The New England And Chesapeake Colonies - 1490 Words

The people of the New England and Chesapeake colonies, although came from the same people, turned into very different cultures. For example, in New England, Puritanism was favored while in the Chesapeake region Christianity was practiced. Often times, religion would dictate a certain peoples way of life. Although both religions were strict, both had different ideas. Also, there were disagreements that occurred between the people within a colony. Many other ways of life were established in each of these areas independent of each other. John Winthrop speaks of how people should devote themselves to God and disregard all that interferes with that endeavor in A Model of Christian Charity. This was most likely written for the people in the Massachusetts Bay Colony because that area was settled primarily by Puritans. He suggests that the only way in which this is possible is to join into a brotherhood of sorts. This shows his Puritanism and that of others because Puritans were very determi ned people in becoming closer to God. Puritans did not even allow art, dancing, or music to be in churches. This is so that no distractions can be in place between the worshipper and God. Many people traveled to the colonies to escape the Church of England and join the Puritans. A ship’s list of emigrants bound for New England in 1635 is evidence of this. Those aboard the ship were traveling to New England, which is where the Puritans settled. Most likely, the emigrants would not move out ofShow MoreRelatedThe New England And Chesapeake Colonies1471 Words   |  6 Pageswas the formation of the thirteen colonies along the North American east coast. These colonies are generally divided into New England, Middle and South or the Chesapeake regions. Most of these colonies were settled by the British, yet they developed differently as the years went by. Some developed into more egalitarian colonies and some not. The greatest differences could be seen in the New England and Chesap eake regions. Even though the New England and Chesapeake regions were settled originally byRead MoreThe New England And The Chesapeake Colonies Essay1476 Words   |  6 Pagesleading into the 17th century. England was very forceful in pushing out multiple groups of people to the eastern coast of what is now known as North America. At that time there were only two prominent regions in North America, they were known then as the New England and the Chesapeake colonies. These two colonies would eventually band together to stand as one nation, but that was toward the end of the 17th century. The beginning tells a completely different story, both colonies had very different beliefsRead MoreThe New England And Chesapeake Colonies1290 Words   |  6 Pagesfurther exploration of this new world opened to many countries in Europe including England, Spain, and France. While France conquered present day Canada and Spain dominated both Central and South America, English mostly settled in the ea st coast of present day United States. During the seventeenth century, a large influx of immigrants came to the New World from England for many different reasons. Due to differences in motive and geography, the New England and Chesapeake colonies developed unique societiesRead MoreThe Chesapeake Colonies and New England Colonies Essay1260 Words   |  6 PagesSpain, Portugal, Holland, and England, all competed for colonization in unknown territories. Samuel de Champlain colonized along the St. Lawrence River in 1608, Henry Hudson of Holland established Albany in 1609, and Spain established colonies in Mexico and Mesoamerica. In 1607, England established its first colony in North America around the Chesapeake Bay, and nearly a decade later established a second colony in present-day New England. Both New England and the Chesapeake were founded by the BritishRead MoreChesapeake Colonies vs. New England Colonies933 Words   |  4 Pagescentury, two colonies emerged from England in the New World. The two colonies were called the Chesapeake and New England colonies. Even though the two areas were formed and governed by the English, the colonies had similarities as well as differences. Differences in geography, religion, politics, economic, and nationalities, were responsible for molding the colonies. These differences came from one major factor: the very reason the English settlers came to the New World. †¨The Chesapeake colonies were primarilyRead MoreChesapeake And New England Colonies Essay1819 Words   |  8 Pagescity to fall into the extremes of poverty and wealth. The New England community was so strong and so supportive in comparison to that of the Chesapeake Bay, that it is no wonder they developed into two distinctly different cultures before the year 1700. The Chesapeake region developed into a land of plantations and money-driven owners, with the elite wealthy, almost no middle class, and those in poverty creating the population. New England, on the other hand, had developed into a religion and familyRead MoreCompare And Contrast The Chesapeake And New England Colonies1071 Words   |  5 Pagesthe New World, the English also started to establish colonies and settle in the New World. To encourage the colonization of the New World, England offered charters to Joint-Stock Companies and individuals to set up colonies in the New World. Although the Chesapeake and New England settlers both migrated from England, the two regions of the New World developed into distinctly different societies due to different economic reasons, types of people, and political organization. Both of the colonies hadRead MoreEssay Chesapeake Vs. New England Colonies763 Words   |  4 Pagesdiversity being sown in the early days of colonization when the Chesapeake and New England colonies grew into distinctive societies. Even though both regions were primarily English, they had similarities as well as striking differences. The differentiating characteristics among the Chesapeake and New England colonies developed due to geography, religion, and motives for colonial expansion. nbsp;nbsp;nbsp;nbsp;nbsp;Virginia, the Chesapeake Bay area, was not interested in long-term colonization inRead MoreDifferences Between New England And Chesapeake Colonies1276 Words   |  6 Pagesfindings of new created much curiosity in Europe to explore and conquer new lands in order to expand their empire. In the early 1600’s a surge of motivation to explore and settle new colonies came over England. The Result of this was the New England and Chesapeake colonies, who were both settled by immigrants from England. Many people decided they needed to escape England due to religious persecution and poverty. Hundreds of families, men, women, and their children, came in search of a New World whereRead MoreA Comparison of the New England and the Chesapeake Bay Colonies947 Words   |  4 Pagesthe New England and Chesapeake Bay Regions During the 1700s, people in the American colonies lived in very distinctive societies. While some colonists led hard lives, others were healthy and prosperous. The two groups who showed these differences were the colonists of the New England and Chesapeake Bay areas. The differentiating characteristics among the Chesapeake and New England colonies developed due to economy, religion, and motives for colonial expansion. The colonists of the New England

A Story from My Memory The Clash Free Essays

Memories†¦ past events that tell the history of a person; this makes him or her unique from other people. Memories, if I think about it, I guess I do not have much of that. It is just the way it is for me. We will write a custom essay sample on A Story from My Memory: The Clash or any similar topic only for you Order Now It is like my memories are easily removed from my mind so that not much of my history is left. However, despite this, there was this one night a long time ago that I would never forget. I believe it was in the year 1992, though my mind tells me that it is not sure whether it really was. Do you know the feeling of knowing the period in your life when an event happened, yet, at the same time, you are not sure of the time details? I think this is a great example for that. Somewhere in my brain, there is sureness that the event happened during my 5th or 6th year of life. The setting was Saudi Arabia, my homeland, and it was before the beginning of the Desert Storm. Just like every other siblings, my sister and I love staying up late. During that night we planned to stay up all night to chit-chat and play. We planned to do the stuff   normal girls enjoy. The night was beautiful and ideal for that. Children would have loved to enjoy that night, of course, without knowing the following events to happen. There were clear skies. As we lay in bed, there was a sudden flash of light coming from the window. It was really bright! The first thing that came into my mind was to know the source of the light. Without further thinking, I went out to see what that was, and there came what seemed to be the source†¦ it was an explosion. I saw a big explosion in the mid-air. My mind went haywire. As young as I was back then, I may say that I was really vulnerable and fragile. For a moment, I could not move and I was shocked at the huge explosion right in front of my eyes. Now that I think of it, I would surely say that it was no laughing matter, and it was completely nothing like what my sister and I had intended to do that night. The explosion that I saw was the second one and I was afraid of the next. I just knew that there was another one coming, and I was right. Ten seconds later, as I stayed to watch what happened next, there was a flying object coming from the same direction! In my mind, I was like saying, â€Å"Oh no! It might hit us!† and then, I saw something that flew from the ground, and it hit that flying object. It exploded! A clash! Voila! Another explosion right before my own eyes! The events were too much to handle. I was so young to see the bad things of the world. My body was pumped with adrenaline as I witnessed the event. I panicked and I was so afraid that all I can think of was to run to my parents’ room. When I reached their room, I saw my father trying to calm my mother. My father was from the military. He gave my mother directions on what to do. He said to her, â€Å"You should take the kids and go with your family out of the city.† Why did he tell her that? Why did we have to leave? My mind was full of questions but at the same time all I can do is follow. Afterwards, my father received a phone call from the military base. My father’s reaction was to wear his military uniform, say goodbye to us and leave. My mind, as young as it was, cannot fully understand the happenings that night. However, as the years passed, I learned that that moment was the beginning of the desert storm. It was also only after a while when I learned about the anti-missile system that was used to protect Saudi Arabia was the same thing that protected the people in our place from the ballistic missile heading near our home. The United States provided antiballistic defense during those times to protect the kingdom during the Gulf War. (ARCENT Saudi Arabia (ARCENT-SA) ) Without the protection, who knows what may have happened. I am very thankful that what I witnessed was a series of mid-air explosions instead of ground ones or else wide-ranged death may be my story here. My youthful mind can be said to be not as innocent as it may be. To me, the event was a mind-opening one. It made me aware of the nature of humans and the things that they do.   As I look at my young self, I may say that I have already witnessed the harshness of man-made evils that can really kill people. The missiles may not have harmed us physically, but emotionally and intellectually, there have been scars from that event. The mere thought of my father leaving for war where life is like always hanging in line is a very devastating idea for me. People can be harmed by the technology that man builds; at the same time, it can also protect them. The event in my life that I told is a part of my history, maybe not only mine, but also of others who have seen it. Now, as I brought my story to life through my writing, it made me more aware of my life. It made me realize that around us, disasters are possible, natural or artificial. These phenomena take lives as they pass and that we must be ready. Our life on earth is just short and we must make every moment of it count. Bibliography ARCENT Saudi Arabia (ARCENT-SA) . (n.d.). Retrieved June 02, 2010, from Global Security.Org: http://www.globalsecurity.org/military/agency/army/arcent-sa.htm How to cite A Story from My Memory: The Clash, Papers

Average Variable Cost Average Fixed Cost †Myassignmenthelp.Com

Question: Discuss About The Average Variable Cost Average Fixed Cost? Answer: Introduction: Based on the case study given to us we examine some issues that Adam and Virginia face when they move over from their regular job to setting up a coffee shop on Sundays. This analysis uses the key concepts of revenue, costs and its types, and lastly the rule to determine expansion when penalty rates dip. We use a variety of costs ranging from fixed, variable, explicit and implicit and sunk cost, and the corresponding average variable cost and average fixed cost. Sunk costs are costs incurred by a firm, but cant be recovered, by definition. These are different from fixed and variable costs as they are not a part of the determination of profit maximising or any other decision making. Sunk costs do not enter any decision making, but they are important as they determine the ease with which a new firm can enter the market. High sunk costs mean more expenditure for the entrant that is irrecoverable. Fixed costs refer to costs that do not vary with output; accordingly they are short run concept. Variable costs vary with output level, and form a crucial part of decision making. As per Tucker (2008) explicit costs refer to payments to nonowners of a firm for their resources, whereas implicit costs refer to opportunity costs of using resources owned by a firm. These also lead to a difference between accounting and economic profits. By logic explicit costs include fixed and variable costs. There is no such distinction of fixed/variable costs for implicit cost. Accounting profits = Total revenues- total explicit costs Economic profits= Total revenues- total explicit costs implicit costs So if any owner of a firm is using his own resources then economic profits will be lower than accounting profits. ANALYTICAL DEVELOPMENT We look at arrange of issues here separately. Profits We start with accounting and economic profits first. We segregate all costs under various headings: Fixed costs include the rent paid for coffee machine and sundries (coffee and cups) = 1000+500=1500 Variable costs = wages = 5 workers *10 hours @40 per hour = 2000 Total revenues = 3*4000 cups = 12000 So accounting profits = 12000-2000-15000= 8500 Now we account for implicit costs, which include wages of Adam and Virginia = 400*2 =800 Rent they could have received for the shop premises if they chose not to operate themselves = 1500 Own money they use after withdrawing from bank = 2*200 = 400 Total implicit costs = 800+400+1500 = 2700 So Economic profits = 8500-2700 = 5800 The average cost under this scenario of a penalty @40 per hour will be total explicit cost / 4000= 3500/4000 = $0.875. This average cost concept only includes accounting profits that use explicit costs. NEXT we move to a scenario where penalty is reduced by 50% to 20 per hour. This will affect our variable costs. So we have new calculations below, where accounting profits are now higher at 9500. The economic profits will also change accordingly, as shown below to 6800. The average costs will be total costs / 4000 = 2500/4000 = 0.625 Sunk Costs: As explained these cost are irrecoverable. Before the cut in penalty there are zero sunk costs. This is because all costs incurred are either implicit or explicit. After the cut we have some sunk costs in terms of what both of them used to earn but cant earn now. They were earning $400 each. If penalty rates were @40, they could have gone back and resumed work, making this cost an implicit cost. However as the penalty rate has dipped they no longer have the option of going back and earning 400 each. At best, they can earn @20 per hour, reducing earnings to 200. Thus, implicit cost is now only 200 per person, while sunk costs are also 200 per person. So total sunk costs = @ 200 for each person = 200*2 =400. Elasticity Of Demand: We are told that any number of coffee cups can be sold at $3 each. This makes demand perfectly elastic, as in a perfectly competitive structure. The demand curve for the firm is horizontal at a price of $3. Optionof Expansion Lastly we consider the possibility and rationality of expansion due to lower variable cost. We already know that they are operating at full capacity in a perfectly competitive setting. The lower variable costs lead to higher profits. The decision to expand must be based on MR-MC rule. Assuming they are in equilibrium MR=MC currently. As costs are lowered it cause lower MC, while MR remains at 3. So we have MR MC. This should lead to an expansion as profits can be made by increasing output. They must opt for expansion. Conclusion: Both Adam and Virginia are rational in deciding to set up a coffee shop. This is because the accounting and economic profits are both positive under both sets of penalty rates. This means that after accounting for the opportunity costs of their labour and their own funds, they still end up with a profit. When penalty rates drop they must opt for an expansion as they are likely to make even more profits. References Courseera.org, n.d. MR=MC rule. [Online] Available at: rules-p-mr-mc-the-shutdown-rule" https://www.coursera.org/learn/principles-of-microeconomics/lecture/zKD8R/pricing-and-production-rules-p-mr-mc-the-shutdown-rule [Accessed 2 Sep 2017]. jodiecongirl, n.d. Accounting vs Economic profits. [Online] Available athttps://socratic.org/microeconomics/profit/accounting-versus-economic-profits [Accessed 5 Sep 2017]. Open.lib.umn.edu, n.d. Perfect Comnpetition in the Long run. [Online] Available at: https://open.lib.umn.edu/principleseconomics/chapter/9-3-perfect-competition-in-the-long-run/ [Accessed 5 Sep 2017]. Oregonstate.edu, n.d. Economic profit and Accounting profit. [Online] Available at: https://oregonstate.edu/instruct/econ201/osman/Lec10/tsld018.htm [Accessed 3 Sep 2017]. Pitt.edu, n.d. Cost concepts. [Online] Available athttps://www.pitt.edu/~upjecon/MCG/MICRO/COST/Costs.html [Accessed 2 Sep 2017]. Rittenburg, L. Tregarthen, T., n.d. Principles of Economics V 1.0. [Online] Available athttps://catalog.flatworldknowledge.com/bookhub/22?e=rittenecon-ch02_s03 [Accessed 4 Sep 2017]. Staffwww.fullcoll.edu, n.d. perfect competition. [Online] Available at: https://staffwww.fullcoll.edu/fchan/Micro/4perfect_competition.htm [Accessed 2 August 2017]. Tucker, I., 2008. Survey of Economics. Cengage books.

Introduction to Psychopathology

Introduction Psychological researchers have for a long time made attempts to understand normal and abnormal human behavior. According to Amrend and Stonrned, abnormal psychology can be defined as a branch of psychology that deals with mental disorders, emotions and the causes of abnormal behavior, usually referred to as psychopathology (1995). The study covers the causes and measures of dealing with the condition. Advertising We will write a custom research paper sample on Introduction to Psychopathology specifically for you for only $16.05 $11/page Learn More It also focuses on that behavior which does not fall within the confines of what can be termed normal behavior limits hence regarded as abnormal. There is no clear cut between normal and abnormal behavior across human beings. The determination of acceptable behavior has been known to vary from one culture to another. This is because of the difference in the way people behave in different societies and cultures. With psychology, in general, dealing with the study of human behavior and behavior change; abnormal psychology is therefore a branch of psychology that investigates people’s maladjusted behavior relative to the socially approved behavior (Masterpasqua, 2009). This field of psychology deals with disorders in behavior on the basis of human behavior resulting from a thought process. This implies, therefore, that behavior disorder results from a disorder in human thoughts. There is no ideal behavior or perfect behavior, but that behavior which is perceived by the greater majority to be the normal behavior (Masterpasqua, 2009). This explains why there is some significant variation from one culture to another as a far as the determination of normal and abnormal behavior is concerned. If a certain behavior is generally acceptable by the majority, then it is regarded as normal. The acceptable ways of conducting oneself in the society are transferred from one generat ion to another through social learning, genetic components, judgment and social interaction in general.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Origins of Abnormal Psychology The origin of abnormal psychology can be traced back to the ancient times. People have been trying to examine the behavior of people against the conventionally accepted normality. People have tried to investigate the causes of such abnormal behavior. Abnormal behavior was initially considered as being caused by spirits, demons and some supernatural forces beyond human control. The causes of abnormal behavior can be categorized into three major factors: supernatural, biological and psychological. During the Stone Age period, any abnormal behavior was considered as punishment from God or gods for that matter. The behavior was believed to be caused by evil spirits which had to be exorcised in order to bring the i ndividual to normalcy. The means and ways in which the spirits were exorcised varied from one community to the other. According to a research by Shieff, Smith and Wadley, the spirits could be exorcised by drilling a hole in the person’s head in order to allow the evil spirits to escape (2007). In some instances, others used to torture the person possessed by the spirits with an aim of compelling the spirits to come out of the victim. Other religious practices could also be done to exorcise the demonic spirits. The practices and beliefs were adhered to until towards the end of 15th century. At the beginning of the 16th century, psychologists and physicians of the time were convinced that abnormal behavior manifestations that were experienced as a result of cognitive disorders were closely linked to the movements of celestial bodies like the moon and stars. The movements were thought to bring with it demons and evil spirits. Greek physicians, on the other hand, thought that abnormal behavior was biological and could be treated just like any other mental disease (Amrend Stonrned, 1995). Advertising We will write a custom research paper sample on Introduction to Psychopathology specifically for you for only $16.05 $11/page Learn More According to the physicians, the brain is responsible for all the behavior changes and when there is a problem in the brain, the individual’s behavior could be affected directly. It was later argued that behavior, to a great extent, was influenced by the social factors in the society. From this perspective, abnormal behavior was seen to be related to the psychological status of a person. It is evident, therefore, that the evolution of abnormal psychology has transcended abstract beliefs of ancient ages to a more modern scientific understanding of the same condition. In the 21st century, physicians can offer therapeutic care for the patients with mental challenges that may manifest throu gh abnormal behavior(Shieff et al., 2007). This has offered a good foundation for the development of abnormal psychology. Models of Psychology There are three approaches or models that can be used in the study of abnormal psychology. The approaches include: biological, psychosocial and socio-cultural models. Biological Model The model is also referred to as the medical model from the fact that the model deals with physiological body functioning as well as the functioning of the brain. The approach views abnormal behavior as a disease which can be treated using medical means. Abnormal behavior is diagnosed and appropriate cure prescribed. The causes of abnormal behavior, according to this model, may be due to; inheritance, disease, body hormonal imbalance, malnutrition and neurochemical disorder (Amrend Stonrned, 1995). Although the model deals with medical approach, there is a social connection with biological mechanism. For example, mood and anxiety are believed to be predispose d by certain genetic makeup in the DNA. The biological model offers a limited explanation of abnormal behavior because it fails to explain the changes in behavior as a result of social influence of the environment. Socio-cultural Model According to this model, behavior is developed as a result of learning and coping in the immediate social environment such as the family, school and community. The culture of a particular community, for example, influences the behavior of the people within that community. The model proposes that abnormal behavior is a product of negative cultural practices. Masterpasqua, a specialist in the field of abnormal psychology, suggests that learning of behavior is influenced by the social group and the cultural pressure that surrounds an individual (2009). The pressure build up over a period of time and causes behavior change. The model gives a clear explanation of how to change behavior by modifying the social environment.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Psychosocial Model This model explains abnormal behavior from a psychological perspective. According to the proponents of this model, abnormal behavior is caused by unsupportive environment during the development of an individual. The abnormal behavior results when the environment is psychologically unfavorable and may lead to mental illness or disorder. The psychological tension, as argued by Amrend and Stonrned (1995), causes unresolved conflicts in the unconscious mind that may consequently affect the mental functioning and physiological state of the body. Abnormal behavior results from the interference of the normal behavior development process. When there is an unresolved conflict in a certain stage, there is a likelihood that the conflict will be passed on to subsequent stages, leading to the development of an abnormal behavior. Conclusion The paper has discussed the various origins of abnormal psychology and how it has evolved over time into a scientific discipline. It has also analyzed the hypothetical viewpoints and interpretations of biological, psychosocial, and socio-cultural models. These models provide useful perspectives for understanding abnormal psychology. This field has clearly undergone significant transformation to what it is at present. With time, researchers have come up with convincing theories to explain the probable causes of abnormal psychology and how it can be treated. References Amrend, G. N. Stonrned, P. N. (1995). The Diagnosis of Abnormal Psychology. British Journal of Psychotherapy, 42 (2), 180-196 Masterpasqua, F. (2009). Psychology and Epigenetics. General Psychology, 13 (3), 194-201 Shieff, C., Smith, G. T. Wadley, J. P. (2007). Self-Trephination of the Skull with an Electric Power Drill. British Journal of Neurosurgery, 15 (2), 156-158 This research paper on Introduction to Psychopathology was written and submitted by user Bast10n to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

12 Idioms Commonly Seen with Homonymic Spelling Errors

12 Idioms Commonly Seen with Homonymic Spelling Errors 12 Idioms Commonly Seen with Homonymic Spelling Errors 12 Idioms Commonly Seen with Homonymic Spelling Errors By Mark Nichol As, in time, idiomatic phrases become more isolated from their literal origins, writers are more likely to erroneously substitute a homonym (a word that sounds like another but is spelled differently and has a different meaning) for one of the words in the phrase. This post lists idioms that frequently appear with homonymic mistakes. 1. Incorrect: baited breath Correct: bated breath This phrase refers to abating, or stopping, breathing, and the related adjective bated is intended. 2. Incorrect: eek out Correct: eke out Eke originally meant â€Å"increase†; the verb is now obsolete except in the phrase pertaining to achieving after exerting effort; it has nothing to do with a squeal of surprise one might make when one is startled. 3. Incorrect: just desserts Correct: just deserts This idiom refers not to a sweet dish served after a main course but to what one justly deserves. Deserts is a noun, obsolete except in this usage, which refers to just that. 4. Incorrect: making due Correct: making do The expression pertaining to managing with available resources is â€Å"making do.† 5. Incorrect: marshal law Correct: martial law A marshal is a type of law-enforcement official, and to marshal is to order or organize, so this error is understandable, but the phrase refers to martial law, a state in which military forces maintain order under martial, or warlike, conditions. 6. Incorrect: peak (one’s) interest Correct: pique (one’s) interest In the sense of arousing interest, the correct verb is pique. 7. Incorrect: reign in Correct: rein in This phrase refers to managing someone or something as if one were using reins on a horse to control its movement, hence â€Å"rein in.† 8. Incorrect: sewing doubts Correct: sowing doubts This phrase refers to planting doubts as if they were seeds- thus, â€Å"sowing doubts.† 9. Incorrect: slight of hand Correct: sleight of hand This idiom is sometimes misunderstood to refer to deceptive movement so slight as to be undetectable, but the key word is sleight, meaning â€Å"dexterity.† 10. Incorrect: to the manner born Correct: to the manor born It is natural to assume that this phrase alludes to being born in a certain manner- specifically, â€Å"in an affluent environment†- but â€Å"to the manor born† pertains to those born in a manor, as opposed to a more humble dwelling. 11. Incorrect: tow the line Correct: toe the line The phrase alluding to placing one’s feet right on a line and not stepping over it is â€Å"toe the line.† 12. Incorrect: wet your appetite Correct: whet your appetite This idiom refers to sharpening one’s desire for something, not moistening it. Whet means â€Å"sharpen by rubbing against,† as with a whetstone against a knife, and the correct phrase is â€Å"whet your appetite. 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 Spelling category, check our popular posts, or choose a related post below:Congratulations on or for?36 Poetry Terms15 English Words of Indian Origin

E-Book Launch! LinkedIn Profile Tune-Up 18 Expert LinkedIn Profile Tips

E-Book Launch! LinkedIn Profile Tune-Up 18 Expert LinkedIn Profile Tips Im pleased to announce that my e-book, LinkedIn Profile Tune-Up:   18 Expert LinkedIn Profile Tips, is now live!   I am currently selling it for just $9.95 on my website (valued at $17). This e-book contains information that no other â€Å"LinkedIn expert† covers. I offer 17 strategic tips – from how to get your profile to the top of an Advanced Search, to how to create arrow bullets – AND I provide examples of how to write an effective profile, from your Headline to your Status Bar to your Summary Section and more. If you want to identify and strengthen any weak points in your LinkedIn profile, LinkedIn Power Tune-Up is a must read. Follow this advice, and you will create a frequently visited and highly effective LinkedIn profile. I also offer in-depth LinkedIn Profile reviews for $95, which you can purchase through my LinkedIn Profile Review page. You get a FREE copy of the e-book with every review. Category:Archived ArticlesBy Brenda BernsteinMarch 2, 2010

Reflection Term Paper Example | Topics and Well Written Essays - 500 words

Reflection - Term Paper Example The four major financial statements are the income statement, balance sheet, statement of retained earnings, and the statement of cash flow. The income statement and balance sheet are often referred to as common size financial statements. The income statement measures the profitability of a company during a specific period of time. The normal accounting cycle takes one year to complete. The financial statements are the end result of the accounting cycle. The balance sheet shows the financial position of a company at a specific point in time. The three major components of the balance sheet are the assets, liabilities, and stockholders equity. The balance sheet is prepared based on the logic from the basic accounting of equation. The basic accounting equation states that assets equal liabilities plus stockholders equity. The statement of cash flow illustrated the inflow and outflows of cash during a financial period. The three sections of the statement of cash flow are operating, finan cing, and investing. The statement or retained earnings outlines the changes in equity during a financial period. The Sarbanes Oxley Act of 2002 was created by Senator Paul Sarbanes and Representative Michael Oxley. The purpose of the act was to raise investor confidence in the stock market after the financial debacles that occurred at Enron, Tyco, and WorldCom among other companies. The Act was created to increase the accountability, reliability, and accuracy of financial information. The Sarbanes Oxley Act is composed of 11 titles. The 11 titles of the Sarbanes-Oxley Act are listed below: The third subject of accounting that will be discussed is conservatism. Conservatism states that if a situation arises where there are two acceptable alternatives for reporting an item, conservatism directs the accountant to choose the alternative that will result in less net income and/or less asset amount (Accountingcoach, 2011). When an accountant is

Influence of Employee Voice on Pay Determination Coursework

Influence of Employee Voice on Pay Determination - Coursework Example It is evidently clear from the discussion that Marsden makes use of the concept of a ‘zone of acceptance’ as the core of his article, in which, to put it in a nutshell, he suggests that employers need to periodically revise the roles and preferences of themselves and of employees as a necessary prerequisite for the process of adaptation through integrative bargaining, which deals with reaching in agreements to increase the size of the pie. The article discusses the ways in which collective employee voice can enable individual level integrative negotiations in the jurisdiction of non-codified elements of employment conditions that he calls ‘psychological contracts’, quoting Denise Rousseau. The ‘zone of acceptance’ decides the range of tasks that employees are prepared to perform and their time periods. However, to keep up with changing production and market requirements, organizations need to revise the boundaries of this zone periodically, with employee consent, if the organization has to survive. This is accomplished by communication with the employees and revising their beliefs and expectations contained in the ‘psychological contract’. The relationship of employment contains both psychological and economic constituents. According to the mutual interests of the parties involved, its contractual form is chosen from among a range of alternative ways of organizing transactions. Its economic basis defines the individual voice as well as collective employee voice which form the basis for renegotiating and inducing changes in the boundaries of the ‘zone of acceptance’. Marsden cites Ram to suggest that a negotiated order of varying degrees governs the workplace. Performance management in the British public sector and private sector organizations combines employee goal-setting and appraisal to performance related determination of pay. Marsden seeks to extend the range of voice mechanisms employers cho ose and tries to find out the reasons as to why employers choose a particular voice mechanism over others by analyzing the individual-level renegotiation of the zone of acceptance as a form of integrative bargaining, whose quality decides its outcome. The author argues that the importance of collective voice lies in its ability to remove distributional elements away from the bargaining, thus enabling individual level focusing on â€Å"win-win’ aspects of integrative negotiation, which improves the design of systems and of procedural justice.

The Count of Monte Cristo Summary Essay Example for Free

The Count of Monte Cristo Summary Essay In France during the eighteenth century, Edmond Dantes along with his close friend Fernand Mondego stop in a strange land in search of rescue help for their captain, who has just attained brain fever. They meet Napoleon and ask for medical attention for their captain. Napoleon allows them to stay in his quarters. On the first night of their stay, Napoleon asks Edmond a favor. He requests he deliver a harmless, personal letter to a friend back in Marseilles where Edmond resides. However, because of Napoleons great admiration for Edmonds loyalty to his captain, he entrusts Edmond not to speak of the letter to anyone. Sadly their captain passes on overnight leaving Edmond, Fernand and crew to continue on their way home. Once Edmond arrives home he has a nice dinner with his soon-to-be wife and father celebrating the marriage and his new job as captain of the ship. Edmond gets arrested in the middle of dinner for treason and brought to a man named J.F. Villefort for questioning. Apparently the letter Edmond hadnt the chance to deliver contained Napoleons army beach patrol times and locations. To Dantes most painful surprise, Mondego was the one who had in fact reported Dantes for delivering the letter. The night Dantes was speaking with Napoleon, Mondego had seen the happenings. Along with the help of two accomplices, J.F. Villefort and Phillipe Danglar, Mondego was able to frame Dantes for treason. When Dantes asks why he did it, Mondego responds, Youre the son of a clerk; Im not supposed to want to be you, (Mondego is the son of a Count). He is then taken to a horrible prison called the Chateau dIf, where he is barely fed, bored to the point of wanting suicide and whipped on every anniversary of his arrival. After a few years of torture, an elder man, Abbe Faria (a priest), digs his way into Edmonds cell. They make a deal that if Edmond helps Faria to dig an escape he will in return, educate Edmond. Eventually, when Dantes makes his way back to Marseilles, he is burdened by the horrible news of his fathers suicide and his ex-fiancees marriage to Mondego (she had been wrongly informed that Dantes was executed) a month after his death. After 13 years of his life taken away from him, the only  thought on Edmonds mind is revenge. He unfolds the Treasure of Sparta and buys a huge mansion. He then holds a house party to reintroduce himself to the world as the Count of Monte Cristo. Once social with his enemies again, he is able to have Danglar fall off a dock and hung. Then he tricks Villefort into confessing to a murder conspiracy so hes taken away to prison for the same suffering he had to endure. Next he wins everything he once had, back from Mondego. Mercedes rediscovers Dantes and confesses her son to be with Dantes instead of Mondego. After this confession, Dantes has the pleasure of killing Mondego in a sword fight. In beautiful conclusion, Dantes buys the Chateau dIf with his fortune and holds a proper farewell to his wise priest mentor.

Mind Control :: essays research papers

It is possible to control your mental and physical well being by controlling your thoughts and emotions. This is true for the following reasons. First, people can change the environment they are in and the people they are surrounded by in order to change their mood. Second, we are aware of what makes us sad and what makes us happy, so that enables us to control our emotions.   Ã‚  Ã‚  Ã‚  Ã‚  Many people are aware of their emotions, whether that is happy or sad. We have become accustomed to these emotions and understand what we need to do in order to change the way we are feeling. When people experience many different situations, whether they are uncomfortable or excited, they become familiar to being able to adapt or leave the situation and completely change their attitude when entering another. When we feel sad, we have different ways of cheering ourselves up. Some just relax while others will play a sport to run or play off the stress they hold. We all have our individual ways to changes our attitudes and perspectives towards different situations. We all have become familiar with our personalities so we are able to control our emotions and thoughts, which makes up our mental well being.   Ã‚  Ã‚  Ã‚  Ã‚  We are well aware of what makes us sad and what makes us happy, so that enables us to control our emotions. Everyone has grown accustomed and familiar with Ortiz 2 their emotions. We have been able to do studies to determine what can change our moods. Most people have great control over their emotions, and so doing certain things assists us by helping change our mood. People have come to the conclusion that â€Å"there are many number if things you can do to brighten your spirits and pull yourself out of a mood rut†. They suggest many different things such as watching a funny movie, which can put you in a high spirits and make you cheerful. Another suggestion is to play happier role because the roles you play tend to become a reality. â€Å"Since lights affect your moods, especially the absence of light in the winter, you should surround yourself with plenty of bright light†. And there are more, listening to music and talking to your friends are great ways to brighten a mood.

Nutrition Final Paper Essay

Question 1 (3 pts): Clients will often approach the RD, bewildered as to how to select, plan, and prepare a healthy diet for themselves or their families. Using yourself as an example, discuss the six basic principles of diet planning and how they apply to your dietary intake. Answer 1: Preparing and eating health meals for me and my family can be difficult with our busy schedule, but it starts with a plan. Using the 6 principles of diet planning I start with adequacy. I accomplish this by writing out a grocery list of all the things my family will need for the week. I also shop weekly because we prefer fresh fruit and vegetables. Next, I make sure we have an even balance of foods. I write out meal plans for the week to make sure my family has an even items of food and also a variety of foods. This can be very challenging with young picky kids, because my son would just eat fruit and oatmeal all day long if I let him. Variety is really hard in the Parker home because of the limited food choices do to my husband intolerance to red meats and dairy products. I also struggle because my favorite food list consists of about 10 different kinds of foods. We don’t really have problems with the nutrient density because we only eat lean proteins such as fish, turkey, and chicken. My husband cannot tolerate fatty food so we don’t fry, and we enjoy a fixed variety of fruits and vegetables. I do not pay attention to calorie content unless it is a prepackaged food you heat up or add water to, but I do make sure what I’m putting into my families bodies is enough to keep them going for the day. Moderation is the last of the principles and a big one in my house. When cooking we do not add extra salt for taste nor do we consume foods with high trans fat, saturated fat,or cholesterol. Water is also the most consumed beverage. Soda has no home in my pantry, but we do elect for juices that are not made from concentrate. Question 2 (2 pts): Discuss the key recommendations of the Dietary Guidelines for Americans 2010 and differentiate these guidelines from the Canadian Guidelines for Healthy Eating. Do you have a preference as to which one you would use with clients? Answer 2: The dietary guidelines for Americans in 2010 have 4 main points. Starting with balancing calories to manage weight. With in this section it talks about how to maintain calorie control,intake,and balance. Also, is talks about physical activity and keeping active to maintain a healthy weight. In the Canadian guidelines it has in own section for keeping active and doing it in accordance to your body weight, but it really doesn’t touch on calorie balance or intake. Next, the American guidelines touches on foods to reduce from your diet. Focuses limiting sodium, saturated, mono and poly saturated,cholesterol ,trans fats,added sugars,refined grains,and alcohol. Whereas Canadian guidelines really just focus a lot on salt intake, alcohol, and caffeine. Next American guidelines talks about food to increase. Included in this list is fruits, vegetables, fat free dairy, lean proteins, seafood, and foods that have more vitamins within them. The Canadian guidelines emphasis consuming a variety of complex carbs and foods from the earth. Also, incorporating low fat dairy products as part of a daly routine. Although, both will guide the average person to a healthier lifestyle I would refer my clients to the American guidelines because it goes in to more depth of how to live healthier. Question 3 (3 pts): MyPyramid is a popular graphic source for nutrition information. In fact, it is so popular that it has been duplicated as a graphic for exercise information, vegetarian diets, etc. Given its popularity, it would appear that MyPyramid is the best pictorial to teach consumers nutritional information. Would you agree or disagree? Why? After you have stated your own personal argument, consider the other perspective and discuss why someone would take this perspective. Answer 3: I believe MyPyramid is a great way to teach consumers nutritional information, but I disagree that’s it is the best way. The people who need these guidelines the most are most likely ones who do not take the time to get on the Internet and use the tools that MyPyramid has to offer. I don’t think it properly educates people on the right food choices in each group. Education on nutrient density is a lacking component when using MyPyramid. I also believe that the MyPyramid is lacking in teaching balance of healthy foods. It seems like they stress certain foods more than others and thus creating unhealthy habits for individuals not properly understanding their nutrition needs. Question 4 (3 pts) : Food manufacturing and technology continue to grow in sophistication. While one can certainly debate about the pros and cons of such growth, there is no doubt that consumers are often confused about the different labels given to the different types of processed foods! (a) In a few sentences, describe each of the following: fortified, refined, enriched, whole grain, and textured vegetable protein. (b) What are your thoughts on how these types of foods fit into the diet of the American consumer? Question 4 a) Refined foods are highly processed that have been stripped of their original nutrient content such as white flour and white pasta. Enriched foods add vitamins and minerals to replace the ones lost in the refining process. Fortified foods add vitamins and nutrients in addition to the ones found before the refining process. Question 5 (3 pts): To fully gain command of their dietary intake, consumers should know how to read food labels. Many find reading food labels very confusing. Why do you personally believe that consumers find food labels hard to read? Describe how you, if you were an RD, would educate your client on reading a food label. What do you think would be your priority point of education for your client? Question 6 (5 pts): As noted in your readings, describing a vegetarian diet is somewhat like describing a typical American diet; there are many varieties. Please describe the types of vegetarian diets one might come into contact with and provide a short synopsis on the food plan that would be followed. Question 7 (3 pts): Discuss the rationale why consumers/clients select to pursue a vegetarian dietary plan as well as the health benefits of following a vegetarian diet. Question 8 (3 pts): Discuss nutrients that an RD should be careful to assess for and discuss with a client pursuing a vegetarian program to ensure that their dietary plan allows for sufficient quantities of that nutrient.

Develop Goals Essay

As the course of weeks of planning have interpose realizing a campus improvement plan is an essential item for any growth of a learning environment. Modifying our processes, teaching practices and student learning is vital to notice in order to make our action plan become successful. We must not forget the fact that our action plan is intertwined with the vision and mission set up by the administration team for the campus. Following this will be a chart as a draft of a school improvement plan based on the data acquired from Del Castillo Elementary. It includes a summary of the feedback and goals set by my principal mentor and several other stakeholders from the campus. Through positive collaboration, teamwork from all stakeholders and the correct support the plan can be implemented in a successful manner for continuous improvement. Strategies Set up lessons and assessments based on the TEKS tested for each grade level. Match readiness and supporting standards set up on the TEA blueprint to meet weekly assessments given in class. Provide training for teachers based on best practices and test taking strategies to be used by students. Goals: (See Figure 1.1) The results of the 2014 STAAR test demonstrates a need for improvement in 4th grade writing, 3rd grade reading and math, and 5th grade reading and math subjects. Resources: Journeys Reading Program (Houghton Mifflin Harcourt), Empowering Writers (J. Mariconda), Pearson Envision, Campus Reading Coach, Campus Dean of Instruction, STAAR Workbooks (varies by grade level) Target Barriers: In 2014 the 4th grade percentage for the writing STAAR test was at 47 percent meeting standard, this will need to increase to  70 percent. For 3rd grade reading it was at 37%, it will need to increase to 50%. 3rd grade math was at 41%, it will need to increase to 50%. For 5th grade reading it was at 36% it will need to be raised to 60%, and for math it was at 42% and it will need to be raised to 67%. Action: Data reports of TEKS mastered will be used by teacher to provide interventions for each of the above subject mentioned, to target each learner’s area of difficulties. Provide questionnaires to several stakeholders to improve the structure of testing. (See figures 2.1, 2.2, 2.3) Personnel Responsible: Classroom teachers, reading coach, dean of instruction. Evidence of Completion: District Benchmark (1 for the fall semester (November) see Figure 1.2, 1 spring semester (February).) Percentages, 2015 STAAR results taken in April 2015. Figure 1.1 2014 STAAR Results (Percentage of Students Meeting Standard) Figure 1.2 2014 District Benchmark (November) Figure 2.1 Student Questionnaire Purpose: To improve a testing experience for our students to increase the percentage of students meeting the standards of the standardized test. 1) What grade levels have you attended Del Castillo Elementary? 2) Do you enjoy having no physical education time or pullout time during testing days? 3) Would snacks during testing break help you focus on the test? 4) Do you enjoy incentives provided for passing your benchmarks? 5) How many brain breaks do you believe you should receive during a testing day? Figure 2.2 Parent Questionnaire Purpose: Parents are knowledgeable of testing procedures and improve motivation from parent to student at home. 1) Do you express confidence in your son/daughters campus to teach the skills necessary to meet the standard of the standardized test? 2) Do you prefer public schooling or private schooling? 3) Would you like extra services to teach your child not to have test anxiety? 4) Do you prefer for classroom teachers to teach to test or have enviroment rich activities? 5) Do you believe standardized testing creates a negative impact on your child? 6) If a teacher does not have a good percentage of students passing the STAAR test, would you judge that teacher as a â€Å"bad† teacher? 7) How many years have your children attended Del Castillo Elementary? 8) Are you satisfied with the kind of motivation the campus promotes to your child to motivate them to pass the STAAR test? 9) How many of your children attend Del Castillo Elementary? 10) Are the STAAR scores important for you? 11) What do you consider more important your child’s STAAR scores or report card grades? Figure 2.3 Teacher Questionnaire Purpose: Promote motivation within teachers to increase passing percentages. 1) What is your position at Del Castillo Elementary? 2) How many years have you been teaching in this campus? 3) Would you prefer to work a private school campus that does not require students to take a state mandated standardized test? 4) What do you think should be the student to teacher ratio for the testing grade levels? 5) What kind of motivation rewards should be offered to students that meet the standards on benchmarks and on the STAAR test? 6) Are the resources provided useful to your instruction to teach all TEKS tested in your grade level? 7) What supplemental aids should be provided on a yearly basis to increase the percentage of students passing the STAAR test? 8) Do you feel that you have to â€Å"teach to the test†? 9) Does the emphasis on improving state standardized test scores impact your classroom positively or negatively? 10) How much emphasis did your school place on students’ state standardized test results to evaluate your performance? 11) Has the use of state standardized test scores and outcomes  led you to consider leaving the profession? 12) During the last school year, how much pressure did you feel from school administrators to improve state standardized test scores?

Seizure Symptoms Essay Example

Seizure Symptoms Essay Example Seizure Symptoms Essay Seizure Symptoms Essay In a nutshell, the general symptoms of seizure include the staring spell, loss of consciousness, uncontrollable jerking and psychic symptoms. One is advised to seek medical attention when the seizure lasts for more than five minutes. If a second seizure follows immediately, one needs to see the doctor easily. If the breathing or consciousness doesnt return after the seizure stops or if the patient has experienced heat exhaustion. If an individual has experienced a seizure for the first time, one need to seek medical advice. Having seizure can lead to various circumstances that can cause complications. When one falls during a seizure, they can injure their head or break their neck. If epilepsy occurs, one becomes 15 to 19 minutes likely to drown while swimming or even bathing than the rest of the population. A seizure is dangerous as it can cause car accident when the driver loses awareness or even control. It can also lead to pregnancy complications posing a danger to both the mother and the baby. The situation needs to be often checked, or it can easily result in unexplained death whereby the cause is known but the research done will indicate that the person died from the heart or respiratory condition. Partial and generalized seizure A seizure occurs in different categories. They are classified into two groups which are partial and generalized. Partial Seizures This category of seizure is often very subtle and rare. Due to its nature of being unnoticed, it can go unnoticed or can be confused with other events in the brain, therefore, spreading to other regions of the brain (Brandt Puente, n.d.). When they spread to the rest of the brain, then they graduate, and they are now called generalized seizures, most commonly referred to as clonic seizure. The study has it that approximately 60% of people with partial seizure are sometimes very resistant to antiepileptic medications. Simple partial seizures. There are short seizures that are usually called aura, and they can occur before a complex partial or tonic seizure but on their own. In this case, there is no loss of awareness or consciousness and they usually last less than a minute (Brandt Puente, n.d.). The simple partial seizures include sensory numbness and a burning sensation in the region of the body. There is also jerking of limbs and twitching of face. The patient start blushing, having nausea and a racing heart. Hallucinations are also part of the simple partial seizure. Complex Partial Seizures A seizure is said to vary widely depending on the place they start in the brain. Various seizures begin with an individual having loss of expression or a vague and confused appearance (Jason Brandt Antonio Puente, n.d.). Most of the individuals appear to have an altered consciousness and they might or might not respond. The individuals have a problem in answering such that if they do respond, they are usually inappropriate. In other context, people portray unusual behaviors that they keep on repeating. The partial seizure can last from 30 seconds to three minutes. After the seizure, the person wakes up feeling confused, and they might not even remember anything about the seizure. Generalized Seizures Generalized seizures are the most occurring seizure in the brain. Due to this fact, the seizure causes an individual to lose consciousness at the beginning of the seizure. A generalized seizure can occur after the simple seizure has occurred and as a result, they are termed as secondarily generalized tonic-clonic seizure (Cerqueira, Vieira, Maia Sweet, 2007). These type of seizure are the most recognized as they begin with an abrupt loss of consciousness whereby the individual cry out. If the person was standing, then the person falls, and his or her body stiffens, a condition that is known as a tonic. The situation is followed by the jerking of muscle whereby the situation is referred to as the clonic. The breathing of that person becomes suspended temporarily causing the lips and the complexion of the individual to turn grey or bluish. Most of the times, saliva accumulates in the persons mouth, and if the patient happens to have bitten his or her tongue, there can be an accumulation of blood in the mouth (Cerqueira, et.al, 2007). The individual often has loss of bladder control; he gets confused after waking, and he is eventually followed by headaches and soreness. The seizure usually last approximately two minutes or less. Primary generalized seizure begins with a general electrical discharge that involves both sides of the brain at once. The seizures have got hereditary factors, and they are important since they are the main factors in considering the outcome of the seizures. Etiology of Seizures. Although many seizures are idiopathic, the abnormal electrical brain activity occurring with the seizure are often an identified cause. In the cellular level, the activity of seizure can be caused by an alteration in the permeability of the cell membrane or the movement of the ions across the cell membrane of the neurons. Other theories about the cellular etiology involve having the decreased inhibition of cortical or thalamic neuronal activity or the changes in the cell structure that alter cellular excitability. Etiology classification falls into two broad categories which are primary/unprovoked or idiopathic seizures and secondary protected or acute symptomatic seizures. Primary epilepsy comprises of 65% of the seizure disorder, and its cause might be probably be traced back to the disorder (Brandt Puente, n.d.). Secondary or provoked seizures account for the remaining 35% of the seizure disorder. The secondary or the provoked seizures can be prevented if the disorder can be traced. The prevention can only happen if the disorder can be traceable. A metabolic disorder like electrolyte imbalances, hypoxia, hypoglycemia, uremia, alkalois withdrawal of addictive drugs and the ingestion of toxins has been known to be linked to seizure disorders. The other space occupying lesions of the CNS is the subsequent seizure that affects individuals between the ages of 35-50 (Brandt Puente, n.d.). The initial symptoms of the seizure patients amount to 40% and any disease that can be able to impair the blood flow in the body can provoke a seizure. The increase in the likelihood of a seizure increases with the increase of severity of cerebral ischemia. The vascular disease becomes the most common cause of seizure with atherosclerotic cerebrovascular insufficiency and cerebral infarction. The most common vasc ular disorder provoking seizures occur after the age of 60. Several infections of the CNS like bacterial meningitis, malaria, neurosyphilis, rallies, toxoplasmosis, brain abscesses and HIV-associated infection. The infection did usually account for almost 3 % of the acquired epilepsy and the other like acutely isolated seizure amounts for 10% to 24% (Brandt Puente, n.d.). The recent study indicated that the causes of seizures are usually a phenomenon named as photosensitive epilepsy which is the primary cause of seizure in children and adults that are exposed to geometric video pattern. The concept came to light when the Japanese children experienced seizures after watching a television show with colored, flickering lights (El-Radhi, 2015). In consideration of the dental factors, there are various causes of seizures like the hypoxia secondary to syncope, local anesthetic toxify and epilepsy. With some being entirely preventable with the assessment and proper patient management, making a medical history and reducing stress will enable the seizure caused by epilepsies to be preventable.

Biography of Charles Dickens, English Novelist

Biography of Charles Dickens, English Novelist Charles Dickens (February 7, 1812–June 9, 1870) was a popular English novelist of the Victorian era, and to this day he remains a giant in British literature. Dickens wrote numerous books that are now considered classics, including David Copperfield, Oliver Twist, A Tale of Two Cities, and Great Expectations. Much of his work was inspired by the difficulties he faced in childhood as well as social and economic problems in Victorian Britain. Fast Facts: Charles Dickens Known For: Dickens was the popular author of Oliver Twist, A Christmas Carol, and other classics.Born: February 7, 1812 in Portsea, EnglandParents: Elizabeth and John DickensDied: June 9, 1870 in Higham, EnglandPublished Works: Oliver Twist (1839), A Christmas Carol (1843), David Copperfield (1850), Hard Times (1854), Great Expectations (1861)Spouse: Catherine Hogarth (m. 1836–1870)Children: 10 Early Life Charles Dickens was born on February 7, 1812, in Portsea, England. His father had a job working as a pay clerk for the British Navy, and the Dickens family, by the standards of the day, should have enjoyed a comfortable life. But his fathers spending habits got them into constant financial difficulties. When Charles was 12, his father was sent to debtors prison, and Charles was forced to take a job in a factory that made shoe polish known as blacking. Life in the blacking factory for the bright 12-year-old was an ordeal. He felt humiliated and ashamed, and the year or so he spent sticking labels on jars would be a profound influence on his life. When his father managed to get out of debtors prison, Charles was able to resume his sporadic schooling. However, he was forced to take a job as an office boy at the age of 15. By his late teens, he had learned stenography and landed a job as a reporter in the London courts. By the early 1830s, he was reporting for two London newspapers. Early Career Dickens aspired to break away from newspapers and become an independent writer, and he began writing sketches of life in London. In 1833 he began submitting them to a magazine, The Monthly. He would later recall how he submitted his first manuscript, which he said was dropped stealthily one evening at twilight, with fear and trembling, into a dark letter box, in a dark office, up a dark court in Fleet Street. When the sketch hed written, titled A Dinner at Poplar Walk, appeared in print, Dickens was overjoyed. The sketch appeared with no byline, but soon he began publishing items under the pen name Boz. The witty and insightful articles Dickens wrote became popular, and he was eventually given the chance to collect them in a book. Sketches by Boz first appeared in early 1836, when Dickens had just turned 24. Buoyed by the success of his first book, he married Catherine Hogarth, the daughter of a newspaper editor. He settled into a new life as a family man and an author. Rise to Fame Sketches by Boz was so popular that the publisher commissioned a sequel, which appeared in 1837. Dickens was also approached to write the text to accompany a set of illustrations, and that project turned into his first novel, The Pickwick Papers, which was published in installments from 1836 to 1837. This book was followed by Oliver Twist, which appeared in 1839. Dickens became amazingly productive. Nicholas Nickleby was written in 1839, and The Old Curiosity Shop in 1841. In addition to these novels, Dickens was turning out a steady stream of articles for magazines. His work was incredibly popular. Dickens was able to create remarkable characters, and his writing often combined comic touches with tragic elements. His empathy for working people and for those caught in unfortunate circumstances made readers feel a bond with him. As his novels appeared in serial form, the reading public was often gripped with anticipation. The popularity of Dickens spread to America, and there were stories told about how Americans would greet British ships at the docks in New York to find out what had happened next in Dickens latest novel. Visit to America Capitalizing on his international fame, Dickens visited the United States in 1842 when he was 30 years old. The American public was eager to greet him, and he was treated to banquets and celebrations during his travels. In New England, Dickens visited the factories of Lowell, Massachusetts, and in New York City he was taken to the see the Five Points, the notorious and dangerous slum on the Lower East Side. There was talk of him visiting the South, but as he was horrified by the idea of slavery he never went south of Virginia. Upon returning to England, Dickens wrote an account of his American travels which offended many Americans. A Christmas Carol In 1842, Dickens wrote another novel, Barnaby Rudge. The following year, while writing the novel Martin Chuzzlewit, Dickens visited the industrial city of Manchester, England. He addressed a gathering of workers, and later he took a long walk and began to think about writing a Christmas book that would be a protest against the profound economic inequality he saw in Victorian England. Dickens published A Christmas Carol in December 1843, and it became one of his most enduring works. Dickens traveled around Europe during the mid-1840s. After returning to England, he published five new novels: Dombey and Son, David Copperfield, Bleak House, Hard Times, and Little Dorrit. By the late 1850s, Dickens was spending more time giving public readings. His income was enormous, but so were his expenses, and he often feared he would be plunged back into the sort of poverty he had known as a child. Later Life Epics/Getty Images Charles Dickens, in middle age, appeared to be on top of the world. He was able to travel as he wished, and he spent summers in Italy. In the late 1850s, he purchased a mansion, Gads Hill, which he had first seen and admired as a child. Despite his worldly success, though, Dickens was beset by problems. He and his wife had a large family of 10 children, but the marriage was often troubled. In 1858, a personal crisis turned into a public scandal when Dickens left his wife and apparently began a secretive affair with actress Ellen Nelly Ternan, who was only 19 years old. Rumors about his private life spread. Against the advice of friends, Dickens wrote a letter defending himself, which was printed in newspapers in New York and London. For the last 10 years of his life, Dickens was often estranged from his children, and his relationships with old friends suffered. Though he hadnt enjoyed his tour of America in 1842, Dickens returned in late 1867. He was again welcomed warmly, and large crowds flocked to his public appearances. He toured the East Coast of the United States for five months. He returned to England exhausted, yet continued to embark on more reading tours. Though his health was failing, the tours were lucrative, and he pushed himself to keep appearing onstage. Death Dickens planned a new novel for publication in serial form. The Mystery of Edwin Drood began appearing in April 1870. On June 8, 1870, Dickens spent the afternoon working on the novel before suffering a stroke at dinner. He died the next day. The funeral for Dickens was modest, and praised, according to a New York Times article, as being in keeping with the democratic spirit of the age. Dickens was accorded a high honor, however, as he was buried in the Poets Corner of Westminster Abbey, near other literary figures such as Geoffrey Chaucer, Edmund Spenser, and Dr. Samuel Johnson. Legacy The importance of Charles Dickens in English literature remains enormous. His books have never gone out of print, and they are widely read to this day. As the works lend themselves to dramatic interpretation, numerous plays, television programs, and feature films based on them continue to appear. Sources Kaplan, Fred. Dickens: a Biography. Johns Hopkins University Press, 1998.Tomalin, Claire. Charles Dickens: a Life. Penguin Press, 2012.

Literature and society Essay Example | Topics and Well Written Essays - 500 words

Literature and society - Essay Example Marlon Brando, the main character, plays as a former boxer as well as a longshoreman who is accidentally engaged with dishonest labor unions the slaughter of young Joey (Elia 36). Marlon works as a puppet for corrupt bosses in the movie. We constantly see conflict of values since there are individuals who have embodied truth as well as law whereas corruption prevails on one side. Brando’s Terry Malloy has lost in an important boxing fight having been persuaded by his brother. Terry plays a man with a conscience torn between two sides. Le asks him to monitor and spy on Barry, Malden’s father and Eva Saint’s Edie. Soon Terry witnesses their good plans but initially he is doubtful and mocks them (Elia 27). He gets confused since he wants to assist Edie and at the same time wants to meet expectations of Charley and Johnny. Individualism is a theme that has been well illustrated in this movie. Terry is experiencing a lot of hardships just because of Friendly, the self –centered individual. Friendly is an individualist since he is inspired by his own interests to make taint the working atmosphere with corruption. The play waiting for Lefty by Odets explores union movements by workers because they have been let down by their seniors (Odets 56). Collectivism is broadly spread since communism is what the employees aim as protest to strike. Tax drivers suggest striking as the ideal option to seek out the attention of their seniors. The only individuals who skipped the strike were the people in forefront organizing the strike and the military workers. Even after finding out that the union leader had already been murdered by their senior they still carried on with the fight for their own rights. Collectivism is further illustrated because the author creates the presence of Lefty as crucial even though the union does not disintegrate and collapse with his absence. However, Lefty`s absence made the protest more

Foreign Bonds Essay Example | Topics and Well Written Essays - 1000 words

Foreign Bonds - Essay Example Foreign Bonds Introduction to Foreign Bonds â€Å"Foreign bonds are a debt security issued by a borrower from outside the country in whose currency the bond is denominated and in which the bond is sold† (Scott 2003). Whatever country the bonds come from, they fall into either of two classes: government bonds and corporate bonds (Brigham & Eharhardt 2009). The former is supported by the issuing governments and their agencies. For example, a bond denominated in Philippine peso that is issued by the government of the United Sates is a foreign bond. Bonds that are partially backed by the U.S. government are called â€Å"Brady bonds† after Nicholas Brady, former treasury secretary under the administration of presidents Reagan and Bush (Brigham & Ehrhardt 2009). Corporate bonds, on the other are issued by foreign or multinational corporations (MNCs) (Madura 2006). For instance, Sharp Corporation (a Japanese firm) may need U.S. dollars to finance the operations of its holdings in the United States. If it decides to raise the needed capital in the United States, then the bond would be financed by a group of U.S. investment bankers, denominated in U.S. dollars, and sold to U.S. investors in accordance with SEC and applicable state regulations. The bond is no different from those issued by equivalent U.S. corporations except for its foreign origin, thus making it a foreign bond. Alternatively, if Sharp Corporation issued bonds in the Philippines that were denominated in pesos then they would also be considered as foreign bonds. â€Å"Foreign bond issues carry prefixes that indicate the country in which the offering is made† (Shailaja 2008). If Sharp Corporation would make a U.S. dollar denominated bond issue in the U.S. capital market, it is making an issue of Yankee bonds. Similarly a Samurai bond is a yen denominated bond issue made by a foreign borrower in the Japanese capital market to Japanese investors. A Bulldog bond is a pound sterling denomi nated bond issue made by a foreign borrower in the British capital market to British investors. Foreign bonds may be subject to withholding tax. â€Å"This is a tax levied by the country to which the foreign borrower belongs, on interest payments made to foreign bondholders† (Shailaja 2008). Suppose Sharp Corporation makes a Yankee bond issue and the Japanese tax law stipulates that a 15% withholding tax must be levied on interest payments made by Sharp Corporation to the bond holder. If the face value of each bond is $100 and the fixed coupon rate is 10%, the interest receivable by a bondholder is $10. But with the 15% withholding tax, he receives only $8.5—that is, $10 less 15%. The Reason Foreign Bonds Exist â€Å"Foreign bonds are designed to cater to the investment needs of the target market† (Shailaja 2008). They have certain attributes that appeal to investors in the capital market where they are tendered. Foreign firms or multinational corporations that aspire to expand their business portfolios choose to issue bonds in several foreign countries. This is also one strategy to obtain support from the government of each foreign country that they plan to do business with. Issuers understand that they may be able to attract a stronger demand by offering their bonds in a particular foreign country rather than in their home country (Madura 2008). Some countries have a limited investor base, so companies in those countries seek financing overseas (Madura 2008). Also

ELL Instructor Interview Essay Example | Topics and Well Written Essays - 500 words

ELL Instructor Interview - Essay Example In order for students to implement these strategies, it is crucial that they get exposed to real-life scenarios in which they can be able to compare and contrast their acquired skills set. For instance, increasing their proficiency would mean sitting down them individually or in small groups and explaining the concepts to them through real-life methodology. Collaborating is undoubtedly essential in order to thrive in any profession as the thoughts of ideas, knowledge, and practices are exchanged. Trimis, E (2009) Through my personal experience, I have felt that English should be taught in the simplest manner by implementing methodologies that are acquired in school initiates from giving students real life example. In order for students to implement these strategies, it is crucial that they get exposed to real-life scenarios in which they can be able to compare and contrast their acquired skills set. Collaborating is undoubtedly essential in order to thrive in any profession as the thoughts of ideas, knowledge, and practices are exchanged. Quite often, students struggle to socialize in a pre-dominant learning environment. Parents and teachers should play a symbiotic role and support while ensuring that everyone is in sync with the progress. Furthermore, collaboration is a key for the success of students, parents and teachers. The main proposition is to ensure that a learning environment offers multiple platforms, bridges the gap between teachers, parents and students and secure and confidentiality is of the highest quality. Parents can give feedback or allow children to ask questions. Underachievement can consist of many factors such as not being challenged enough, lack of motivation or interest. Students maybe bright but may not feel challenged enough. Ideally, every teacher wants their students to be independent thinkers for various reasons. First and foremost, independent thinking is needed to harness the society and express innovation. Secondly,

Personality and Organizational Commitment Relationship

Personality and Organizational Commitment Relationship ABSTRACT The objective of this study was to explore the relationships between the personality traits and organizational commitment among non teaching employees in government schools in the Sultanate of Oman. Data was collected by using Big Five Inventory (BFI) and revised Organizational Commitment Scale (Meyer, Allen, Smith, 1993). Response was received from 95 non teaching employees with a response rate of 47.50%. The findings of this study suggest us the relationships between personality traits and organizational commitment among non teaching staff in the government schools. KEYWORDS Affective commitment, big five-factor model of personality, continuance commitment, normative commitment, organizational commitment. INTRODUCTION This study explored the relationship between personality traits and organizational commitment among non teaching employees in the government schools of Sultanate of Oman. Organizational Commitment is being considered as an underlying factor for organizational success. Shepherd and Mathews (2000) suggest that employers view Organizational Commitment with increasing interest and importance. Due to increasing interest of employers and researchers, organizational commitment has become highly researched job attitude. It is evident from the fact that commitment has been the subject of many meta-analyses (Cooper-Hakim Viswesvaran, 2005; Mathieu Zajac, 1990; Meyer, Stanley, Herscovitch, Topolnytsky, 2002) studies. Theoretical reviews by Lawler (1992) and Reichers (1985) have also widely explored this attitude. This job attitude has become important for employers because employees with low levels of commitment are more likely to leave their organizations (Meyer et al., 2002). Research into Organizational Commitment has focused on the relationships between various antecedents and the components of Organizational Commitment. The primary antecedents to organizational commitment are like age; gender; education level; marital status; position and organization tenure; personality; and role states (Camilleri, 2002). Meyer and Allen, (1984); Grusky, (1966) and Mowday et al (1982) have thoroughly examined various relationships between antecedents and organizational commitment. This study was designed to contribute to the Organizational Commitment related literature by exploring the relationships between age, tenure, personality traits (using Big Five Model) and organizational commitment. THE FIVE-FACTOR MODEL OF PERSONALITY The Big Five model of personality implies that personality consists of five relatively independent traits that provide a meaningful explanation for the study of individual differences (Kumar, Bakhshi Rani, 2009) and their responses. The five dimensions in Big Five model of personality are Extraversion, Conscientiousness, Openness to Experience, Agreeableness and Neuroticism. Each of the Big Five traits is a set of traits that tend to occur together in individuals (Kumar, Bakhshi Rani, 2009). Extraversion is the state of being predominantly concerned with and obtaining gratification from what is outside. The behavioral tendencies used to measure this factor are sociable, gregarious, assertive, talkative, and active (Barrick Mount, 1991). Conscientiousness refers to the tendency to show self-discipline, act dutifully and be focused on the goals. It includes behavioral tendencies like being hard working, achievement- oriented, persevering, careful, and responsible (Barrick Mount, 1991). Openness to experience is a general appreciation for art, emotion, adventure, imagination and variety of experience. The behavioral tendencies associated with Openness to Experience include being imaginative, cultured, curious, original, broad minded, intelligent (Digman, 1990). It also reflects need for variety, aesthetic sensitivity, and unconventional values (McCrae John, 1992). Agreeableness refers to a tendency to be compassionate and cooperative. This factor includes behavioral tendencies like being courteous, flexible, trusting, good-natured, cooperative, forgiving, soft-hearted, and tolerant (Barrick Mount, 1991). Neuroticism refers to the tendency to experience negative emotions like anger, anxiety, or depression in a person. It is also called emotional instability. Behavioral tendencies associated with this factor include being anxious, depressed, angry, embarrassed, emotional, worried, and insecure (Barrick Mount, 1991). ORGANIZATIONAL COMMITMENT Organizational Commitment refers to the degree to which an employee identifies with the goals and values of the organization and is willing to exert effort to help it succeed (Herscovitch Meyer, 2002). According to Allen and Meyer (1990) Organizational Commitment is made up of three components or dimensions. First component is affective commitment and it refers to the employees emotional attachment to, identification with, and involvement in, the organization. Second component is continuance component and it refers to commitment based on the costs that the employee associates with leaving the organization. Third component of organization commitment is normative component, which refers to the employees feeling of obligation to remain with the organization. DEMOGRAPHIC RELATIONSHIPS WITH ORGANIZATIONAL COMMITMENT RELATIONSHIP BETWEEN AGE AND ORGANIZATIONAL COMMITMENT According to meta-analysis by Mathieu and Zajac (1990), age and organizational commitment yielded a medium positive correlation. Older employees tend to have a higher degree of organizational commitment because they view their past years of service to the organization as an investment (Camilleri, 2002). Therefore they would tend to be more committed to the organization. Thus, H 1: Non teaching employees commitment to the organization will positively relate to their age. RELATIONSHIP BETWEEN TENURE AND ORGANIZATIONAL COMMITMENT Various studies show a weak positive relationship between tenure and organizational commitment. In these studies, job tenure has been shown to be more positively related to attitudinal commitment, while organizational tenure was more positively related to calculative commitment (Clayton, Petzall, Lynch Margret, 2007). The given explanation is that years spent in a particular position tend to increase an employees psychological attachment to an organization, while extended tenure also increases their stake in terms of benefits such as pension plans (Mathieu and Zajac, 1990, p.8). Thus, H 2: Non teaching employees commitment to the organization will positively relate to their length of tenure. RELATIONSHIP BETWEEN BIG FIVE PERSONALITY TRAITS AND ORGANIZATIONAL COMMITMENT AFFECTIVE COMMITMENT Affective commitment refers to an employees positive emotional response to the organization. An employee, who is affectively committed, strongly identifies with the goals of the organization and desires to remain in the organization. While extroverts exhibit positive emotionality (Watson Clark, 1997) and it is reasonable to assume that those high in Extraversion experience higher affective commitment than those who are less extraverted. Many studies have also found significant bivariate correlations between positive emotionality and affective commitment (Williams, Gavin, Williams, 1996). Thus, H3: Non teaching employees extraversion will positively relate to affective commitment. CONTINUANCE COMMITMENT Continuance commitment refers to an awareness of the costs (economic and social) associated with leaving the organization. It develops through an employees perceptions of employment alternatives. Employees who perceive that they have several viable alternatives will have weaker continuance commitment than those employees who perceive that they have few alternatives (Meyer Allen, 1997). Extrovert individuals tend to be more socially active and may develop more social contacts than introverts. More social contacts of extraverts may bring them more job opportunities. Therefore, H4: Non teaching employees extraversion will negatively relate to continuance commitment. Neuroticism refers to an enduring tendency to experience negative emotional states by an individual. Neurotic individuals tend to experience more negative life events than other individuals (Magnus, Diener, Fujita, Pavot, 1993). Due to this tendency, person may prefer to stick to same job instead of facing new work environment. Thus, H5: Non teaching employees neuroticism will positively relate to continuance commitment. Conscientiousness refers to the traits like self-discipline, carefulness, thoroughness, organization,  deliberation  (the tendency to think carefully before acting), and need for  achievement. According to Organ and Lingl (1995), due to conscientiousness nature, employee gets more opportunities to obtain formal (e.g., pay, promotion) and informal work rewards (e.g., recognition, respect). To the extent that a conscientious employee earns such rewards, they should have high level of continuance commitment. Therefore, H6: Non teaching employees Conscientiousness will positively relate to continuance commitment. NORMATIVE COMMITMENT Normative commitment refers to employees perceptions of their obligation to their organization. It develops from the investments that an organization makes in its employees (Meyer Allen, 1991). This will make employees feel indebted to his or her organization and want to respond his or her organizations initiatives favorably. Extraverted employees seek out more social interactions within the workplace and exhibit positive emotions. Therefore extroverts tend to respond favorably towards the organization due to perception of obligation. Thus, H7: Non teaching employees extraversion will positively relate to normative commitment. METHOD SAMPLE A sample of 95 non teaching employees was obtained from government schools in the Sultanate of Oman. Questionnaires were bilingual (English and Arabic). Response rate of 47.50 % (95 filled questionnaires received out of 200) was obtained. The gender composition of the sample was 53.7% male (N=51) and 46.3% female (N=44). The average age of the respondents was 35.85 years (SD=4.3). On an average, the respondents had the present organizational tenure as 7.46 years (SD = 3.2) and total job tenure as 8.21 years (SD = 2.9). MEASUREMENTS THE BIG FIVE The Big Five Inventory (BFI) (John et al., 1991) (John et al., 2008) consisting of total 44 items was used to measure personality traits of school laboratory technicians on a five point Likert-type anchoring ranging from strongly disagree (1) to 5 (strongly agree). It contains five dimensions corresponding to big five personality traits (Extraversion, Neuroticism, Agreeableness, Openness and Conscientiousness). The reliabilities (Cronbachs Alpha) for each facet were Extraversion (0.88), Neuroticism (.94), Agreeableness (.92), Openness (.91) and Conscientiousness (.91). AFFECTIVE COMMITMENT Affective Commitment was measured by revised version of Affective Commitment Scale (Meyer, Allen, Smith, 1993). Responses were collected on a seven-point Likert-type anchoring that ranged from strongly disagree (1) to strongly agree (5). The reliability (Cronbachs Alpha) of this six item scale was 0.82. CONTINUANCE COMMITMENT Continuance Commitment was measured by revised version of Continuance Commitment Scale (Meyer, Allen, Smith, 1993). Responses were collected on a seven-point Likert-type anchoring that ranged from strongly disagree (1) to strongly agree (5). The reliability (Cronbachs Alpha) of this six item scale was 0.88. NORMATIVE COMMITMENT Normative Commitment was measured by revised version of Normative Commitment Scale (Meyer, Allen, Smith, 1993). Responses were collected on a seven-point Likert-type anchoring that ranged from strongly disagree (1) to strongly agree (5). The reliability (Cronbachs Alpha) of this six item scale was 0.89. RESULTS A factor analysis, which is confirmatory in nature, was performed on the different variables such as Extraversion, Neuroticism, Agreeableness, Openness, Conscientiousness, Affective commitment, Continuance commitment, and Normative Commitment. The factor analysis was conducted using principal axis factoring with varimax rotation as an extraction method (see for details, e.g. Nummenmaa et al., 1996, p. 244; Hair et al., 1998, pp. 87-120). The identified factors were selected whose Eigen values are greater than 1.0 from the graph of scree plot. Graph 01: Scree Plot Showing Eigen Values of Factors These variables within factors are correlated, is confirmed by the Bartletts test of sphericity. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy indicated a practical level of common variance (KMO = 0.587), which implies that the results obtained from factor analysis are appropriate. The factors identified with loadings in appendix 01 exhibits 74.22 percent of the variance of the variables. The table 01 comprises the means, standard deviations, partial correlations, and reliability coefficients for the proposed variables. The partial correlations among proposed variables provided initial support of our hypotheses. In the support of hypothesis 01 age is positively correlated with affective commitment (r = 0.255, p The table 02 shows the results obtained after running multiple regressions. It is evident from the table 02 that the correlations among variables are low. The coefficient of determination of three dimensions of organizational commitment such as Affective commitment, Continuance commitment, and normative commitment are 35.8%, 24.6%, and 20% respectively. The coefficient of determination indicates the change in dependent variable is explained from a change in independent variables. It is evident that the relationship in a linear is medium for affective commitment and small for continuance commitment and normative commitment as the value of the coefficients of determination are very weak. The F-ratio for the three dimensions of organizational commitment such as Affective commitment, Continuance commitment, and normative commitment are 5.255 (p When exploring the beta values of three dimensions of organizational commitment, the magnitude of approximately all values is low. The 35.8% explained variance in the coefficient of determination for the affective commitment may be attributed to organization tenure, job tenure, extraversion, and openness to some extent. The 24.6% explained variance in the coefficient of determination for the continuance commitment may be attributed to organization tenure, extraversion, neuroticism, and conscientiousness to some extent. The 20% explained variance in the coefficient of determination for the normative commitment may be attributed to organization tenure, job tenure, and extraversion to some extent. DISCUSSION The findings suggest that the studied model serves as the foundation in the exploration of the various dimensions of organizational commitment. In particular, Age and organizational tenure has played substantial role in all three forms of the organizational commitment. Moreover, Extraversion has played a role of the most consistent independent variable of the all dimensions of the organizational commitment. Extraversion was positively associated with affective commitment because the positive emotionality is important dimension of personality (Watson et al.,1988; J. Erdheim et al. 2006). Secondly, Extraversion was negatively associated with continuance commitment. In general, extraverts have better relations with peers than introverts which may result into better career options (Watson Clark, 1997). Finally, Extraversion was positively associated with normative commitment. Because extraverts believe that their extraordinary service by providing congenial social environment may enhanc e the psychological contract with the organization (Watson, 2000; J. Erdheim et al. 2006). Correlation between Neuroticism and Organizational Commitment varied for three components of organizational commitment. Correlation between Neuroticism and Affective Commitment was found significantly negative and significantly positive with continuance commitment. While with normative commitment it was found negative (nonsignificant). Neurotics tend to be prone to negative experiences and negative affect. This tendency makes them low on affective commitment. Neurotic individuals used to be conscious of the costs associated with leaving the jobs so continuance commitment used to be high among neurotics. Conscientiousness displayed positive significant relationship with continuance commitment while nonsignificant relations with affective and normative commitments. Since conscientious individuals tend to be highly involved in to their jobs (Organ Lingl, 1995) and it increases their chances of workplace rewards. These rewards will have impact on the continuity of individuals in the organizations. THEORETICAL AND MANAGERIAL IMPLICATIONS The results of the present study reflect that the role of personality is vital in the development of organizational commitment. It gives a scope of relationship between personality job attitudes and organizational commitment. This theoretical implication gives further scope of study pertaining to the factors of other dimensions of the job attitudes such as job involvement, job embeddedness etc. Managerial implications of the study are primarily in the personnel selection. Since different components of organizational commitment are correlated with personality traits, organizations need to judge personality traits at the time of selection and foresee the impact on the candidates commitment. It has been found in meta-analysis that employees with low level of commitment are more likely to leave their organizations (Meyer et al., 2002). LIMITATIONS AND FUTURE DIRECTIONS Furthermore, this study suffers from three limitations whereas the results are statistically in most parts. The first limitation is related to the sample size which is relatively small in comparison to similar other studies. The second limitation pertains to the coefficients of regression model which are relatively low and may affect the reliability and validity of findings. The third limitation which is prominent in nature is that the proposed model was tested using correlation and regression analysis among variables. However, this technique can only examine a single relationship at a time (Hair, at el, 1998). An area of upcoming research is to test the proposed model using Structural Equation Modeling (SEM) which may provide better results. SEM is a multivariate statistical technique used to estimate a number of interrelated dependence relationship simultaneously. The present study will give additions in the literature of the factors pertaining to the organizational commitment in various dimensions. There are evidences of outcomes of the study that the application of the five-factor model of personality assisting the prediction of three forms of the organizational commitment. This model paves the way to a new dimension of the research which may explore the extensive relationship between the unexplored dimensions of personality and organizational commitments. Our findings have various practical implications in the selection procedure of the organization. Further research may be extended to explore the utility of using personality tests to predict organizational citizenship behavior in a selection setting. REFERENCES Allen, N.J., and Meyer, J.P. (1990) The Measurement and Antecedents of Affective, Continuance and Normative Commitment to the Organization, Journal of Occupational Psychology, Vol. 63:1-18. Barrick, M. R., Mount, M. K. (1991). The big five personality dimensions and job performance: A Meta-Analysis. Personnel Psychology, 44, 1-26. Camilleri, E. (2002). Some Antecedents of Organizational Commitment: Results from an Information Systems Public Sector Organization. Bank of Valletta Review, 25. Clayton, B., Petzall, S., Lynch, B. Margret, J. (2007). An Examination of the Organizational Commitment Of Financial Planners. International Review of Business Research Papers, Vol.3, No.1. Pp. 60 72 Cooper-Hakim, A., Viswesvaran, C. (2005). The construct of work commitment: Testing an integrative framework. Psychological Bulletin, 131, 241-259. Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 21, 417-440. Erdheim,J., Wang, M. Zickar, M.J. (2006). Linking the Big Five personality constructs to organizational commitment. Personality and Individual Differences 41, 959-970 Grusky, D. (1966) Career Mobility and Organisational Commitment, Administrative Science Quarterly, Vol. 10, 488-503. Hair, J.F., Anderson, R.E., Tatham, R.L., Black, W.C. (1998), Multivariate Data Analysis, 5th ed., Prentice-Hall, Upper Saddle River, NJ, . Herscovitch, L. and Meyer, J. P., 2002. Commitment to organizational Change: Extension of a three-component model. Journal of Applied Psychology, 87: 474-487. John, O. P., Donahue, E. M., Kentle, R. L. (1991). The Big Five InventoryVersions 4a and 54. Berkeley, CA: University of California, Berkeley, Institute of Personality and Social Research. John, O. P., Naumann, L. P., Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. In O. P. John, R. W. Robins, L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 114-158). New York, NY: Guilford Press. Kumar K., et al (2009). Linking the Big Five Personality Domains to Organizational Citizenship Behavior. International Journal of Psychological Studies. Vol. 1, No 2 Lawler, E. J. (1992). Affective attachment to nested groups: A choice process theory. American Sociological Review, 57, 327-339. Magnus, K., Diener, E., Fujita, F., Pavot, W. (1993). Extraversion and neuroticism as predictors of objective life events: A longitudinal analysis. Journal of Personality and Social Psychology, 65, 1046-1053. McCrae, R. R., John, O. P. (1992). An introduction to the five-factor model and its applications. Journal of Personality, 2, 175-215. Mathieu, J. E., Zajac, D. M. (1990). A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin, 108, 171-194. Meyer, J.P. and Allen, N.J. (1984) Testing the Side-Bet Theory of Organisational Commitment: Some Methodological Considerations, Journal of Applied Psychology, Vol. 69: 372-378. Meyer, J. P., Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1, 61-89. Meyer, J. P., Allen, N. J., Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78, 538-551. Meyer, J. P., Allen, N. J. (1997). Commitment in the workplace: Theory, research and application. California: Sage Publishers Inc. Meyer, J. P., Stanley, D. J., Herscovitch, L., Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61, 20-52. Mowday, R., Porter, L.W. and Steers, R.M. (1982) Employee-Organisation Linkages: The Psychology of Commitment, Absenteeism, and Turnover. San Diego, CA: Academic Press. Nummenmaa, T., Konttinen, R., Kuusinen, J., Leskinen, E. (1996), Tutkimusaineiston Analyysi , Analysis of Research Data WSOY, Helsinki, . Organ, D. W., Lingl, A. (1995). Personality, satisfaction, and organizational citizenship behavior. Journal of Social Psychology, 135, 339-350. Reichers, A. (1985). A review and reconceptualization of organizational commitment. Academy of Management Journal, 10, 465-476. Shepherd, J. L. Mathews, B. P. (2000). Employee commitment: Academic vs practitioner perspectives. Employee Relations, 22(6): 555-575. Watson, D., Clark, L. A. (1997). Extraversion and its positive emotional core. In S. R. Briggs, W. H. Jones, R. Hogan (Eds.), Handbook of personality psychology. New York: Academic Press. Watson, D., Clark, L. A., Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070. Watson, D. (2000). Mood and temperament. New York: Guilford Press. Williams, L. J., Gavin, M. B., Williams, M. L. (1996). Measurement and nonmeasurement processes with negative affectivity and employee attitudes. Journal of Applied Psychology, 81, 88-101. Personality and Organizational Commitment Relationship Personality and Organizational Commitment Relationship CHAPTER 1 INTRODUCTION Chapter Overview This study will focus on the relationship between personality and organizational commitment. This chapter includes background of the study, problem statement, research question, research objectives, significant of the study and the scope of study as well. In addition, the conceptual and operational definitions of terms are discussed to provide an understanding on their usage in this study. Lastly, this chapter concludes with a summary. Background of the Study Organizational commitment is a positive psychological state of attachment that pushes the employee’s performance upward to successfully turn the firm’s strategic vision into a reality (Hawass, 2012) 8964-35144-1-PB (2). Although there are many kind of definitions by different researchers, all of them unanimously attempted to place emphasis on the relationship between employees and organization (Ekmekci, 2011) Darbanyan. Over the past two decades, there has been a huge increase in the research efforts trying to explore and understand the nature, antecedents and consequences of organizational commitment (2-4) Kumar. Many of research reviews and meta-analysis have done on organizational commitment because it plays an important role in predicting work behavior (kumar, 2010) kumar. According to Klein, Backer, Meyer (2009) Hackney, organizational commitment is so well studied due to the impact of organizational commitment is associated with work outcomes such as turnover intention, absenteeism, job performance, motivation and job withdrawal behaviors. Organizational commitment is a multidimensional framework that can bring effect to many factors in organization and draw out various positive implication for organization and its workers (Darbanyan et al. 2014) Darbanyan. For example, there is an inverse relationship between organizational commitment and absenteeism, turnover intention and dysfunctional job behavior (Amiri, 2009) Darbanyan. Moreover, meta-analyses also indicate that organizational commitment is positively related to job satisfaction, organizational citizenship behaviors (OCBs) and job performance (Vandenberghe and Bentein, 2009; Su et al. 2009) 09593841211204335. A study conducted by Sjoberg and Sverke (2000) Darbanyan in Sweden found out that organizational commitment has multiple effects on absenteeism. Researchers have identified different factors that can be affected for organizational commitment. Personal characteristic, work experience, role related characteristics are considered as common antecedences of organizational commitment (Meyer and Allen, 1993). Personality characteristics are one of the antecedents of commitment and studies of personality as it relates to commitment are few (Klein rt al., 2009) Hackney. Personality is another variable that examined in this study as well as addressed by many theorists. Different researchers possess different approaches and came up with various definitions of personality in line with their approaches (Darbanyan, 2014). According to Peryin John (2009) 8964-35144-1-PB (2), each level of these personality traits has special contribution to the understanding of individual differences in behavior and experience. Individual’s personality can define how he or she views the world around him, react to situations and interacts with others in the organization (Michaud, 2013) 8964-35144-1-PB (2). Understanding employee’s personality is very important due to its usefulness on placing people into jobs and gives clues to managers about how an employee is likely to act and feel in a variety of situation. According to Kumar and Bakhshi (2010) SSRN-id2220719, individual’s personality is a good predictor of work attitudes and work outcomes. The dispositional factors are always referring to the Five-factor model of personality (Kumar and Bakhshi, 2010). Big Five personality is one of the most prominent models in contemporary psychology to describe the most salient aspects of personality (Goldberg, 1990; John Srivastava, 1999) SSRN-id2220719. Most of the studies on organizational commitment focus on identifying the environmental factors such as low salary, highly stress environment and low motivation (Hoffmann, Ineson.., 2004) 109_327_3rdICBER2012_Proceeding_PG1583_1592. However, employee dispositional sources mainly known as personalities are being ignored. A study done by Kumar †¦ (2010) stated that there is little attention given in investigating the relationship between personalities, using the Big Five personality model with organizational commitment. This study proposes to investigate the relationship between Big Five personality and organizational commitment among employees in Aon Insurance Brokers Sdn Bhd, Bangsar. Problem Statement Research Questions Research questions of this study are: What are the personality traits among employees in Aon Insurance Brokers (M) Sdn Bhd. What is the level of organizational commitment of employees in Aon Insurance Brokers (M) Sdn Bhd? Is there any relationship between Big Five personality and organizational commitment among employees in Aon Insurance Brokers (M) Sdn Bhd? What is the effect of Big Five personality to organizational commitment among employees in Aon Insurance Brokers (M) Sdn Bhd? Research Objectives The research objectives of this study are: To identify the personality traits among employees in Aon Insurance Brokers (M) Sdn Bhd. To determine the level of organizational commitment of employees in Aon Insurance Brokers (M) Sdn Bhd. To investigate the relationship between Big Five personality and organizational commitment among employees in Aon Insurance Brokers (M) Sdn Bhd. To determine the effect of Big Five personality to organizational commitment among employees in Aon Insurance Brokers (M) Sdn Bhd. Scope of the Study This study is to identify the relationship between personality and organizational commitment among the employees in Aon Insurance Brokers (M) Sdn Bhd. The study will be conducted by having the Aon Insurance Brokers (M) Sdn Bhd’s employees as respondents to identify the personality traits and organizational commitment of them. There are around 110 employees who work in Aon Insurance Brokers (M) Sdn Bhd and there will be a total number of 86 employees been chosen randomly as research sample to participate in this study. The employees will be chosen based on random sampling and the data will be collected via questionnaire from the employees in Aon Insurance Brokers (M) Sdn Bhd. The independent variable will be measured by Big Five Inventory (BFI). The dimensions of the Big Five personality are extraversion, agreeableness, conscientiousness, neuroticism and openness. For the dependent variable, Three Dimensional Commitment Scale questionnaire will be used to measure the organizational commitment of employees. There are three dimensions of organizational commitment that will be measured: affective organizational commitment, continuance organizational commitment and normative organizational commitment. Total of 24 items will be used to measure organizational commitment by using 5 point Likert Scale. Significant of the Study Many researchers have widely discussed the study on organizational commitment (Lin, Lin and Lin, 2010; and Judge, Klinger, Simon and Yang, 2008) 109_327_3rdICBER2012_Proceeding_PG1583_1592. However, there is not much attention given on the study of relationship between Big Five personality and organizational commitment especially in Malaysia. Thus, this study will contribute in adding more literatures on personality and organizational commitment specifically in Malaysia context. The study brings attention to the importance of talking personality into consideration while measuring employees’ organizational commitment. Additionally, this study will help managers to understand more about employees’ personality and how they react toward organizational processes. Understanding employees’ personality is very useful to managers because managers can predict how the employees are likely to act and feel in different kind of situation. Moreover, findings of this study could help managers to increase employees’ loyalty in particular company. Job satisfaction will also increase and followed by decrease in turnover rate in that company. Conceptual Definition 1.8.1Personality: Big Five Model Personality is a subfield of psychology (Friedman Schustack, 2008). Personality is basically not studied in terms of non-psychological concepts. These non-psychological concepts included profits and losses, souls and spirits, or molecules and electromagnetism. According to the founder of personality psychology, Gordon Allport, personality is defined as the inner organization of psycho physiological system of a person to create a person’s unique behavior, feeling and thoughts (Lin, 2010). For this research, Big Five personality approach will be used to identify employees’ personality traits. The Big Five personality factors include extraversion, agreeableness, conscientiousness, neuroticism and openness. Big Five personality is also known as OCEAN, NEOAC or CANOE (Feldman, 2011). 1.8.2Organizational Commitment As Meyer and Allen (1991) suggest, organizational commitment is defined as the psychological state that links an employee to the organization where the employee has strong involvement and desire to exert effort in achieving organization’s goals. There are three types of commitment, which are affective commitment, continuance commitment and normative commitment. Brown (1996) and Brickman (1987) 1-s2.0-S105348220000053X-main who provided general definitions of commitment noted that commitment is different from motivation or general attitudes. They suggested that commitment influences behavior independently of other motives and attitudes and, in fact, might lead to persistence in a course of action even in the face of conflicting motives or attitudes (†¦,2001). Operational Definition Big Five Personality Big Five personality is the five basic factor develop by the researcher Norman through measure of the factor analysis of peer’s personality trait. The factor that concludes from Norman’s Big Five factor is extraversion, agreeableness, conscientiousness, neuroticism and culture (Lin 2010) yuchuan. However, the Big Five Model that we going to used in this study is the Big Five model which modified by researcher McCrae where the â€Å"culture† dimension is changed to â€Å"openness† dimension (Lin, 2010). Individual who high in extraversion tend to be energetic, talkative, enthusiastic, sociable and dominant. Individual low in this dimension tend to be introvert, quiet, shy, submissive and retiring (Friedman Schustack, 2011) ting. For agreeableness, individual high in this dimension is friendly, warm, cooperative and trusting whereas individual low in this dimension are unkind, cold and quarrelsome (F.., 2011). Neuroticism also known as emotional instability. Individual who has this personality dimension tend to be moody, nervous, tense, high-strung and worrying. Individual low on this dimension is emotionally stable, calm, contented and stable. Conscientiousness also known as lack of impulsivity. Early research in personality psychology mentioned this dimension as Will. Conscientious individual are generally responsible, cautious, organized, dependable and persevering. Individual low on this dimension is impulsive, undependable, careless, disorderly (F†¦, 2011). Besides that, openness also known as culture or intellect. Individual who has this personality dimension tend to be artistic, imaginative, original creativity and witty. Individual low in this dimension are shallow, simple and plain (F, 2011). Organizational Commitment Meyer and Allen’s Three-Component Model of commitment (1991) is used to measure the level of organizational commitment of employees in this study. Organizational commitment refers to the level to which the employees’ emotional connection and their identification with the company where they currently working in. Three dimensions of organizational commitment proposed by Meyer and Allen (1991) is investigated in this study, namely affective commitment, continuance commitment and normative commitment. According to Meyer and Allen (1997), affective commitment is the employee’s emotional attachment and participation of the employee in the organization. In this study, it refers to the employees’ emotional commitment towards their company, their identification and the desire to remain in the company. The second dimension proposed by Meyer and Allen is continuance commitment, which refers to the awareness of the cost of leaving associated with leaving the organization. In this study, continuance commitment means the consciousness of the employees on the perceived prices associate with quitting from their company, such as limited job opportunities. Lastly, normative commitment is the feelings of employee’s obligation to remain in an organization and it also used to describe the degree to which the employee believes him or herself should committed to their organization. Summary In conclusion, this chapter outlines the background, problem statement, research questions, research objectives, study scope as well as significance of study. The main objective of this study is to investigate the relationship between employees’ personality and their organizational commitment. The conceptual and operational definitions of research variables such as personality and organizational commitment are also being discussed. The relevant literatures, previous empirical research, models and theories related to this research will be explained and discussed in chapter 2.