Organizational Metaphors Essay

The two metaphors that I am about to describe to you are machines and organisms. I am also going to note what each metaphor suggests about how humans and their behavior are perceived in the organization. I will also let you know the similarities and differences in the two metaphors. Also conclude on how the ability to switch between metaphors might enhance effective leadership and organizational behavior. The machines one tends to think of inputs and outputs, standardization, productivity, measurement, and control. The organization tends to want the workers to just perform the mechanics of the job. They want them to not think about what to do, just perform with manpower. They just wanted them to be the energy to propel the organizational machine. The jobs they were required to perform were more simplified so that the workers were cheap and easy to train, supervise, and replace. This helped them to interchange workers as they needed at any given time. The human behavior perceived in this machines metaphor was they were just there to do their job and they had no input in what was being done. This metaphor showed me how an organization can perceive a worker in their job functions. Some organizations make their employees feel that they are just a body there doing the work that needs to be done. The organism metaphor is a living system existing in a wider environment depending on the workers various needs. There is no one best way to design or manage an organization. The flow of information between different parts of the systems and its environment is the key to the organization’s success. It is important to maximize the fit between individual, team and organizational needs. This metaphor represents the organization as an ‘open system’. Organizations are seen as sets of interrelated sub-systems designed to balance the requirements of the environment with internal needs of groups and individuals. This metaphor informed me how a worker can be perceived as an organism in a system. They can learn and adapt to different things in the job functions. As far as the similarities in organisms and machines, they both want their businesses to be profitable. The differences are organisms are more receptive to environmental feedback than machines. Machines tend to be more efficient and do things in an orderly way. Machines can only be replaced or repaired; they cannot develop. In knowing what one’s employees are as far as the metaphors of the organization, you will then be able to adapt to each set of employees in their job functions. If one would know what metaphor they pertain to, one will know how to lead them in the right direction in advancement in their job performance. Let’s say one would have an employee that doesn’t have as much self-esteem as the other employee, you would have to handle them more carefully than with the employee that has more self-esteem. You would just need to motivate and encourage them in a positive way so that they know they can achieve anything that comes up. Organizational metaphors can determine how we think about organizations and affect how we work and make decisions. Morgan (2006) has explored and developed the art of reading organizations and letting us comprehend the conflict and complexity of the organization. If managed in ways that link strategic thinking, active executive search, and careful organizational development, leadership transitions can advance the purposefulness of the organization. Leaders take their roles on boundaries, thus regulating the flow of uncertainty from a fast changing wider environment such that their units have focus and a calmer context within which to do work. We must see that organizations exist in the socioeconomic environment the way fish exist in the ocean, and the way we exist in the physical environment. In knowing the similarities and differences in each metaphor, the manager of the organization will be able to use the organism in the area that it is needed the most and also use the machine in the area where it is needed the most. The organism can adapt to different environments and the machine can perform repetitively the same functions. The metaphors are most valuable in the organization once you train and coach ones employees, you will know which metaphor is best used within the organization.

Mapleland Fiber Network (MFN) Essay

The city of Mapleland, Oregon, which owns and operates its own power utility, built a fiber-optic network to monitor power meters at residents’ homes. The network is called Mapleland Fiber Network (MFN). Because MFN had more capacity than was needed to monitor meters, the city expanded its services to offer access to the network for citybusinesses. The businesses use the network to communicate with each other and to access the Internet. At the MFN headend, which is located with the city government offices, three routers and WAN links connect to the Internet for use by the city. The businesses on MFN also use these routers to reach the Internet. In addition to the business service, MFN also offers cable modem service to homes. A cable modem router at the MFN headend connects to the fiber-optic network. In the city neighborhoods, hybrid fiber-coax nodes bring coax cabling to each street and into the homes for cable modem Internet access. The MFN backbone consists of a fiber-optic Gigabit Ethernet network that runs through the city in a ring topology. The fiber-optic ring connects the hybrid fiber-coax nodes that bring coax cabling to each neighborhood. Also connected to the ring are six data routers. Each router links one or more Mapleland businesses to MFN via simple point-to-point connections. At the business, the fiber-optic network enters the building and connects to a media converter. A UTP cable connects to the media converter and typically to a 100-Mbps Ethernet switch. The switch links the business’s computers and servers in a star opology via UTP cabling. 1. Draw a network map that shows the topology of the MFN and how the main components are connected. 2. What other information would you gather to improve your map and add more detail? 3. Mapleland is considering expanding the MFN to include wireless access for its residences. What additional investigation will you do to prepare for a citywide wireless network? 4. What security concerns do you have for the wireless network?

The Left Brain vs. the Right Brain

The Left Brain vs. the Right Brain: How Does This Impact Learning Over the years, schools have been teaching in the traditional way. This has proven to be successful for many students, but not all. By breaking down the brain and how each side of it processes information could make a more conducive learning environment. If both sides are maximized in the classroom, all of the students are able to excel. Which should be the goal of all schools. Before comparing the styles, knowing how the brain processes the information for different people needs to be looked at.The brain processes information by the type of information that it is. Each side of the brain will process information differently. The left side of the brain will generally process information in a linear fashion. It will take the information and put it in a line and then draw the conclusion at the end. This is a sequential type of thinking. The left brain excels at information that comes in symbols, such as math formulas. It think of things in a logical sense. It can work through a problem in the logical sequence to come to the conclusion or answer.The left brained individual does not have any issues with expressing themselves verbally. They know what they want to say, and they can say it correctly. The left brained person is grounded in the world of reality. They are able to adjust to their surroundings (Templeton, 2012). On the other hand, the right brained person is the opposite. Instead of being linear in their way of thinking, the right brained person likes to know what the result is before discussing the topic. They need to know what the â€Å"big picture† is first so that they know where they are going.The right brained individual will jump around from task to task, not doing them in a sequential order. They still complete the tasks, but they will not prioritize the tasks. Where the left brained person likes symbols, the right brained person likes to deal with things that they can touch, r eal objects. The left brain looks at things in a logical manner, the right brain does things that feel right. They will base choices off of how they feel about something. A right brained person will want to see things visually. They will make mental pictures of the things that are discussed.The right brained person may have difficulty in meeting deadlines because they want to change the things around them and are less attune to reality (Templeton, 2012). Now that the aspects of each side of the brain has been described, are we able to only function with one side of the brain? To read some of the literature that is out there on the subject, you would assume that this is what people think. If this was the case, then we would only have that side of the brain. The brain was made to work with both sides in conjunction with each other.Yet, most people will be dominate one side more than the other. Radwan (2012) list ways that a person with either side brain dominant can use the other side . For example, a person that is left brained dominant should try to refrain from using only logic to make a decision. Radwan (2012) suggest listening to music while reading. that way the right side of the brain can be active in the process. For the person that is right brained, they should try to find out as much as they can about the issue or situation. Get more details about it.They should also try using more numbers, this way the left side of the brain is working, too, according to Radwan (2012). How is the traditional way of teaching conducted? According to Novak (1998), the traditional way of teaching is where the teacher is the one with the power and responsibility, they play the role of the instructor. They teach through lectures. They will be the one that decides the curriculum and what they want the students to learn. Novak (1998) also states that the teachers are the reason that learning happens and that the students need to have the information that they are missing, give n to them.The classroom is generally set up with the desks or tables in a row with the teacher in the front of the classroom. The most important part of this process is the content and delivery of the lesson. It is believed that the student gets their knowledge through practice, which could include the note taking. This type of teaching will be competitive. (Johnson, 1991). Traditional style teaching can cause learning issues for some students. Not every person has the ability to learn this way. In a competitive arena, those that do not excel, may get left behind because they feel insignificant to the others.If they are wrong in the front of the class, they may not want to answer questions, due to the feeling of being ridiculed. This type of teaching does not take into account the creative side of the student. The student that starts to â€Å"move back into their shell†, has the potential to start to fall behind. With the traditional style, that student will have a challenge to catch up since the technique is to continue to teach, fill the student with more knowledge. Brain based teaching is a different type of teaching then the traditional way. It is geared more for the success of the student.It is broken down into three areas, before, during and after class. The before class section, which is conducted way in advance of the class, has two steps: pre-exposure and the environment. The pre-exposure has the teacher plan for those students that will need some extra help. The teacher determines how they will engage the students, making it interactive, to make them remember more of the lesson. The environment cannot always be adjusted, but when it can, the teacher will want to make the students feel safe. They will want to allow the students to sit wherever they want to.The temperature and lighting will need to be adjusted and watched to ensure it is conducive with the learning environment. (Jensen, 2005) During the class, the teacher wants to ensure that th ey engage both the mind and body. This will keep the student awake and interested in the material. The next step will be to â€Å"frame† the lesson. This step gets the student interested in the lesson. It is like a motivator for the student to learn the material. Acquisition is the next aspect that needs to be looked at. This focuses on input where the students and teacher interact and learn from each other.The teacher will want to elaborate on the topic to ensure that the learning has more detail. When the student has learned something new, time needs to be added at the end of class to reinforce the memory so that it can be recalled later. This is a very important part that is not done with traditional teaching. (Jensen, 2005) Jensen (2005) states that the after class section has two steps: â€Å"settling time and rest and review and revision. † It is believed that rather than teaching a mass amount of information, interval learning is the better way.Giving the studen ts time to allow the information to settle by giving them breaks. As time goes on, the students will start to forget the information that was taught to them. If time is set aside to review the information and revise the students knowledge, they will remember it longer. A study was conducted in Pakistan to find out which style of teaching is more productive. It was conducted in Pakistan because the only style that has ever been taught is the traditional style. Fifty students were used in the study; twenty-five were the control, traditional, and twenty-five were the experimental.All of the students were given a pre-test in physics. The scores were recorded and then they were taught in the two different styles. At the end of the study, they were given a post-test. The results showed that the students that studied under the brain based technique were able to learn and retain more compared to the students under the traditional style. (Ali, 2010) For years schools have taught using the tr aditional style of teaching. Knowing what each side of the brain processes and using that to teach students has proven to be effective.By combining the creative side with the linear side ensures that students stay interested in the material. By staying interested, they are able to learn more, and more importantly, retain more information. References Ali, R. , Hukamdad, Ghazi, S. , Shahzad, S. , & Khan, H. (2010). The Impact of Brain Based Learning on Students Academic Achievement. Interdisciplinary Journal of Contemporary Research In Business, 2 (2). 542-556. Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA. Association for Supervision & Curriculum Development.Johnson D, Johnson R. (1991). Learning Together and Alone ed3. ;Allyn & Bacon, Sydney. Novak, J. (1998). Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations; Lawrence Erlbaum Associates, Inc; New Jersey, pp 24-25. Radwan, M. (2012). Learn How To Use Both Side s of Your Brain (the Left and Right Hemisphere. Retrieved from: http://www. 2knowmyself. com/The_brain/learn_how_ use_both_sides_of_your_brain_left_right. Templeton, M. (2012). Learning Styles. Retrieved from: http://frank. mtsu. edu/~studskl/hd/ learn. html.

15 Terms for Forms and Types of Governance

15 Terms for Forms and Types of Governance 15 Terms for Forms and Types of Governance 15 Terms for Forms and Types of Governance By Mark Nichol Is the United States a democracy, or a republic? (Both.) What’s the difference between an autocracy and a dictatorship? (There is none.) These and other questions of usage are answered with definitions and connotations of terms referring to forms and philosophies of government listed below: 1. Anarchy: Anarchy is from the Greek word meaning â€Å"no rule† and refers to a society without government. Because this is an impractical if not impossible condition, it is generally used in a looser sense of chaos. 2. Authoritarian: Less a form of government than a description, this term connotes an oppressive form of rule in which citizens’ rights are restricted, putatively for the society’s security and stability. A single head of state often dominates a country with authoritarian rule, but it’s likely that more than one person has significant power. 3. Autocracy: An autocracy (from the Greek words for â€Å"self† and â€Å"rule† but referring not to self-determination but to â€Å"one who rules by himself†) is a government led by one person with dictatorial power. 4. Cabal: Ultimately derived from the Hebrew word adopted for the name of the mystical Kabbalah philosophy of Judaism, cabal refers not to a form of government but to the machinations of an insurrectionary group, or to the group itself. (By extension, it can refer to any group outside of the political realm.) The term, thanks to its frequent use by conspiracy theorists, has an unfortunate association with paranoid delusions about secret societies and behind-the-scenes manipulation of government affairs. 5. Dictatorship: This term, stemming from the Latin word meaning â€Å"to declare† and originally a reference to a temporary emergency government established by the Roman Senate, now refers to an autocratic rule by one or more people. The word has a negative connotation and is rarely or ever used by such a government. 6. Federation: A federation (the word is from the Latin term for â€Å"compact† or â€Å"league† and ultimately derived from the word for â€Å"trust†) is a form of government in which subordinate jurisdictions such as states or provinces reserve some sovereignty and/or rights under a national government. (A related term, confederation, implies a more loosely allied group of sovereign states.) 7. Junta: This term also spelled junto and derived from the Spanish word for â€Å"joined,† refers to a postrevolutionary government and carries a sense of a tightly controlled government. 8. Democracy: In its literal sense, a democracy is, as its Greek etymology specifies, a rule of the people. In practice, however, the term is interchangeable with republic, in that it refers to a system of government in which the will of the people is carried out by elected representatives. 9. Monarchy: A monarchy (from the Greek term meaning â€Å"rule by one†) is a government led by a person usually selected by hereditary succession. However, the ruler’s authority may vary from nominal (a figurehead) to absolute (a despot). Most current monarchies are technically constitutional, or limited, monarchies, meaning that the ruler is subject to laws that protects citizens’ rights. 10. Oligarchy: No government is literally an oligarchy (the word is from the Greek term for â€Å"rule of the few†), but that description is used often to refer to the fact that a nation’s wealthiest people generally have an inordinate influence on governance because of their ties to elected officials. The implication is that a government so influenced is corrupt and predicated on the oligarchy’s self-interest. 11. Regime: The Merriam-Webster’s Collegiate Dictionary definition of this term â€Å"lawful control over the affairs of a political unit† is oddly neutral, considering that the connotation is invariably of a repressive dictatorship. 12. Republic: A republic (the word is Latin for â€Å"public thing†) is a government whose authority is based on citizen voters represented by elected officials chosen in free elections, as opposed to a monarchy or a dictatorship. 13. Theocracy: A theocracy, from the Greek word meaning â€Å"rule of God,† refers to a government controlled by religious authorities. The connotation is that the government is repressive and intolerant of values that conflict with the dominant theology. 14. Totalitarian: Derived from the Italian word for â€Å"totality,† this word describes a dictatorial government. 15. Tyranny: Tyranny is a condition in which a nation is under the rule of a tyrant, who seized power illegally and governs with few or no checks and balances. The term was originally a neutral word meaning â€Å"monarchy,† but it acquired the connotation of â€Å"despot† and is by extension often employed to an overbearing authority figure such as a parent or a boss. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Beautiful and Ugly Words"Certified" and "Certificated"20 Names of Body Parts and Elements and Their Figurative Meanings

Summary Example

Summary Example Summary – Article Example First Last 4 September Framing Energy Security between Russia and South Korea: a Summary For severalyears, South Korea and Russia have been involved in fuel and energy projects having Russia as the producer and South Korea, the consumer and distributor. One of the biggest projects was the Kovykta PNG project which started on December, 1997. The original plan was to build pipelines and deliver natural gas from Eastern Siberia to the participating countries: Japan, China, Mongolia and South Korea who proposed North Korea to be also part of the project. Although this has been a very promising project, the hopes of providing one-third of South Korea’s annual fuel demand in 30 years was suspended. This was because of the new nationalist views that Russia should prioritize Russian consumers and protect its natural resources. The Kovykta project with South Korea was discontinued (Ahn 593).The Sakhalin gas project has been the first successful energy project between Russia and South K orea. Sakhalin has produced 60M barrels of oil that was exported to seven countries. In a signed contract, Sakhalin Energy has agreed to provide 1.5 metric tons of liquefied natural gas (LNG) to South Korea. It is now the closest source of LNG, taking only two to three days for delivery. Because of the good quality of Sakhalin’s crude oil, South Korea has also been importing this for production of diesel and kerosene (595).Other projects between South Korea and Russia included: (i) a $38B project between LG (South Korea) and Tafnet (Russia) to construct an oil refinery in Tarstan; (ii) a $50M deal by Vneshtong bank to finance acquisition of Korean equipment by Russian companies, and; (iii) a $250M agreement between Rosnef and Korea for the exploration of West Kanchatka and Sakhalin Island for oil reserves (595).Despite these projects and agreements, bilateral energy security between the two nations is still being stagnant of the lack of government policies regarding the energ y market infrastructure. For example, projects located in the trans-border will not materialize if the states around the border will not cooperate. Also, there is a lack of mutual trust between the two countries. South Korea has a few energy specialists that are capable of solving government-related issues. Thus, the Korean policy makers had only been occupied with short-term projects instead of eyeing for the longer terms. South Korean investors were also doubtful in investing in Russia’s fuel supply because the other side had failed to provide legal and infrastructural evidences to attract investors (603).Providing gas and oil to South Korea would promote growth to Russia’s economy. On the other hand, Russia’s resources would provide answers to South Korea’s energy shortage. However, in order to create a functional oil and gas pipeline, a multilateral instead of bilateral energy cooperation project should take into place between Japan, China, Korea and Russia (606).Discussion Questions:1. Why was the Kovykta project discontinued?2. What project was the most successful between South Korea and Russia?3. What are the other deals signed between South Korea and Russia?4. What are the problems of a bilateral energy cooperation project?5. How can a gas and oil pipeline be a plausible system?ReferenceShe Hyun Ahn. â€Å"Framing Energy Security between Russia and South Korea?† Asian Survey 50.3 (2010): 591-614. Summary Example Summary – Article Example Phrenology In the article, Snaring the Fowler; Mark Twain Debunks Phrenology, we find that Lorenzo Niles Fowler had gainedcelebrity status by reading people’s minds using phrenology. Many people of that time were of the belief that phrenology had the capability of explaining the totality of human experience. They wrote books that described the various ways in which phrenology can be applied, for example; to know the qualities of an employee or a potential mate (Lopez). Mark Twain was not fazed by the claims and testimonies lavished upon phrenology. He used a simple single-blind reliability test to note whether the practice was accurate in reading one’s personality. He visited Fowler’s offices for a reading in 1872 or 1873; he was disguised. Twain notes how Fowler examined bumps on his head to come up with positive qualities like; courage, spirit of daring, and fearlessness (Lopez).On the other side of his head, Fowler found cavities and used them to counter Twain ’s positive personality traits. For instance, Fowler found a cavity of Twain’s skull and concluded that he lacked a sense of humor. He found a â€Å"courage† bump, but it was canceled out by a cavity that shown a timid trait.Twain likened the readings to palmistry; he later indicates how the readings were different after he went for a second reading. This time, he identified himself and the cavity that signified a lack of humor was gone and now had a lofty sense of humor. Studying the bumps and cavities of someone’s skull to get an understanding of the brain’s underlying functions was pioneered by Frank Gall. Phrenology’s only success is that it helped researchers to focus their attention on the localization of functions of the brain. It is the idea that brain regions contain specific functions. Further research has lead to the discovery of neurons. They contain dendrites, axon and myelin that enable the neuron to send messages after stimula tion. Scientists have found out that neurotransmitters influence our moods, mental abilities and memories, not bumps on our skulls (Myers).Lopez, Delano Jose. Snaring The Fowler: Mark Twain Debunks Phrenology - CSI.  Csicop.org. N.p., 2002. Web. 16 Feb. 2015.Myers, David G.  Psychology. New York: Worth Publishers, 2004. Print. Summary Example Summary – Article Example Article Summary This paper gives a summary of the journal article, with Intellectual Disabilities Going to College? Absolutely!† authored by Kleinert, Jones, Sheppard-Jones, Harp and Harrison. This article appreciates the tremendous gains in the enrolment for postsecondary education by students with disabilities in the recent past. However, those students suffering from intellectual disabilities (ID) have widely been excluded from postsecondary education. The available opportunities for include stand-alone programs involving customized classes in college setting, integrated programs where students with and without ID undertake courses together and mixed programs encompassing both the stand-alone and integrated models. The rationale for postsecondary education for intellectually disabled students includes the associated increase in participation in community activities and improved employment outcomes.The article gives a case study of Kentucky’s Supported Higher Education Project, SHEP, where young people with ID are provided with opportunities to pursue their career goals and learn critical life skills. From this, the researchers appreciate the key to success for inclusion of students with ID as recognition of such students as members of the community with the ability to actively participate and contribute in communal activities. Individualized support models include small teams who offer person-centered support. Peer mentors could also be used, these being other students offering the requisite support. Thus educators should collaborate with local colleges to come up with new programs that support students with ID. Thus, Kleinert et al. (2012) recommend that teachers develop person-centered planning processes to prepare students with ID to transition to postsecondary education, ensure that they access grade-level general curriculum, support their involvement in extracurricular activities, access supportive technology and have an opportunity for sch ool’s guidance and counseling services. In conclusion, the article appreciates that times have changed and thus the need to develop education systems that meet the needs of all students regardless of their disabilities.ReferenceKleinert, H., Jones, M. M., Sheppard-Jones, K., Harp, B. & Harrison, E. M. (2012). Students with intellectual disabilities going to college? Absolutely! Teaching Exceptional Children, 44 (5), 26 – 35. Summary Example Summary – Article Example In Person: Columbia Banks Dressel Tries to Balance Growth and Local Focus In Person: Columbia Banks Dressel Tries to Balance Growth and Local Focus The news article is about Melanie Dressel, the CEO of Columbia Banking System (DeSilver, n.d.). It tells of the rise to success of Dressel that led to her being named for the fourth time, by the American Banker as one of the 25 most powerful women in banking. She was also named as Business Leader of the Year for 2010 by the University of Washington-Tacomas Milgard School of Business. Dressel is instrumental in the growth and success of Columbia Banking which is now 10 times the size since they started. The article gave a brief background of Dressel, tracing her roots from a little girl who helped in the jewelry and gift store of her parents to someone who wanted to be a politician. Dressel revealed that banking was not her first career choice because her early passions were drawn towards politics. She graduated from UW with a political s cience degree hoping to apply in law school. She however took a job at the Bank of California, Tacoma branch, which she taught would be a short term thing but lasted for 14 years. This marked the start of her banking career which eventually brought her to Columbia. The success of Dressel is attributed to her management style. According to Bill Philip, Puget’s retired CEO, Dressel is â€Å"a good administrator and has good people skills. She gets along well with the staff, the customers and the outside world" (DeSilver, n.d.). Dressel does not want Columbia to be considered like the other banks which does not give the personal touch to their clients, instead she wants â€Å"to take care of people in a community-bank style† (DeSilver, n.d.). This is what differentiates Dressel from the other CEOs of big banks and this is what led to her and Columbia’s success.ReferencesDeSilver, D. (n.d.). In Person: Columbia Banks Dressel tries to balance growth and local focus . Retrieved December 6, 2011, from seattletimes.nwsource.com Web site: http://seattletimes.nwsource.com/html/businesstechnology/2016866702_inpersondressel2 8.html. Summary Example Summary – Book Report/Review Example Education and Social Change The history of social change in America is intertwined with the history ofeducation. A look into the history of social change proves that both these factors influenced each other. Education enabled certain social groups to climb the ladder of social status in different styles and at different paces. The history of social change in America can never omit the history of education. Chapter 3Education had an important role in American social development in the 19th century. During 1800s, different groups including women and African Americans faced exclusion and discrimination in the American education system. A perfect example of the role of education is the Irish immigrants. They faced serious discrimination in the 19th century and did menial jobs in the society. There were more Irish in jails than other groups (Rury 98), and they represented most of the homeless. However, the second generation of them managed to get skilled jobs, and with better financial si tuation, by the end of the 19th century, the Irish school enrollment rate was equal to that of long-settled American natives (Rury 100). In addition, by 20th century, nearly one-third of the public school teachers in New York were Irish (Rury 104). Most other ethnic groups followed similar patterns, though in a slower manner. Similar is the case of females. The change started through visionaries like Emma Willard and Horace Mann who advocated advanced education for women. Thus, by the end of 19th century, women reached jobs which required advanced education. However, African-Americans faced the toughest deal as there was strong racist ideology against them. The situation changed for a short period after the Civil War when North initiated Reconstruction (Rury 113). There was a considerable increase in the number of African American students in the South as a result. However, the reconstruction came to a halt as the White supremacists regained power. The schools for Blacks received li ttle or no assistance from the White leaders and the situation again worsened. The history of American Indians is more or less the same. Chapter 4The beginning of the 20th century witnessed considerable economic and industrial growth followed by population growth. The result was a weakening of the existing social and community bonds. In addition, there was influx of immigrants to industrial areas. Harsh working conditions resulted in revolts and labor conflicts became common. A large number of scientific advances and theories came, offering a new world order and creating uncertainty about future. This progressivism introduced two changes in education; firstly, education became more responsive to the needs of children, and secondly, schools were more closely integrated with the community. Thus, by the early 20th century, nearly half of the nation’s teenage population attended schools, and the rise of secondary schooling boosted the educational attainment in America. This incre ase in education attainment led to better productivity and efficiency (Rury 142). However, these changes did not considerably benefit women and Blacks as racism and sexism still existed. Another change during the period was the birth of modern university. Chapter 5The period after World War II witnessed â€Å"baby boom†, and a new adolescent culture emerged around educational institutions (Rury 178). As the Nazi theory of superiority was averted, many people started questioning the existing ideas of social superiority based on race. In addition, the experience of Great Depression and the growth of trade unions broke the existing concepts of social status. In addition, the increasing number of Black population in cities caused a change in racial composition of public schools. For the first time in the history of American, federal government started using schools as a way to address the problem of inequality. The period thereafter saw various initiatives from government to addr ess inequality through schools. As more teens started attending high schools, there arose an adolescent culture. They had their own entertainment; fast cars, cigarette, alcohol, sexual promiscuity, and rock-and-roll music. The period after 1950s saw an ever-larger number of youth reaching colleges. This â€Å"baby boomers† became a significant force. With distrust towards the values of the adult society, this new generation gave birth to a new â€Å"counter-culture† and impressed the same on the rest of the society (Rury 184). In total, it becomes evident that social change in America during the 19th and 20th century was considerably influenced by the developments in education. In addition, it is seen that social change had an important role in shaping American education system. Rury, John L. Education and Social Change: Contours in the History of American Schooling. New York: Routledge, 2013. Print. Summary Example Summary – Term Paper Example September 10, Summary: â€Å"Fully Training Your Food and Beverage Staff While Reducing Turnover† The article en dâ€Å"Fully Training Your Food and Beverage Staff WhileReducing Turnover† written by Craig Pendleton disclosed relevant information, specifically common issues and concerns that besiege the food and beverage (F (2) the complexity in operations within food and beverage operations which include â€Å"manufacturing, service, marketing and sales† (Pendleton 34); (3) employment preferences select F (4) personnel hired in F (5) promotions were reported to be based primarily on performance and not on leadership ability; (6) trend of high turnover rates associated with F (7) lack of understanding by personnel of F (8) outdated training materials; and (9) lack of knowledge and competencies of HRM staff regarding F (2) a more comprehensive training program should be designed to cater to the needs, demands, competencies, and skills of F (3) HR department should have a personnel who is competent and qualified on F and (4) promotions and performance evaluation should be designed based on standards, as well as abilities and aptitudes (Pendleton). Overall, Pendleton emphasized that the F&B department is a crucial part of the operations of a casino. Therefore, to ensure that F&B personnel perform in the most effective and efficient manner, proper training and development should be accorded, as consistent with the mission and vision of the organization. Likewise, to address the evident high turnover rate, the personal and professional growth of F&B personnel should be aptly taken in due consideration.Work CitedPendleton, Craig. "Fully Training Your Food and Beverage Staff While Reducing Turnover." Indian Gaming (2003): 34-35. indiangaming.com/istore/May13_Pendleton.pdf. Summary Example Summary – Article Example Summary Summary Yik Yak Company develops an anonymous social media app called the Yik Yak. The app targets mostly colleges and universities. This app is causing troubles in these institutions, which it targets. The app allows one to post an anonymous â€Å"yaks†. In most cases, the â€Å"yaks† are offensive. Eastern Michigan is among the universities, whose campuses have been affected by offensive â€Å"yaks.† Since its inception, individuals have been using the app in a negative way. Users within colleges and universities often use it to issue threats to their colleagues and even to their lecturers. Professor Margaret Crouch of the University of Eastern Michigan, is one person who has been attacked by the offensive â€Å"yaks.† A number of colleges and universities complained about this app. Some individuals suggested that the organization needs to redesign its product because it allowed criminals to issue threats to their victims. It also allowed student s to send offensive â€Å"yaks†, which others found abusive. Some individuals who have experienced harassment on Yik Yak supported a move to ban the app. In other schools, for instance, a group of African-American students at Clemson felt racially offended by some posts (Mahler 2015). They constituted part of the group that demanded the ban of this app. The organization has so far responded to these complaints and redesigned the app to prevent posting of offensive â€Å"yaks† by users. ReferenceMahler, Jonathan. (2015). Who Spewed That Abuse? Anonymous Yik Yak App Isn’t Telling. The New York Times, March 8. nytimes.com/2015/03/09/technology/popular-yik-yak-app-confers-anonymity-and-delivers-abuse.html, accessed March 27, 2015. Summary Example Summary – Case Study Example In ‘IT Doesn’t Matter’ Nicholas Carr (2003) has raised the question of the reduction of strategic importance of information technology within the wider goals and objectives of businesses. The article claims that IT has lost relevance with regards to its strategic value within a business. With commodification of information technology, easy accessibility to IT resources and development of generic software for various operations, the businesses can no longer use it as competitive advantage. Hence, increasing expenditure in the IT infrastructure must be reassessed. The rapid advancement in technology significantly enhances the prospect of existing technology becoming a burden rather than an asset. Hence, it would be prudent to use effective bargaining tools with sellers to reduce the cost of upgrade. Indeed, as Carr states, the companies must ‘manage cost and risk meticulously’. On the other hand, McAfee and Brynjolfsson (2008), in their article, Ã¢â‚¬Ë œInvesting in IT That Makes a Competitive Difference, assert that IT still remains a strong component of competitive advantage if applied within the business processes to improve and improvise outcome. Industry data from Bureau of Economic Analysis of BEA was analyzed as to how IT had changed competition dynamics. It revealed new technologies were not the main force but the innovation in processes, because through the use of technology helped companies to make a difference and gain advantage. Thus, using IT as a platform to innovate new processes within operations and propagate them widely to enhance efficiency, accuracy and timeliness becomes critical elements of competitive advantage. Hence, article reinforces the relevance of IT in creating significant difference within the industry which helps to provide competitive advantage to the firm. (words: 269)Works citedCarr, Nicholas, G. IT Doesn’t Matter. Harvard Business Review, May 2003: 41-49. PrintMcAfee, Andrew., and Brynjo lfsson, Erik. Investing in IT That Makes a Competitive Difference. Harvard Business Review, July-August 2008: 98-107. Print SUMMARY Example SUMMARY – Article Example Summary In "TV," Mary Pipher clams that TV negatively influences the development of the medium community. The iswary of the verity that TV has replaced the human relations that were in existence previously (Pipher 358). With the streets arguably getting insecure by the day, a lot of individuals have resulted to staying indoors and watch TV instead. Children no longer enjoy the play time that they used to before as they have resulted to watching TV. It is evident that TV has slowly replaced the ‘persons’ with ‘personas’ as Pipher indicates (358). Families have been affected as well. The author gives a good example of people who no longer visit their neighbors to check on their progress (Pipher 357). Visiting time has slowly been taken up by the TV. Worse still, the author is more concerned resulting from the reality that TV is on even during family special and private moments such as meal time (Pipher 357). Adults are no exception. They have been indicated to stay for long hours listening to speeches and watching violence linked movies (Pipher 358). Arguably, this influence of the TV escalates the chances that TV might lead to violence in the adults watching TV regularly. Conclusively, it is evident that the TV has changed the societal structures and the way systems were run previously. TV has destroyed family links, human relations and attitudes towards life. With this in perspective, it is recommended that individuals minimize the amount of time they dedicate to TV and focus on mending their relations. Work CitedPipher, Mary. TV. 2014. JPG  file.

Different Depictions Of War-Saving Private Ryan An Essays

Different Depictions Of War-Saving Private Ryan An Essays Different Depictions Of War-Saving Private Ryan And The Patriot Different Depictions of War Moviemakers have the power to portray the world the way they see it. And because there are so many different directors out there, we as viewers, are presented with a variety of interpretations. If a director sees love as a game, then it is so (at least until their hour and 45-minute tale of two playful lovers comes to an end). If he or she believes society to be corrupt then we will see it as such on her or his recorded picture of the world. And if one director thinks of war as completely disastrous while another sees glory in it then we would find ourselves viewing two contrasting depictions of war. Two recent films that exemplify this circumstance are Steven Speilbergs Saving Private Ryan and Roland Emmerichs The Patriot. Both movies are about an historic war, both were made around the same time, and yet both create an entirely different image of war. With the use of dramatic, literary, and cinematic aspects, Speilberg and Emmerich present their opinions, as well as emotions, on th e screen. Ryan takes place during World War II. Captain Miller (Tom Hanks) is given a mission to save Private James Ryan (Matt Damon), whose three brothers were killed in action. The Patriot is the story of a father of seven and veteran of the French and Indian War. Although he shows disapproval of the current American Revolution, personal vengeance makes him a hero in the war. Although the screenplay could account for a films viewpoint, it is the directing that creates the visual picture. Ironically, Both Ryan and The Patriot were written by the same man, Robert Rodat. This further supports the idea that the directors opinion on a topic is evident in her or his film, no matter what the screenwriters thoughts may be. Not to mention the fact that a the director usually chooses a script that suits them. Therefor, literary elements reflect the directors perspective. The setting in Ryans opening scene is a veteran cemetery where we are immediately reminded of the result of war: death. The second scene takes place on Omaha Beach, the battlefield of the tragic D-Day. Right off, we are shown that thousands died in World War II as well as what it was like. We hear soldiers praying for their lives and others praying for an accurate shot to end the life of another. Speilberg does not hesitate to plunge into the reality that in war one is either killing or dying. In The Patriot our story begins quite differently. We are first introduced to our protagonist, Benjamin (Mel Gibson), in his home as he comically fails to build a rocking chair. Like Ryan, we are introduced to the main focus of the film, but unlike Ryan, the focus is a character not a war. In addition, The Patriots main character is first presented as a father and carpenter, while we first meet Captain Miller (Tom Hanks) already involved in the war. The difference between these films is that on e uses characters to tell the story of a war, while the other uses a war to tell the story of a character. Characters are major literary elements and they, alone, illustrate the intent of each film. The British (bad guys) in The Patriot are either sinister or ignorant, while the Americans (good guys) are either brave and witty or braver and heroic. The definite line between good and evil encourages us to root for the spunky Americans. Ryan, on the other hand, makes an effort to portray its characters as realistic as possible. The soldiers are ordinary guys some likable, some not, most relatable, all believable. While Benjamin The Ghost Martin is invincible, Miller, with his shaky hand, is homesick and tired. Take Corporal Upham (Jeremy Davies), for example. Upham, without a doubt, sees the war as we see it, as Speilberg sees it, as it is. The comfort he finds in talking to others to the fear he feels about the chaos as he asks himself, What is happening? are all reactions that an everyday civilian would have to the war. In The Patriot we

A Short List of Synonyms for Shorten

A Short List of Synonyms for Shorten A Short List of Synonyms for Shorten A Short List of Synonyms for Shorten By Mark Nichol Shorten is a serviceable word for describing how to reduce the extent or length of something, but some synonyms are available to use in its place. Abbreviate stems ultimately from the Latin verb abbreviare, the root of which is from brevis, meaning â€Å"short†- the same word from which brevity (â€Å"briefness†) and brief are derived. Abridge, which has nothing to do with bridges (it has the same origin as abbreviate), is often used in the sense of diminishing effect or strength or shortening a written compensation by excising parts. To curtail is to limit or reduce as if by cutting (its obsolete predecessor, curtal, referred to cutting an animal’s tail short); its derivation is curtus, Latin for â€Å"short†- which came to be used in English as curt, an adjective usually applied to a brusque statement. Truncate is ultimately from the Latin word truncus, the source of trunk (as well as truncheon- the original term for a billy club- and the rare word obtruncate, which means â€Å"cut the top from†). The original sense is an adjective meaning â€Å"with square or even leaves†- leaves that appear to have been artificially shortened and straightened. Elide means â€Å"omit†; it usually pertains to removing a letter, word, or phrase from a document but also has a general sense of â€Å"shorten†; the noun form is elision. Syncopate means â€Å"cut short,† but it also applies to the linguistic process of syncope, in which part of a word is elided, as in g’day for â€Å"good day.† It’s also the verb form of syncopation, which refers to music rhythm based on giving stress to weak rather than strong beats. There is also a group of short words- often, in their pronunciation, suggestive of abrupt action- that refer to cutting something short, including bob, chop, clip, crop, cut, dock, lop, and snip. Other terms referring to cutting, often in reference to vegetation, include mow, pare, prune, and trim; shave and shear are similar. Prà ©cis, a noun referring to shortening or condensing (from French, and the ancestor of precise), is also a verb; other terms are compress and contract, as well as condense and its close synonym digest (from the sense of the word, also associated with assimilating food into the body, of arranging and dividing). To abstract, profile, and summarize are similar actions, though they involve outlining content rather than reducing its length. Likewise, to epitomize is to serve as an example rather than to actually reduce. Shrinking, meanwhile, involves literally reducing in size rather than abbreviating. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Exquisite AdjectivesExcited ABOUT, not "for" Educational vs. Educative