A couple of months later he enrolled in the Ornstein School of Music on 19th and Spruce Streets. In Philadelphia John Coltrane could hear a lot of the blues and jazz which weren't often broadcast in the South further extending his experience and horizons. He continued to practice his sax alone in his room until he was drafted into the Navy band in 1945. He returned to Philadelphia in 1946 after being discharged. At this point in his life Coltrane was totally committed to becoming a professional musician. Coltrane worked a variety of jobs through the late forties until in 1947 he joined Eddie Vinson's jazz band, switching reluctantly to play the tenor sax to do so. The group toured extensively, particularly in the South and southwest. It?s at this point that he started to drink excessively to top off his already heavy smoking habit. A short while after that he joined many other ... ...deas of his day and found his own particular niche which was influenced by Indian and African music, and his style continues to influence musicians today. One can only wonder what sorts of jazz music Coltrane may have explored beyond 17th of July 1967. His music lives on in the many recording, and in the music of those who worked with him. Bibliography: http://www.apassion4jazz.net/page3.html http://www.encyclopedia.com/articles/06601.html http://www.lis.uiuc.edu/~bjallen/freejazz.html http://www.olemiss.edu/courses/mus103/units/Jazz/JazzSlides/ppframe.htm http://www.firstcut.com/9613/g1.html http://encarta.msn.com/find/Concise.asp?ti=02417000#7 http://www.guitarmain.com/i_gloss.html http://www.allaboutjazz.com/threads/century.htm http://www.americanjazzmuseum.com/index.html http://www.northwestern.edu/jazz/artists/coltrane.john/ http://www.culturekiosque.com/jazz/miles/rhemile11.htm http://www.encyclopedia.com/articles/02957.html http://www.jazzandbluesmasters.com/Coltrane.htm http://www.jwri.osaka-u.ac.jp/~moon/john.html http://www.thejazzfiles.com/JazzColtrane.html http://www.allmusic.com/cg/amg.dll?p=amg&sql=Bmi3m967o3epo

The Student Experience In Higher Education Education Essay

IntroductionThe cardinal factor in the appraisal of quality in higher instruction is the pupil experience. This is non restricted to the pupil experience in the schoolroom but to the entire pupil experience. ( Harvey et al.,1992, p. 1 ) . Increasing attending is being paid to the pupil experience at higher instruction establishments across the UK, both by establishments themselves and by the bureaus that fund them and back up them. This new focal point is driven partially by turning involvement in what pupils think about their experiences and a committedness to developing a more informed and nuanced apprehension of what the pupil experience agencies and what factors shape it. The cardinal implicit in driver is enhancement of the pupil experience, both as an terminal in itself, and as a agency to the terminal of deriving and keeping competitory advantage in recruiting and retaining pupils ( Chris, 2008 ) .In this survey a phenomenological method was employed to research the single exp eriences as a postgraduate pupil in the University of Ulster.LITERATURE REVIEWEvaluation of what is going universally known as the â€Å" pupil experience † is one of the dominant subjects of higher instruction research at this clip. This term embraces the impression that larning does non merely take topographic point in the schoolroom and that pupils ‘ clip spent in higher instruction is about a whole scope of experiences ( City University, 2002 ) . All facets of pupils ‘ university experience have an impact on their acquisition experience ( City University, 2002 ) . Purdue University ( 2004 ) refer to the ‘Pillars Supporting the Entire Student Experience ‘ and Thompson ( 2000 ) composing in the Kansas State eCollegian stated that: The entire pupil experience encompasses learning and acquisition, course of study, pupil life, reding and mentoring. The University of Edinburgh ( 2004 ) besides refers to a broad set of pupil experiences in which it was stated that accomplishments are derived from the entire pupil experience whether academic, excess curricular or work experiences.A More late nevertheless the focal point has shifted to the rating of the entire pupil experience, which would include issues such as the installations available within the establishment, relationships with the academic staff and fellow pupils, and attitudes towards the instruction manner offered by lectors and coachs. Increasingly, pupils ‘ attitudes and perceptual experiences towards the establishment as a whole are seen as cardinal issues in finding the e ntire pupil experience. ( Savani, 2003 ) The survey entails an person ‘s experience as a postgraduate pupil. Purposes: The survey, which was conducted as portion of an assignment of NUR816 faculty, aimed: To research a fellow pupil ‘s experience while set abouting a graduate student survey. To analyze the sort of job faced by a postgraduate pupil. To set up whether postgraduate pupil bask their surveies all through the semesters without any job from place or work topographic point for those working. To enable me to cognize whether they were able to get some rational accomplishments through their programme.Research Questions/objective:To research a fellow pupil ‘s experience while set abouting a graduate student survey, in footings of the challenges of such survey. To find the impact of a graduate student survey on a pupil daily life. The methodological analysis for probe was based on the purposes and aims set. The research inquiry shall be answered by utilizing the phenomenology methodological attack alternatively of the descriptive anthropology and grounded theory. This methodological attack is chosen because the research subject is centred on the perceptual experiences and readings of the universe held by an person. The speech pattern within this position is on the individualism, even the singularity, of each individual ‘s set of perceptual experience which is located in a specific societal context ( Shepard et al. , 1993 ) . Phenomenology evolved from Husserl ‘s philosophical enterprise to research the full significance of persons ‘ lived experience of a given phenomenon through contemplation on the world of their experiences ( Morse and Field, 1996 ; Koch, 1999 ; Jones and Borbasi, 2003 ; Racher, 2003 ) . The research worker observes and efforts to construe the significance of the observations made ( Jones and Borbasi, 2003 ) . In understanding what is ‘real ‘ there is reading of the significance of people ‘s relationships with their life experiences Phenomenology attack stands in blunt contrast to ethnography and grounded theory ( Julius and Chris, 2002, p.9 ) . In peculiar, it takes a really different position of the relationship between experience and cognition. For rationalists, and for post-positivists, experience is a agency of accessing an nonsubjective world that lies outside the person who is sing it ( Julius and Chris, 2002, p.9 ) . In phenomenology, nevertheless, the universe as experienced by persons, or by a group of persons, is the existent universe. Social world is constructed by persons in the procedure of interacting within a peculiar context ( Anderson, 1991 ) . In add-on, phenomenology recognises the fact that societal phenomena are rooted in a specific context ( Julius and Chris,2002, p.10 ) .Similarly, phenomenology, trades chiefly with the ‘micro ‘ instead than the ‘macro ‘ characteristics of societal life ( Lassman,1974 ) . Using this method enabled the single pupil to depict a lived experience of deriving ‘knowledge ‘ as a postgraduate pupil and pertaining to her daily life. Through following a post-positivist, phenomenological enquiry, the research worker aimed for objectiveness in roll uping and measuring informations. This involved actively recognizing and uncluttering the head of preexistent ideas, beliefs and values ( Holloway and Wheeler, 1996 ) . This is combative, and non easy accomplishable. However, in this research such objectiveness was desirable, since the lead research worker was a co-worker to the interviewee.MethodsParticipantThe research was conducted with a fellow pupil from within the NUR 816 faculty category in the University of Ulster. Ethical blessing was obtained from the University of Ulster Ethics and administration Committees. Flying was in a site unconnected with the chief survey. The methodological analysis was qualitative in design. In peculiar it drew on phenomenological rules which â€Å" seek to understand, describe and interpret human behavior from the position of the individual or participants being studied ( Finlay, 1999 ) . The purpose of the interview was hence to derive an apprehension of the interviewee ‘s ain place in relation to her experience has a postgraduate pupil.Data aggregation procedureDesign – Ethical and research administration IssuesQualitative research is based on the premiss that in order to get cognition about people, we need to give them the chance to specify and depict their experiences as these were lived by themselves ( Polit and Hungler,1993 ) . This attack allows the geographic expedition of worlds by worlds admiting the value of a holistic position and the worth of individualism and subjectiveness ( Chinn, 1985 ) . Nursing and phenomenology portion the same beliefs in sing people holistically as entities who create significances and in valuing them as alone individuals ( Omery, 1983 ; Taylor, 1994 ) . Using a phenomenological attack nevertheless holds assorted troubles such as ‘method slurring ‘ ( Baker et al. , 1992 ) and the acknowledgment of the research workers consequence upon the survey and the reading of the findings. The deficiency besides of defined guidelines high spots the issue of asperity ( Hallet, 1995 ) . This stresses the demand for elaborate certification of the survey and the demand to integrate the cogency of the findings within the information analysis. However, the reading on any research has to be considered probationary instead than absolute ( Walters, 1995 ) .Sampling procedureParticipant Numberss within phenomenological surveies are typically little, for illustration, less than 10 ( Morse and Field, 1996 ; Parahoo, 1997 ; Kleinman, 2004 ) , and interviews ar e in-depth with much rich informations ( Whimpenny and Gass, 2000 ) . The sample used for this survey was a convenience sample drawn from a mark population of NUR816 faculty category. A fellow pupil was approached and she agreed to take part. Participant was informed about the right to retreat from the survey at any clip and was assured that in written studies they would non be able to be identified as imposter names would be used. This attack was agreed by the moralss and research administration commission as being acceptable.Data aggregation methodInterviewsContact with the fellow pupil was made by telephone with a follow-up participant information sheet, consent signifier given to her in category. A hebdomad was allowed from the telephone call until the clip agreed for interview, therefore giving clip for participants to read and discourse the information with others if they wished. Final consent was undertaken instantly anterior to interview. Participants were offered the school country that is mall or talk room. She opted for the talk room ( Dashiff, 2001 ) . Prior to the interview, the intent of the survey was discussed. This served to loosen up the interviewee and the interviewer ( Morse and Field, 1996 ) . The interview that lasted for about 30 proceedingss was audio – recorded and manus written and later transcribed verbatim ( Streubert and Carpenter, 1995 ) . An un-structured interview usher was used ( see Appendix 4 ) , although inquiries were asked in different ways to arouse all possible ideas from participant. Time for treatment was made after the interview. This was once more agreed as portion of ethical blessing for the work. Get downing the Interview ( Appendix 5 ) . As for the method of informations aggregation, single interview have been used. The intent of the phenomenological interview has been defined as an effort to derive penetration into the other individual worldview and to understand shared significances through active hearing ( Sorrell and Redmond 1995 ) . However the pilot interview was non used in the concluding analysis of the informations. Unstructured interviewing is described as â€Å" automatic † ( Hammerseley and Atkinson, 1993 ) .In a big grade the precise subjects on which the interview will concentrate, and the manner in which it is conducted, emerge in the procedure of the interview, and are antiphonal to the perceptual experiences, concerns and precedences of the source. The control of the informations aggregation procedure was surrendered partly to the source ( fellow pupil ) ( Julius and Chris, 2002, p.54 ) .The unstructured interview is conducted harmonizing to an interview usher ( Arksey and Knight, 1999 ) . Subjects in an unstructured interview may be raised in different ways or in a different order Since my purpose in this signifier of interview is to derive insight into a subject from the position of the source, the docket for the interview was non imposed by the interviewer, but was negotiated between interviewer and interviewee ( Jones, 1985 ) . Rubin and Rubin ( 1995 ) described such interviews as a â€Å" guided conversation † .Datas AnalysisThe analytical procedure began during informations aggregation. Analysis of interviews was coincident with informations aggregation so that new subjects could be identified for inclusion in subsequent interviews. Data aggregation continued until impregnation occurred, whereby no new or relevant stuff emerged. The research worker made notes after the interview of cardinal points that arose in the conversation with the participant. These helped to clear up the emerging issues and allowed minor accommodations to be made to the interview agenda. The transcript was so read through carefully to place the perceptual experiences and attitudes of pupil toward the graduate student survey. The informations were so explored in relation to the available literature and checked against the research notes to guarantee that issues perceived as of import to the interviewee had been addressed. A b ill of exchange transcript of the reappraisal was sent out to interviewee ask foring her remarks and leting for some minor accommodations to be made. Quotation marks from interview are given because they represent the positions or to foreground a specific point. Pseudonyms are used throughout the paper to maximize interviewee namelessness. Data was analysed utilizing a model that is geared towards phenomenology methodological analysis of Colaizzi ‘s ( 1978 ) seven phase procedure, reflexiveness in informations aggregation and frequent re-analysis of informations as new subjects emerged ( Miles and Huberman,1994 ) .This theoretical account of analysis Fosters transparence and cogency in the analytical procedure ( Mays and Pope,2000 ) . The analytic procedure of Colaizzis ( 1978 ) was modified to supply a more executable model for the analysis of the information. Firstly tape – recorded interview was played and re – played and written transcripts were read in order to get a ‘first feeling ‘ . The really first rematch of the cassette took topographic point instantly after the interview, it was recorded and a transcript was kept individually for safety grounds. Additionally notes were written after the interview and during the first rematch to capture initial thoughts. Initial data bunch was achieved utilizing underscoring for the participant important statements. This enabled informations submergence and assisted an overview of the participant ‘s part to each bunch. At phase two important statements were extracted from the individual transcript, which was after organized into bunch of subjects. Each subject was attempted to be conceptualized and contextualized ( Strauss and Corbin.1990, p.61 ) and notes were written for each identified subject to be discussed with the participant during proof. The following phase involved the readying of a descriptive text for the participant which included quotation marks from the interviews. At the proof phase participants were re – approached and alongside an explanatory note, the descriptive text was assessed. The participant to the full agreed with the written descriptions and the treatment of her experiences and he signed and retains a 2nd transcript of the proof text. Formulated significances were devised but arranged into one grid to compare their relationship to the formulated significances as a whole. Colaizzi supports this stance to his procedure of analysis. He argues his method of analysis be ‘used flexibly and freely by the research worker, they can modify them in what of all time manner they sees fit ‘ ( Colaizzi, 1978, p.59 ) . Further divergence arose from Colaizzi ( 1978 ) who acknowledged there will be repeat of experience and that repeats should be eliminated. It is argued instead that by placing repeats, greater weight can be added to significance of the significance jointly for persons ( Hantikainen and Kappeli, 2000 ) . To help participant in understanding the analysis of the information, and supply her with grounds that the response could act upon pattern, a grid sketching the cardinal findings was devised for her. The presentation to the participants of what Colaizzis ( 1978 ) calls the ‘exhaustive description ‘ instead than the concluding ‘essential construction ‘ of the phenomenon, was besides recommended by Holloway and Wheeler ( 1996 ) , as it could be more easy recognizable by her because it has the possible to move as a precursor to arouse more information and remarks at this phase of the survey. Although cogency in qualitative research is multifaceted, it appears to be an advantage of using a method of analysis which incorporated proof by participants themselves. The concluding analysis of the phenomenon can be seen as the ‘product ‘ of a shared procedure between those whom have experience it and the research worker ( Halarie, 2006 ) .DiscussionThe survey revealed a sequence of findings, which could be summarised under the undermentioned seven classs: All seven classs emerged from the participant descriptions, irrespective of the length of the interview a ) Aspiration in life B ) Challenges of being a graduate student pupil degree Celsius ) Time direction vitamin D ) Positive and negative feelinge ) Library usage degree Fahrenheit ) Internet usage g ) Lecturers attitudes. Each class will be explored and deductions for development discussed. Aspiration in life: The pupil emphasised that the graduate student programme was an chance for her to rich greater tallness. â€Å" My end in life is to draw a bead on to make the extremum in my educational calling † Challenges of being a postgraduate pupil: Being admitted for the graduate student programme was the first challenge the pupil faced, followed by funding the programme, cost of adjustment in school, run intoing the class work deadline for entry, and plagiarism menace. â€Å" The adjustment I got was rather expensive in school † . â€Å" Geting admitted gave me a challenge † â€Å" I mean the support of the P.G surveies was non excessively easy † . â€Å" I was so witting of the mentions quoted but am still afraid that I did non plagiarize † . â€Å" haste through the coursework assignment, so as to run into the deadline for entry † . Time direction: The pupil usage most of the clip in the school country for go toing talks, making class work, and personal reading while the free talk yearss is used for parttime occupation. â€Å" I realised that I need to make a batch of personal reading â€Å" â€Å" My faculty clip besides gave me a good chance to prosecute in a portion clip work in a shop † . Lecturers Attitudes: it was gathered from the pupil experience that the lectors were accessible and they help in work outing pupil academic problems. â€Å" The lectors have ever been really helpful and accessible and unfastened to suggestions and unfavorable judgment † . Library usage: School Library was reportedly used to accomplish a batch of work through class work administration and easy cyberspace entree, run offing the assignment and printing relevant papers. It was so a good resource. â€Å" I did non hold a resource to acquire a lap-top so I spend most of my clip in the school library ( LRC ) † . Internet usage: At interview, the pupil reported equal usage of the Internet at school, for email communicating, online resource from the lectors, and for a assortment of reasons. â€Å" Most of our classs had online resource which could merely be assessed through the Webct from the library portal † . Positive and negative feeling: There was the fiscal influence on the household, but a batch of accomplishments were acquired. The probe confirms the utility of using a phenomenological method to the human side of research and to lend to the alleged â€Å" studies-of-studies † literature, and to the turning shared experiential civilization in research. It could assist decrease the clasp of the positive paradigm in the survey and to happen a cardinal topographic point for the human side of research, alternatively of concealment or disregarding this of import aspect of research. Finally, this survey was exploratory in nature and the consequences may be limited to the respondent who participated in the probe, merely. Therefore, merely general suggestions for future research can be offered. One possibility is to research the experiences of pupil who have non received didactic direction on school life, but who have to put to death graduate student survey. Another possibility is to depict the experiences of pupils who failed to finish their surveies successfully.DecisionPostgraduate Student experience could be summarized into a deliberate and necessary attempt to derive credence into an organized and defined educational scene. The findings illustrate the ‘lived experience ‘ of a postgraduate pupil about her surveies, the cognition respondents have about her school, and some consideration about duty for cognition and why perusal may be hard. An overruling subject throughout the work is related to dedication to class work and support. Key concerns incl uded ; The support of a postgraduate class. Entree to resources and Proper clip direction.

Psychological and Ethical Egoism Essay

Egoism is the teleological theory within the proximities of ethics which is allied to setting greatest good, pleasure and benefit for a single person. It comes as a contrast of altruism whose strictness is not self-centered. However altruism incorporates the interest of others in deriving absolute pleasure for a group of people or the contemporary society. Egoism can of necessity be viewed under different contexts with prevalence to the implication of drive into pleasure. Psychological egoism: This is the term that is taken to apply the aspect of human motivations as centered in self-interest. According to this view, any action despite its scores of altruism is governed by the motivations of personal desire that come from the psychological overview of the specific agent. This could incorporate aspects of desire by the agent such as avoiding the notion of been guilty, creating motives of desire for rewards or developing motives towards personal happiness. However, psychological egoism is developed as a synchronization effect of claiming the thresholds that define the scores of human nature. Since this claim in support of human nature is of necessity universal, it follows that the persuasion towards acting to a certain episode is driven by motives of personal desires and motivations (David, Jennifer, 2003, p. 58). Generally, psychological egoism underscores the phenomenological ascertainment of actions as founded on models of pure altruism. However, every action accrues some specific benefits to the fundamentals of an individual person. For example, helping a friend would yield personal happiness in the long run. The theory argues that the help that people give to the others is still motivated by personal interest and not purely aimed at creating happiness and satisfaction to the others. The principles of this theory are based on non-normative theoretical background that explains on the subjective phenomena of how things should primarily be. The basic provisions of psychological egoism is that the ultimate motive that ignites an individual towards making his/her voluntary actions is the in held desire of attaining personal pleasure as well as avoiding any possible effects and possibilities of pain (David, Jennifer, 2003, p. 3). In its proponents, psychological egoism argues that all altruistic actins are by themselves centered on parameters and motives of self interest and selfishness. These acts are only instrumental in having the aspects of motives towards self interest. The ultimate goal of egoism is therefore to achieve good feelings on personal pleasure which could consequently help in reducing and avoiding any probable scores of pain. Ethical egoism: It is the doctrine with its foundations based on the motives of selfishness as an acute score in the plain of human virtues. The theory has its propositions on the aspect that a person’s actions should ideally be modeled by personal interest. The foundations of ethical egoism are restoring the normative valuation of social phenomenon. Comparatively therefore, the truth value of ethical egoism outscores that of psychological egoism in that if it holds true, then psychological egoism would subjectively be untrue. It is a deviation from the principles inclined in altruism which propose on the ideals of the good for the contemporary society or group of people. According to the theory, when the societal resources are focused more precisely towards satisfying the interest of a person, greater efficiency and functionality of the existing social structures would therefore be felt. Consequently, the end results of this process are greater happiness in the contemporary society in the long run after each individual acts to create proximities of personal interests and happiness (David, Jennifer, 2003, p. 71). The principle code of ethical egoism is providing the rationale for a persons action in his/he own interest. This is however acceptable despite any controversial prospects in leading to conflicts between the parameters of interest and values of the others within the society. The basic difference that exists between ethical egoism and psychological egoism is that ethical egoism argues that an individual should presumably act in accordance to one’s self-interest. However, psychological egoism has its value that individuals can primarily act within the scores of their motives held in self-interests. Primarily therefore, ethical egoism governs persons in acting according to the requirements of their personal interests. Accordingly, its advancement conflicts with the basics and principles of ethical altruism when the latter presupposes the role of an individual in helping and serving the other people within the societal context (David, Jennifer, 2003, p. 71) . Conceptually however, ethical egoism is not founded on the disregard of the basic well being of the other people by the specific moral agent. Either, it does not disregard the rejection of the agent in refraining from the causal behavior that creates moral deliberation for the others. The basic creations and models of ethical egoism have been formulated on the basics of three scopes of understandings which are the universal, personal and individual. An individual egoist would proclaim that individuals should basically do that which creates benefits to them. A personal egoist would argue that their actions should be based on motives of their self-interest. Additionally, universal egoist would claim that all the people should act according to the principles that are by there on creating the aspect of own interest (David, Jennifer, 2003, p. 76).

Art Strike In Nyc Essays - Strike Action, Free Essays, Term Papers

Art Strike In Nyc Essays - Strike Action, Free Essays, Term Papers Art Strike In Nyc Haril Patel Strike In Modern Art Museum Of New York The Professional and Administrative Staff Association (PASTA) of The Museum of Modern Art (MoMa) represting 250 administrative assistants, archivists, curatorial staff, conservators, educators, graphic artists, librarians, salespeople, secretaries, visitor assistants and writers. Their union started the strike on April 28, 2000. The central issues involve salaries, healthcare, the threat of layoffs and union rights. The old contract expired October 31 1999. This is the first major strike at the museum since 1973. The Professional and Administrative Staff Association (PASTA), which is Local 2110 of the United Auto Workers, represent the strikers. They comprise a varied workforce of administrative assistants, archivists, curators, conservators, graphic artists, librarians, salespeople, secretaries, visitors assistants and writers. PASTA is one of six unions in the museum. The members of the other five bargaining units are continuing to work. The workers have rejected the museum's offer of a three percent raise a year for three years, and is demanding five percent for the first year and four percent for the subsequent years in a five-year contract. The strikers believe that this demand is more than justified considering the very low wages they receive, which they say are even lower than what is paid in other museums for comparable work. The median wage for the employees is $28,000 a year, and the starting salary for 40 of the workers is $17,000 a year which is nothing. Furthermore, the union says that the museum is refusing to maintain the employees' health insurance and other benefits. PASTA maintains that MoMA has been very successful in its investments, and could easily afford a decent salary hike while maintaining benefits. The workers feel that their wages are being held down while the managers are more than amply compensated. Another issue provoking the strike is job security. The museum is undergoing a $650 million expansion project for at least two years, and is planning relocate to Queens from its present location in Manhattan during that period of time. The union fears that the jobs of many of its members will be lost, and wants a guarantee that the workers will be able to return to their positions when the project is completed. The union is seeking a five-year contract in order to ensure that any job security clause will not expire before the project has been completed. This way everyone will know they have a job when they come back and not be in fear that they will be jobless. This is one of the major issues. PASTA wants the museum to agree that all new workers be required to either join the union or, if they don't join, be required to pay an equivalent monetary amount of the dues as an agency fee that goes to the union. At the same time, PASTA has filed charges with the National Labor Relations Board charging the museum with not bargaining in good faith by attempting to bypass the union and negotiate with individual employees. The strike has forced the museum to cancel a fundraising event starring the singer Sheryl Crow. MoMA officials said that they did not want Ms. Crow or the ticket holders to have to cross a picket line, and refunded 450 tickets with prices ranging from $500 to $1,000 each! Other than this event, some workers on the picket line have stated that it is difficult for them to judge how many people they have managed to discourage from going into the museum. MoMA officials are maintaining that the museum is running normally, and that ninety of the two hundred and sixty workers that are represented by the bargaining unit are working. Union officials dispute the claim that the strike is having no effect on the institution and say that only thirty workers are crossing the picket line. One striker, Ela Respina, a photographer with one year at the museum, said, Our salaries are quite low. MoMA is penny pitching on our wages. The museum has made a lot of money in the last couple of years, and this is on public record. One problem is that all the other unions have contracts that expire at different times, and so they are working. The guards have a no-strike clause in their

How to Describe Gibberish

How to Describe Gibberish How to Describe Gibberish How to Describe Gibberish By Maeve Maddox The recent post on greeking prompted a reader to remark: And, of course, theres Double Dutch. Where did that come from? Double Dutch is another expression meaning â€Å"incomprehensible speech.† The â€Å"Dutch† refers to the idea that a foreign language is incomprehensible to one who hasn’t learned it. The â€Å"double† is an intensifier. â€Å"Double Dutch† is a language twice as difficult to understand as â€Å"plain ‘Dutch’†. Here are some more nouns to express the idea of unintelligible vocalization that is either entirely unintelligible, or which may be understandable on some level, but makes no sense, or is inconsequential. babble: probably an imitative word suggesting baby talk. I used to think it came from the story of the Tower of Babel, but apparently no etymological connection can be traced. The meaning â€Å"to repeat oneself incoherently† is known from about 1418. balderdash: originally referred to a jumbled mix of liquors, for example milk and beer or beer and wine. In 1674 it meant â€Å"senseless jumble of words.† baloney: originated as American slang word meaning â€Å"nonsense.† Could be from bologna, but could also have derived from blarney. bilge: â€Å"stupid talk or writing† The bilge is the â€Å"lowest internal part of a ship.† A lot of nasty stuff accumulates there. blather: â€Å"nonsensical talk† May have come into English via Scots dialect from a Scandinavian word meaning â€Å"babble.† bull: Most of us probably think of â€Å"bull† as short for â€Å"bullshit,† but bull with the meaning â€Å"trivial or false statements,† has been around since Middle English. The ME word probably derived from French boul meaning â€Å"false talk, fraud.† It may be connected to modern Icelandic bull meaning â€Å"nonsense.† Bullshit is American slang dating from 1915 with the meaning â€Å"eloquent and insincere rhetoric.† bunk: another American slang word meaning â€Å"nonsense.† It originated in 1847 with a politician from North Carolina who explained that his boring speeches in Congress were intended to impress his constituents â€Å"back home in Buncombe.† The spelling quickly became bunkum and has dwindled into bunk. drivel: â€Å"stupid or senseless talk.† This one comes from OE dreflian, â€Å"to dribble or run at the nose.† eyewash: â€Å"blarney, humbug.† According to the OnlineEtymologyDictionary, this expression is chiefly British, is perhaps from the notion of something intended to obscure or conceal facts or true motives. But this, and expression my eye also may be the verbal equivalent of the wink that indicates one doesnt believe what has been said (cf. Fr. mon oeil in same sense, accompanied by a knowing pointing of a finger to the eye). gibberish: probably another imitative word suggesting the sound of chatter. Gibberish is totally unintelligible. gobbledygook: â€Å"unclear, wordy jargon.† This is another word we owe to the sphere of politics. In another post I mentioned the eponym â€Å"maverick† that comes from the surname of rancher Samuel Maverick (1803-1870). The word gobbledygook was coined in 1944 by one of his grandsons, Texas representative Maury Maverick. In a memo dated March 30, 1944, he banned the use of â€Å"gobbledygook language† and threatened to shoot anyone who used the words activation or implementation. He said he based the word on the sound a turkey makes. guff: â€Å"empty talk, nonsense.† This is another word of imitative origin, possibly based on puff. hogwash: â€Å"worthless, false or ridiculous speech or writing.† Originally hogwash was slops fed to pigs. Then it came to mean cheap liquor. The meaning â€Å"inferior writing† dates from 1773. jargon: The word entered English with the meaning â€Å"unintelligible talk, gibberish† in 1340. It derives from a French word meaning â€Å"a chattering of birds.† Now it can mean technical terminology associated with a specific occupation. Practitioners understand jargon, but to those not in the know, its gibberish. mumbo jumbo: â€Å"unintelligible or incomprehensible language.† The term is supposed to derive from an African idol in the Niger region, but no likely source has been found. The meaning â€Å"big, empty talk† is documented from 1896. piffle: â€Å"foolish or futile talk or ideas.† Probably an imitative word derived from a contemptuous blowing sound, or it could be a conflation of trifle and piddle. poppycock: â€Å"senseless talk, nonsense.† This one sounds comical, but if you think about it, it’s as disgusting as bilge: 1865, probably from Du. dialect pappekak, from M.Du. pappe soft dung (see pap) + kak dung, from L. cacare to excrete. OnlineEtymologyDictionary. prattle: â€Å"idle or meaningless chatter.† This is another imitative word. The verb is prate. tripe: â€Å"something of no value.† The literal meaning of tripe is the rubbery lining of the stomach of cattle or other ruminants, used as food. Answers.com twaddle: â€Å"silly talk.† The origin is unknown. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Writing Prompts 10145 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†How Many Sentences in a Paragraph?

Relationship between heat and temperature Essay

Relationship between heat and temperature - Essay Example It explains the impact of atomic and molecule coalition to distribute energy as well as different units of heat and temperature measurement and, conclusively, a description and calculation of heat capacity indicating how it is affected by mass and nature of matter. Keywords: Kinetic Energy, Heat, Temperature, Heat Capacity, Molecule, Particles, Atoms, Bond, Substance, Degree, Constant, Solid, Liquid, Gas. Heat is the conveyance of kinetic energy from its source through an intermediary to another object. It cannot be held nor it is a substance, â€Å"but a form of energy that can be converted into other forms† (Heat ? a Matter of Motion, p. 293). On the contrary, it is the quantity of energy in the substance in subject. It can be distributed in space, fluid substances and through metallic materials from a higher to a low concentration of heat energy. Kinetic theory of matter relates with the heat study through the concept of ‘high speed particles/molecules collisionâ€⠄¢. Kinetic theory expresses the composition of matter to consist of tiny particle (molecules and atoms) where those particles further consist other units of sub-particles inside them that are in constant movement. â€Å"At any instant, swarms of molecules moving at very different speeds are striking the larger particle from all sides†¦.. Any remaining effect changes in magnitude and direction from moment to moment. †¦.the impact of the invisible molecules makes the visible particles appear to dance ‘dance’ or jitter randomly† (Heat ? a Matter of Motion, p. 312). The collisions of particles against each other, and on the surfaces of the container result in exchange of heat energy between them. The particles exist in all matters: the solids, liquid-fluids and gases. Therefore, heat been energy in transit uses the same concept where the particles inside the substance transfer the energy at each ‘rubbing’ hit in their high speed. The pace of t heir movement differs at different temperatures in gaseous and liquid states. We hence conclude that the heat energy is involved in the kinetic energy of the moving molecules inside a matter. Heat capacity of a substance is the required amount of heat energy one requires so as to increase its temperature by a degree. To be more practical, it is the total heat supplied divided by the temperature increase of an object. Either heat is lost or gained to cause temperature change ? size, nature of matter in an object and atmospheric pressure will determine an object heat capacity. Concentrating on size of the object, we deal with the quantity of a substance that cannot be separated from its mass. Take an example of 20 liters of tap water and 2 liters in a basin and avail a similar source of heat on them holding everything constant, then it is obvious that it will take less heat to cause warmth by 1 degree in the second case than in the first. The nature of matter is another determining pr operty, where the type of substance counts, be it gas, liquid or a solid (wood or metallic). Sources of heat: The solar energy is an external, powerful supplier of heat through the sun. It transmits electromagnetic energy through space onto the surface of the earth, impacting differently on them (Heat ? a Matter of Motion, p. 313). The heat is controlled enough to support life in this planet. The radiation of heat can be felt on human

Compating Two Architecs Essay Example | Topics and Well Written Essays - 2250 words

Compating Two Architecs - Essay Example Rapid urbanization and the high demand for houses has led to variations in the architectural designs that are used in the design of structures. There are contradictory forces between those who propose simple structures that are practical without ornaments and those that demand for traditional architecture that embraced ornaments to beautify the structures. Significantly, there is a great divide between the construction of simple practical structures that do not lay emphasis on ornaments and using of ornaments in architecture. It would be appropriate to consider the impact of either form of architecture to the environment. In essence, architecture in either the traditional or modern form should be able to stand harmoniously with culture.(Rhodes, 1995). It should be noted that the changing facets of architecture have been brought about by commercialism and consumption attitudes, architectural fashions and professional egoism that have significantly transformed over the decades. Towns a nd urban centers should have architectural designs that provide an identity to the place and present an appreciation of the cultural aspects of the place. Over the generations, architecture has been between mankind and the environment around them. As individual characteristics are different so it should be with cities, with urban planning. In traditional architecture, ornaments were accorded very high value. ... Tall imposing buildings are meant to show economic advancement without necessarily being appealing from the ornamental perspective. The prerequisites are visibility and surprise; the creation of a distinct image in the observer’s mind for capturing his attention. This goes to the extent of borrowing symbols and motifs from earlier periods or other culture in order to legitimize a new social order. Modern architecture has given prominence to the concept of â€Å"internationalization†. The design of buildings has become uniform regardless of the cultural background. It has become a norm to have generic high rise block buildings in almost every city in the world. The advent of modern architecture in the 1920s marked the beginning of the demise for ornamental architecture. The notion of good design has evolved to mean that an architectural design has to be plain and simple. According to Loos (1998), ornamentation was unnecessary and had high cost implications. The origins o f modern architecture can be attributed to the social and political revolutions of that time. Advances in technology and engineering gave rise to new materials such as iron and steel which encourage minimalist design. The paper seeks makes a comparison between two architects: showcasing modern minimalist architecture and the traditional ornamental architecture. The major issue is to analyze the impact of both forms of architecture to the society. Notably, the impact of the evolution of architecture over time is analyzed in order to ascertain its relevance to the society and the environment. Traditional Ornamental Architecture: Dankmar Adler The definition of an