Assignment Example | Topics and Well Written Essays - 500 words - 198

Assignment Example Then in the very next point, he says that students should practice before studying a grammar rule. In the observed lesson, the teacher was working on improving comprehension skills. She began by distributing comprehension worksheets to the entire class. Then she gave a brief summary of what was expected of the class. She then asked the class to read the entire comprehension. While some were reading the essay, other students had read the essay. She involved those students in a small group discussion while the rest of the students completed reading the comprehension exercise. Later she asked the students to read the questions and answer them. While students were doing this, she observed the entire class for students who were experiencing difficulty. She helped them out. As some students finished early, the teacher began discussing the answers. She even asked students to exchange their work to get a feedback from other student. In this way, the pacing of the lesson was such that every student was involved in the lesson. The teacher ended the lesson by reading the questions aloud and discussing the answers. According to the teacher, she had divided the lecture into four parts. The first part was introducing the lesson, the second part was involving the students into the lesson. The third part was the most important as students completed the learning activity. The final part was closure where the teacher took feedback from her students. Answer: The criteria for determining the success of a learning activity is by assessing the level of comprehension of the students. This can be judged through assessments and feedbacks. The teacher can also determine the success by observing the class which the learning activities is being conducted. If the students are immersed in the activity and are enjoying the activity, then it is most likely to be successful. In my opinion, an effective learning activity should be able to develop an

How temperature affects resistance on a piece of wire Essay Example for Free

How temperature affects resistance on a piece of wire Essay Graph: When I come to collect my results I will need to plot a graph, I shall plot temperature (i C) along the X-Axis and Resistance (? ) along the Y-Axis Safety: To keep my experiment safe I need to be safe around the kettle, to do this I will wear goggles to avoid hot water splattering into my face, make sure I have a decent sized work area so no-one knocks the kettle over. I will keep the batteries away from the water to keep them from short circuiting. Method: 1. Get a piece of enameled copper wire and cut it to a length of 10m using wire cutters. 2. Strip the enamel of each end with wet and dry paper 3. Check a current runs through the wire 4. Assemble the circuit as per the circuit diagram 5. Get ice in the water and lower the temperature as low as possible, take the first reading 6. Add hot water and take readings up until 100 i C (if possible) 7. Repeat the experiment after disassembling it and using new leads, multi meters, crocodile clips etc. Conclusion: The graph displays a strong linear correlation which is directly proportional: the higher the temperature, the higher the resistance. This is because as the temperature increases the atoms gain more energy meaning they vibrate more which leads to the atoms crystal lattice absorbing electrons thus making it harder for electrons to travel through the copper wire. The gradient of the line of best fit (on the hand drawn graph) is 1. 07645 this tells us that equation of the line is: y = 1. 07645x +c (the intercept) My data shows me that the data could support a few lines of best fit, I have used excel to plot a scatter graph using the mean from all 3 sets of data and have used a logarithmic trend line which is obviously far better than just drawing one The equation for this trend line is: Y = 0. 0203x + 5. 0224 The Equation for my trend line (on my hand drawn graph) is: Y= 0. 025036 This tells us that mine is probably a bit too steep compared to the one on the computer. The error bars are quite large, this tells us that my recordings were not very accurate or each time I changed the equipment the resistance in the wires etc varied a lot (I believe this to be the case). However for each set of data the differences between temperatures seem to be quite similar so I believe my method was quite reliable. I plotted a line graph on excel, for each line the data was 1 set of results, I wanted to see how the equations differed. This gave me a good idea of how reliable the results were. 1st set of data: y = 0. 0204x + 5. 0838 2nd set of data: y = 0. 0207x + 4. 976 3rd set of data: y = 0. 02x + 5. 0074 The gradients are very similar to each other and are only a couple of decimal places off each other. This shows that the repeats were very reliable. The intercepts are quite close to each other, not as near as the gradients but pretty good thus meaning the measurements were precise. Evaluation: The equipment I used is only accurate to a certain degree and higher precision and accurate equipment could be obtained but obviously this is not available to me. A water bath for getting the temperature spot on would of increased precision of the readings. A more expensive multimeter would probably be more accurate in its reading due to its better calibration. The techniques I used allow for precise results however I think the enamel on the copper wire needs to be fully removed to the point where the wire has zero enamel on it as it might affect resistance; to do this I could use a Bunsen to burn it all off. My graphs show me the error bars are quite large in places and small in others, this means that my results have not been very precise in the middle range of the graph, at the 2 extremities the range bars are very small and precise. I believe there is an anomalous result at the 80 i C Result it seems to be very off from the rest of the results, none of the range bars are even on the line. With better experiment technique and better equipment Im sure that the results would be much more precise. It would be interesting to cool the copper wire to its critical temperature thus demonstrating superconductivity. Unfortunately copper is not a superconductor this is because copper electrons cannot cooper pair because coppers tightly packed lattice constrains the vibrations needed for cooper pairing to take place. These characteristics are also displayed in gold and silver. According to the trend line calculated from the means copper would be no conductivity at -247i C it would be interesting to test to see if there is any resistance at this temperature adding this to a the graph. I think it would have been better to have a larger range of results so maybe 100i. C to 100i C using liquid nitrogen to cool it down to that temperature. This would be at 20i C increments. I am quite confident in saying that my conclusion is accurate in the point that it declares that resistance is affected by temperature in a directly proportional way. The precision of my instruments makes me doubt the exact measurements I have taken, the thermometer is accurate to i 1i C. The multimeter is accurate to i 1mA however I highly doubt its precision (i. e. its not calibrated accurately).

The Outsourcing Industry Philippines Health And Social Care Essay

The Outsourcing Industry Philippines Health And Social Care Essay The outsourcing industry is currently a growing trend in the Philippines providing employment opportunities for many young professionals. The Philippine outsourcing industry has grown 46% annually since 2004 (Rivette, 2010) and is currently representing 21% of the $7.2 billion of total Business Process Outsourcing (BPO) revenues worldwide. With the increase in BPO employment opportunities, more and more young Filipino professionals are applying for and working as call center agents. Approximately 400,000 Filipinos are already employed as call center agents (Rivette, 2010) and with a growth rate of 46% annually, it can be estimated that another 200,000 Filipinos will be joining this work force next year. However, despite the economic benefits of the expansion of BPO in the Philippines, an increase in work-related diseases in call center companies have also been reported. The most researched work-related disease in call centers in the Philippines is on sexually transmitted infections, particularly HIV-AIDS. According to the study done by the UP Population Institute (2010), 20% of male call center agents are commercial sex workers while 14% of them give payment in exchange for sex. The study also showed that 1/3 of call center agents have had casual sex in the last 12 months. These statistics validate the increase in risky sexual behavior among call center agents in the Philippines. However, increase in risky sexual behavior is only a part of the lifestyle of most call center agents. Other poor lifestyle choices observed among call center agents is their patronage of fast food, smoking, consumption of alcohol, increased caffeine intake, decreased sleep, and decrease physical inactivity. Besides poor lifestyle choices, the nature of their work also predisposes them to stress and disturbances in their sleeping pattern. All of these factors predispose them to health problems particularly hypertension, obesity, and diabetes. A number of studies have already been condu cted on the incidence of sexually transmitted diseases and call center agents in the Philippines but there are currently no studies yet on the incidence of other diseases among call center agents. This study would like to bridge this information gap because knowledge on the development of other diseases like hypertension and diabetes are also as important as knowledge on the increased transmission of STIs among call center agents.    In this study, the researchers would like to explore the association between the development of Diabetes Mellitus Type II among call center agents in the Philippines. As mentioned above, call center agents and their lifestyle predisposes them to developing diabetes. The researchers would like to address the problem of potentially developing Diabetes Mellitus because of the long-term complications of this disease on the quality of life. The researchers would want to specifically address Type II Diabetes Mellitus for the basic reason that this type of Diabetes develops primarily because of lifestyle factors. The researchers believe that knowledge on the association between call center agents and the development of Diabetes Mellitus Type II is highly significant because of the health implications of this disease and its potential to be prevented. II. Significance of the Study The increasing trend of call center agencies in the country provides job opportunities to the increasing supply of graduates in the country. Being employed as a call center agent in a call center agency is assumed to increase the risk of predisposition to different disease entities because of the radical lifestyle changes one undergoes. With the increasing number of employed call center agents, there is therefore an increase in the number of people who are at risk of acquiring diseases. Few literature deals with call center agents that discusses the acquisition of certain diseases secondary to their occupation. This study aims to increase the fund of literature with regard to this. Diabetes Mellitus, Type II is a chronic and debilitating disease. Also, as said, this is a life-long disease. Once a person acquires this disease, he or she will forever be predisposed to the co-morbidities and effects of the disease; which in turn, will decrease ones number of productive life years.   Prevention is the most cost-efficient approach when targeting populations. If the results of this study will show an association between being a call center and acquiring Diabetes Type II, we would be able to address the gap in knowledge with regards to the association of being an employed call center agent and acquiring Diabetes Mellitus, Type II. Also this would provide additional data for policy makers to address measures with regards to the prevention of this disease. III. Scope of Limitations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The study will only include employees in call centers in Ortigas, Philippines. The study will be done for a period of 5(?) years and will only determine if an individual will develop Type II Diabetes Mellitus (DM) or not. The study will not quantify the degree and severity of the disease upon diagnosis. Fasting blood glucose (FBG) will be used in the diagnosis of DM, as it is the most reliable and convenient test for identifying DM in asymptomatic individuals (Fauci et al, 2008) and part of the guidelines used by the American Association of Clinical Endocrinologists (AACE Diabetes Mellitus Clinical Practice Guidelines Task Force, 2007). Individuals will be counted as cases if diagnosed with Type II DM through the course of the study. Cases will be provided with appropriate interventions (non-pharmacological, referral).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  The study will exclude those who have the following at the start of the study: Type II DM, history of Diabetes in the immediate family, body mass index (BMI) above or below the normal value as per Asian standard, and more than or equal to 30 years of age. These exclusion criteria are the factors that can be controlled in selecting the individuals within the population that may predispose them to be identified as cases. IV. Review of Related Literature Call Center Industry According to a review done by OMaley (2008), the Philippines has been a major player in the outsourcing industry over the past ten years. Six major factors were identified to be the reasons why the Philippines participate radically in the said industry. One is the increasing government support for information technology investment despite the erratic political climate. Second is the continuous pooling of college graduates with good English communication skills and proficiency. It was stated in the review that 75% of the total population in the Philippines (according to a United Nations data) speak English fluently with a 94% literacy rate which gives a relative advantage in the industry as compared to other countries. Third is high knowledge about Information and Communications Technology (ICT). Fourth is the easy establishment of a reliable and reasonably priced telecommunication infrastructure. Fifth are the low costs but high quality locations of call center agencies. And lastly, sixth, the increasing trends of outsourcing globally. In that same article written by OMaley, it was said that the Philippines consistently ranks among the top five Business Process Outsourcing (BPO) locations globally. This shares a five-year-compounded annual growth rate of 38%. The Philippine BPO system was also coined as the major player in the growth of the service sector in the country. The Philippines plays a major role in supplying the demand for more call center agents as an effect of the global trending of outsourcing worldwide. According to the Philippine National Statistic Office (2010), call center activities ranked first among all BPO activities covering almost half of the total industry with 219 (48%) call center establishments.    With the increasing number of call center agencies, it is logical to say that there is also an increasing need for call center agents to work for such industry. Call center activities employ majority of the workers among all BPOs. In 2008, call center agencies employed about 150,000 workers (Philippine National Statistics Office, 2010). There are about 400,000 Filipinos who are currently employed as call center agents according to Rivette (2010). Call Center Agents According to  a policy provided by the Employment and Immigration Department of the Government of Alberta (2008), call center agents are the ones who respond to questions and inquiries, build customer relationships, resolve customer problems and provide information about company policies, products and services over the phone and via electronic communication. Working conditions from one call center to another may differ. According to that same policy, call center agents usually work indoors but in a rather open environment to decrease privacy. Further, managers are allowed to record and monitor the conversations of an agent and his or her customer. Working shifts also differ from one agency to another. Some agencies provide services 24-hours a day, seven days a week. Lifestyle of Call Center Agents and Associated Health Risk Factors Because of the nature of their work, call center agents usually live a lifestyle that may put them at risk for development of certain diseases. First, call center workers remained in a static sitting position 95% of the time (Rocha, 2005) which makes them prone to physical inactivity that may lead to obesity. Development of obesity is of significance because it is a risk factor for the development of Diabetes Mellitus Type II according to the AACE Diabetes Mellitus Clinical Practice Guidelines Task Force of 2007. Second, call center workers are exposed to a highly stressful environment. Call center workers identified call-time pressures i.e., having to process a customer call within a specific number of seconds as having the strongest relationship to job stress (Di Tecco et al, 1992). Another study identified having to deal with difficult customers as the most significant source of job stress in 54.0% of call center agents handling inbound services and 54.4% of call center agents handling outbound services (Lin et al, 2010). High levels of stress can lead to increased cortisol levels in the body which is of significance because of its effects on body metabolism. Abnormalities in body metabolism can lead to metabolic problems such as stress-induced obesity which may give rise to hypertension, hyperlipidemia, and hyperglycemia (Andrews, 2002). Third, the usual diet of call center agents is high in cholesterol and fat and low in fiber which puts them at risk for dyslipidemia and hypercholesterolemia. In a study conducted by the UP Population Institute, they identified the usual lifestyle choices of young professionals in Metro Manila and Metro Cebu. They studied the economic, social and health status of 929 young professionals less than 35 years old working at call centers and non call centers. The study revealed that there is a high level of consumption of chips, burgers, fries and fried chicken among the workers and a few number consume instant noodles and street food regularly. It was found out that fried chicken was the most popular food choice among Business Process Outsourcing (BPO) workers with 78% saying that they consume it regularly. Chips were the next most popular food choice with 54% saying they consume it regularly, followed by fries at 53% and burgers at 49%. High caffeine intake was also reported in 2/3 of a ll young professionals drinking coffee daily. However, the study pointed out that call center workers drank more coffee than non-call center workers. Call center workers drank 2.3 cups of coffee daily while non call center workers drank 1.7 cups daily. Tea intake was also reported where 1/4 of all call center workers drank tea while only 1/5 of non-call center workers drank tea. The study also revealed that 50% of all young workers drink soda daily at an average of 1.5 bottles or cans daily. The study also explored leisure activities of call center agents. Based on the UP Population Institute survey, 72% of call center agents said that their most common leisure activity is drinking compared to partying (62%) or videoke gimmicks (59%). The study said that overall there is a very high level of current drinking among workers, 85% for call center agents and 87% for non-call center agents. Fatty food and consumption of alcohol can increase triglyceride and cholesterol levels which is a risk factor for the development of diabetes (AACE, 2007). Fourth, sleep deprivation is common among call center agents. In the same study, they also found out that instead of the recommended 8 hours of sleep, call center agents only get 6.2 hours of sleep each day. Sleep deprivation can lead to metabolic disturbances and hormonal changes causing obesity (Merck) and consequently diabetes. Fifth, due to fatigue and lack of sleep, call center agents resort to smoking to cope with stress. They reported that 43% of call center employees smoke while only 21% of non call center agents smoke. A call center agent who smokes usually consumes 9 sticks a day on average. Smoking is a known risk factor for the development of atherosclerosis leading to hypertension and cardiac disease. Since hypertension and cardiac disease are risk factors for the development of Diabetes Mellitus Type II (AACE, 2007), smoking may then predispose an individual in developing diabetes. Diseases Associated with Call Center Employees An increase in the turnover, absenteeism, and occupational diseases in call center employees resulted from lack of modernization of processes and organizational planning in call centers in Brazil (Rocha et al, 2005). A focused group investigation conducted in a call center employed with 200 individuals observed the presence of complaints of muscular pain, stomach aches, sleep alterations and irritability (Westin in Rocha et al, 2005). Work-related muscular disorders were found to be highly prevalent among the female than male call center employees, specifically on the neck/shoulder region (43%) and on the wrists/hands region (39%). It was observed that a combination of high demands and lack of work control among the female call center employees   reflect a highly stressful job that predispose them to the increased risk of having musculoskeletal disorders (Theorell in Rocha et al, 2005). The limitations of the study done by Rocha et al (2005) are that the analyses were limited to on e call center linked to a bank, cross-sectional design, small sample size, and symptom-based diagnosis (such as pain, numbing, dizziness, tingling sensation, stiffening, burning sensation). In a study done by dErrico et al (2010), the presence of musculoskeletal symptoms in the same region was assessed using the following inclusion criteria to preserved the specificity of the outcome, although it likely decreased its sensitivity: a) presence of musculoskeletal symptoms (pain, burning, stiffing, numbness or tingling) at any time during the last 28 days and b) consultation to a physical and or self-medication because of the symptoms. Also, the presence of any disease known to be associated with musculoskeletal disorders such as hypertension, diabetes, systemic lupus erythematosus, gout, thyroid diseases, rheumatoid arthritis), previous injuries in the last five years, leisure physical activity, body mass index, smoking, marital status, educational level, gender, and age class were explored as potential confounders of the association between workplace factors and musculoskeletal symptoms. It was found in this study that 45% of workers reported musculoskeletal symptoms wher ein neck (39%) symptoms were the most prevalent, followed by the shoulder (22%), handwrist (10%), and elbow (4%). Neck/shoulder symptoms were associated with low job control, elevated noise, poor desk lighting and impossibility to lean back while sitting. Elbow/hand-wrist symptoms were associated with short intervals between calls, insufficient working space, lack of forearm support, job insecurity, and long seniority in the industry. Other study that reported the presence of musculoskeletal symptoms among call center employees were done by Halford and Cohen (2003) wherein computer use factors and individual psychosocial factors were significantly associated with self-reporting of musculoskeletal disorder symptoms. Sudhashree et al (2005) stated in a column letter that the call center industry in India ranked high for attrition due to health reasons such as sleeping disorders (83%), voice loss (8.5%), ear problems (8.5%), digestive disorders (14.9%) and eye sight problems (10.6%). Burnout stress syndrome, which includes chronic fatigue, insomnia, and complete alteration of biological rhythm of the body are routine cause for sickness absenteeism. Chronic level of stress also affects other systems of the body such as the cardiovascular and endocrine. In a study done by Lin et al (2010) in a bank call center in Taiwan, call center employees have had prevalent complaints of musculoskeletal discomfort, eye strain, hoarseness, and sore throat. Also, it was found that those who perceived higher job stress had significantly increased risk of multiple health problems, including eye strain, tinnitus, hoarseness, sore throat, chronic cough with phlegm, chest tightness, irritable stomach or peptic ulcers, and musculoskeletal discomfort. In the Philippines, there are no studies about the health risks and occupational diseases associated among call center employees. However, there is a report of a rise in the number of Filipinos infected with Human Immunodeficiency Virus (HIV) and includes the call center employees (Ruiz, 2010). Diabetes Mellitus,Type II Type II Diabetes Mellitus and Epidemiology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Diabetes mellitus (DM) is a group of metabolic disorders wherein there is an increase in blood sugar (hyperglycemia) resulting from absolute or relative deficiency of insulin, or both. There are many classifications of this disease entity based on the pathologic process that leads to hyperglycemia. In Type II DM, hyperglycemia resulted from a range of predominantly insulin resistance with relative insulin deficiency to a predominantly insulin secretory defect with insulin resistance (Fauci et al, 2008). It usually occurs among the older age group (> 30 years old) but there is an increasing diagnosis in the younger group (Tidy, 2009). Most symptoms of diabetes appear very late in the stage of the disease. A lot of diabetics do not have symptoms when their blood sugars are elevated for the first time (National Objectives for Health, 2005).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a dramatic increase in the prevalence of Diabetes Mellitus worldwide, from ~30million cases in 1985 to 177 million in 2000. Type II DM is increasing more rapidly because of increasing obesity and reduced activity levels as countries become more industrialized, as in the case of many developing countries in Asia (Fauci et al, 2008). A nationwide prevalence survey in the Philippines by the Department of Health showed that four (4.1%) out of one hundred Filipinos are diabetics, and the prevalence was higher in urban (6.8%) than in rural (2.5%) areas. The World Health Organization estimates that there will be a doubling of prevalence of diabetes in Southeast Asia every five to ten years. Using this as assumption, the prevalence of diabetes in the Philippines is around 8 to 16 percent (National Objectives for Health, 2005). Also, the death rate in diabetes has risen from 4.3 per 100,000 population in 1984 to 7.1 per 100,000 population in 1993. It is important to note that there is underreporting of deaths due to diabetes, as shown by local studies, because of misclassification as deaths due to cardiovascular or renal disease both of which are chronic complications of DM (National Objectives for Health, 2005; Fauci et al, 2008). Type II Diabetes Mellitus Risk factors and Diagnostics According to the American Association of Clinical Endocrinologists (AACE) Medical Guidelines for Clinical Practice for the Management of Diabetes Mellitus (AACE Diabetes Mellitus Clinical Practice Guidelines Task Force, 2007), there are several risk factors to developing prediabetes and Diabetes Mellitus. Such risk factors are (a) family history of diabetes, (b) cardiovascular disease, (c) overweight or obese state, (d) sedentary lifestyle, (e) Latino or Hispanic, Non-Hispanic black, Asian American, Native American, or Pacific Islander ethnicity, (f) previously identified impaired glucose tolerance or impaired fasting glucose, (g) hypertension, (h) increased levels of triglycerides, low concentrations high-density lipoproteins cholesterol, or both, (i) history of gestational diabetes, (j) history of delivery of an infant with a birth weight > 9 pounds, (k) polycystic ovary syndrome, and (l) psychiatric illness. To diagnose Diabetes Mellitus, any one of the three criteria is sufficient in diagnosis the patient according to the AACE. These criteria are: (a) symptoms of diabetes such as polyuria, polydipsia, unexplained weight loss and casual plasma glucose concentration of greater than or equal to 200 mg/ dL, (b) fasting plasma glucose concentration of greater than or equal to 126 mg/ dL, and (c) 2-hour postchallenge glucose concentration of greater than or equal to 200 mg/ dL during a 75-gram oral glucose tolerance test.    Diabetes Mellitus Prevention A study done by the Diabetes Prevention Program (DPP) showed that intensive changes in lifestyle, quantified as diet and exercise for 30min/day five times/week in individuals with impaired glucose tolerance (IGT) delayed the development of Type II DM by 58%. (Harrisons, 2008). It was also found out that Metformin slowed down the progression or halted the development of Type II DM by 31% compared to placebo. People with a strong predisposition to diabetes due to family history or impaired glucose tolerance or impaired fasting glucose (IFG), are strongly advised to maintain a normal BMI and engage in regular exercise. According to the recent ADA Consensus panel, individuals with IFG and IGT who are at a high risk for progression to diabetes (age 35 kg/m2, family history of diabetes in the first-degree, elevated triglycerides, reduced HDL, hypertension, or A1C > 6.0%) could be appraised for Metformin treatment but not other medications. Acute complications of DM The acute complications of diabetes are diabetic ketoacidosis (DKA) and hyperglycemic hyperoslomar state (HHS). Both disorders are associated with absolute or relative insulin deficiency, volume depletion, and acid-base abnormalities. These may lead to serious complications if not promptly remedied. Diabetic Ketoacidosis The usual signs and symptoms of DKA are   nausea and vomiting, hyperglycemia, hypotension, Kussmaul respirations, fruity oder on the patients breath, excessive thirtst, and polyuria. DKA is characterized by hyperglycemia, ketosis, and metabolic acidosis that is accompanied by secondary metabolic abnormalities. Hyperglycemic Hyperosmolar State HHS may usually be seen in an elderly individual with Type II DM, with symptoms of polyuria, weight loss, and lessened oral intake that preceded mental confusion or coma. Physical examination shows profound dehydration and hyperosmolarity with concomitat hypotension, tachycardia, and altered mental state. In contrast to DKA, HHS does not present with nausea, vomiting, abdominal pain and Kussmaul signs. Chronic complications of DM The chronicity of the disease brings about systemic involvement that affects multiple organ systems. Complications may be divided into nonvascular and vascular complications. Nonvascular complications include gastroparesis, skin changes, and cataracts. Vascular complications can be further subdivided into micro and macrovascular. Microvascular changes, which result from long standing hyperglycemia include retinopathy, neuropathy, and nephropathy. Macrovascular changes include coronary artery disease and peripheral arterial diseases. (NIkki, Ill send you my draft. di ko lam kung tama. i Cant do the framework here.) Figure 1.Conceptual Framework V. Objectives   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With the nature of the work and environment in a call center industry, the study aims to determine if working in a call center predisposes an individual to the development of Type II diabetes mellitus (DM). Specifically, it aims: a.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To determine the incidence of Type II Diabetes Mellitus within the period of study. b.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To determine the etiologic factors associated with the development of Type II Diabetes Mellitus. VI. References AACE Diabetes Mellitus Clinical Practice Guidelines Task Force (2007). American association of clinical endocrinologists medical guidelines for clincial practice for the management of diabetes mellitus. Endocrine Practice. 13:3-68 Andrews, R.C., O. Herlihy, D.E.W. Livingstone et al. (2002). Abnormal cortisol metabolism and tissue sensitivity to cortisol in patients with glucose intolerance. The Journal of Clinical Endocrinology 87 (12): 5587-5593. Di Tecco, D., Cwitco, G., Arsenault, A., Andre, M. (1992). Operator Stress and Monitoring Practices. Appl Ergon 23, 147-53. dErrico, A., Caputo, P., Falcone, U., Fubini, L., Gilardi, L., Mamo, C., Migliardi, A., Quarta, D., and Coffano, E. (2010). Risk factors for upper extremity musculoskeletal symptoms among call center employees. Journal of Occupational Health. 52:115-124. Employment and Immigration. (2008). Alberta Occupational Profiles: Call Centre Agent. Government of Alberta. Retrieved September 10, 2010 from   http://alis.alberta.ca/occinfo/Content/RequestAction.asp?aspAction=GetHTMLProfileformat=htmloccPro_ID=71002991 Fauci, AS., Braunwald, E., Kasper DL., Hauser, SL., Longo, DL., Jameson, JL.., and Loscalzo, J. (2008). Harrisons Principles of Internal Medicine. 17th ed.   USA: The McGraw-Hill Companies, Inc. Halford, V., and Cohen, HH. (2003). Technology use and psychosocial factors in the self-reporting of musculoskeletal disorder symptoms in call center workers. Journal of Safety Research. 34(2):167-173 Lin, YH., Chen, CY., HONG, WH., and Lin YC. (2010). Perceived job stress and health complaints at a bank call center: comparison between inbound and outbound services. Industrial Health. 48:349-356 Merck Manuals Online Medical Library (2010). Obesity. Retrieved September 11, 2010 from http://merck.com/mmhe/sec12/ch156/ch156a.html National Objectives for Health. (2005). Retrieved 9 September 2010 from http://www2.doh.gov.ph/noh/3-2-3.pdf National Statistics Office. (2010). 2008 Annual Survey of Philippine Businesss and INdustry: Business Process Outsourcing Activities. Manila Philippines. Retrieved September 10, 2010   from http://www.census.gov.ph/data/sectordata/aspbi08_bpotx.html OMaley, R. (2008). Special Report Call Centres in the Philippines. Retrived September 10, 2010 from: www.callcentrehelper.com/special-report-in-the-philippines-2231.htm Rivette, D. (2010). The Emerging Philippine Value Proposition. Trestle Group Consulting. Retrieved September 11, 2010 from http://www.bpap.org/bpap/publications/ TG_SDS_PhilippineValueProposition_March2010%5B1%5D(2).pdf Rocha, LE., Glina, DMR., Marinho, MdF., and Nakasato, D. (2005). Risk factors for musculoskeletal symptoms among call center operators of a bank in Sà £o Paulo, Brazil. Industrial Health. 43:637-646 Ruiz, J. (2010). HIV cases soar among Filipino yuppies, call center workers. ABS-CBN News. Retrieved 10 September 2010 from http://www.abs-cbnnews.com/lifestyle/01/27/10/hiv-cases-soar-among-filipino-yuppies-call-center-workers Sudhashree, VP., Rohith, K. and Shrinivas, K. (2005). Issues and concerns of health among call center employees. Indian Journal of Occupational and Environment Medicine. 9 (3): 129-132 Tidy, C. (2009). Diabetes mellitus. Philippine Medics. Retrieved 10 September 2010 from http://www.philippinemedics.com/diabetes-mellitus/ UP Population Institute (2010). Lifestyle, Health Status and Behavior of Young Workers in Call Centers and Other Industries : Metro Manila and Metro Cebu. Retrieved 11 September 2010 from http://www.abs-cbnnews.com/lifestyle/08/05/10/call-center-workers-diet-fast- food-caffeine-and-alcohol

Jane Eyre :: essays research papers

In the story of Jane Eyre by Charlotte Bronte, Mr. Broklehurst becomes a very controversial character that Jane encounters early in the story. Mr. Broklehurst, a rather annoying clergyman, feels that he has a specific goal. His goal, at least in his eyes, is to save the otherwise lost souls of his girls in the institution, but in reality he is trying to mold the girls to his own vision rather than God’s. For starters, he thinks that his depiction of what is good and evil is the same as God’s. He, in a sense, thinks he knows exactly what god knows. The only way that would work would be if he though he was God, right? He limits the girls appearance and he is very selective on what the girls should and should not eat for religions spiritual purposes. Mr. Brocklehurst feels that for spiritual reasons and to follow the motto of Lowood which says, Let your light shine before men that they may see your good works, and glorify your Father which is in heaven- (St. Matt. v. 16.) He must limit the appearance of the girls. He had Julia Severn, a girl of natural curls, cut her hair off. When Miss Temple had tried to rationalize with Mr. Brocklehurst and tell him that her hair is natural he replies and says, Naturally! Yes, but we are not to conform to nature: I wish these girls to be the children of Grace: and why that abundance? I have again and again intimated that I desire the hair to be arranged closely, modestly, plainly. Miss Temple, that girl’s hair must be cut off entirely; I will send a barber to-morrow: and I see others who have far too much of the excrescence- that tall girl, tell her to turn round. Tell all the first form to rise up and direct their faces to the wall. (pg. 55) This quote leads me to think who are the girls suppose to follow the motto of, God’s or his? And in all honesty, I don’t feel that God would think a person impure if they had curly red hair. Especially considering the fact that it is natural, meaning from God. He is very picky of what they should eat. I really don’t believe that god would condemn you if you had an extra piece of bread but there again you have Mr.

Leadership vs. Management Essay

Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. The manager’s job is to plan, organise and coordinate. The leader’s job is to inspire and motivate. In his 1989 book â€Å"On Becoming a Leader,† Warren Bennis composed a list of the differences: the manager administers the leader innovates the manager is a copy the leader is an original the manager maintains the leader develops the manager focuses on systems and structures the leader focuses on people the manager relies on control the leader inspires trust the manager has a short-range view the leader has a long-range perspective the manager asks how and when the leader asks what and why the manager has his/her eye always on the bottom line the leader’s eye is on the horizon the manager imitates the leader originates the manager accepts the status quo the leader challenges it the manager is the classic good soldier the leader is his/her own person the manager does things right the leader does the right thing Leadership Attributes of a leader: Studies, and develops ideas and principles Innovates Resourceful and looks for solutions to problems Empathetic with a focus on people Inspires trust among stakeholders Understands the big picture Superior listening skills Courageously challenges the state of affairs, and asks why and what can be improved Looks for opportunities to develop strengths Develops a following A leader’s specific roles are determined through the four basic leadership responsibilities of directing, coaching, supporting and delegating. Specific responsibilities will fall into one of these four categories. In leadership practice, one must master skills in all areas in order to effectively lead others under their direction. Developing strengths in each of the four leadership roles allows a leader to read specific situations accurately and know what communication style is best applied. Directing Directing refers to how to keep work tasks and activities on the right track. A leader’s direction is what makes or breaks problem solving as well as determines the effectiveness of an approach to an assignment or task, the maintaining of momentum until its completion, and whether it is done by deadline. There are several ways to generate good direction techniques. These include: Explain things completely and include the ‘why’s’ Leaders learn early on that the best way to gain support and trust from their employees is to explain all things in their entirety. Once people understand why something is important or necessary, they generally rally to the call of that which needs to be done or addressed. Remain visible Leaders understand the power of their presence at all times. Nothing deflates the workforce’s motivation and desire to achieve more than to be left on their own with no visible means of support or direction. Objectively consider opposing points of view Leaders consider situations, problems and solutions from various viewpoints, as the input from as many individuals as possible expands their capabilities to effectively frame their direction. Coaching Coaching refers to when a leader knows where he or she wants to go and remains in control of the task but needs to lead others in developing a mutual support network. Coaching instils the desire to achieve and builds a dialogue bridge between the leader and those under his or her charge. This  motivates employees and positively changes attitudes toward the work assignment. To do this effectively a leader must make an effort to: Incorporate the word ‘we’ into all conversations Effective leaders eliminate the word â€Å"I† because it denotes a singular rather than cooperative effort. The very meaning of the term â€Å"coaching† implies a team effort. Listen for objections and areas of misunderstanding Effective leaders who coach well develop the skill of eliminating objections by developing an effective dialogue and creating clear and concise responses. Offer explanations addressing the ‘why’s, what’s and how’s’ of the problem or task at hand Good coaching depends upon complete understanding. Motivation and confidence comes from understanding the expectations a leader has of those involved in a given task, assignment or problem solving situation. Supporting Managers cannot be effective leaders unless they actively hone their supporting skills. People look warmly on leaders who actively work to support them emotionally as well as physically. When leaders actively work to support the people under their charge they: Acknowledge individual efforts with comments of praise and positive support Leaders are not afraid to say â€Å"thank you,† or â€Å"you’re doing a great job,† or whatever it takes to instil confidence in an individual. Disclose their own feelings openly and honestly Leaders are not afraid to reveal their â€Å"inner self.† Trust and loyalty are built on disclosing inward feelings, concerns and desires. Readily and honestly opening up builds encouragement and perseverance on both sides. Never hesitate to ask, ‘What’s wrong?’ Leaders allow themselves to get into the thick of a situation or task, and are quick to share the decision making responsibility, but know when to relinquish control in order to gain extra participation and involvement. Delegating Leaders know and understand their people. They know their strengths and weaknesses as well as what motivates and frustrates them. Effective delegating relies on the ability to select the proper person for the specific task or role. Leaders develop good delegation skills by: Briefing the delegate Leaders leave nothing to chance when they delegate. When delegating, it is vital to explain exactly what expectations the leader has of the delegated individual. Having confidence in the person they select Leaders do not select individuals for an assignment according to their job descriptions or the salaries they command, they look for people with the skills, abilities, perseverance and motivation to get the job done and done well. Not abdicating responsibility, but allowing individuals to decide a best course of action for themselves Leaders monitor and weigh these individual decisions, but never advance their own leadership position for a particular course of action unless they assess  it to be the best one. Understanding Theories of Leadership Trait Theory of Leadership Trait Theory of Leadership is based on the assumption that people are born with inherited traits and some traits are particularly suited to leadership. People who make effective leaders have the right (or sufficient) combination of traits and great leaders has some common personality characteristics. Traits/skills generally believed to be possessed by leaders can be classified into categories such as: Physical characteristics (e.g. age; height; weight; alertness; energetic); Background characteristics (e.g. education; social status; mobility; experience); Intelligence characteristics (e.g. ability; judgement; knowledge; clever {intelligent}; conceptually skilled; creative; knowledgeable about group task; intellectual breadth); Personality characteristics (e.g. aggressiveness; alertness; dominance; decisiveness; enthusiasm; extroversion; independence; self-confidence; authoritarianism; assertive; tolerant of stress); Task-Oriented characteristics (e.g. achievement needs; responsibility; initiative; persistence; ambitiousness; achievement-orientated; decisive; persistent; willingness to assume responsibility; organised {administrative ability}; Social characteristics (e.g. supervisory ability; cooperativeness; popularity; prestige; tact; diplomacy; adaptability; cooperative; dependable; tactful; persuasive; socially skilled; emotional stability and composure; good interpersonal skills). Look at the Social Characteristics above. Be honest with yourself and write down those characteristics you feel you have and those that you feel you still need to work on. Behavioural theories Behavioural psychology, also known as behaviourism, is a theory of learning based upon the idea that all behaviours are acquired through conditioning. Behavioural theories focus on how leaders behave and assume that leaders can be â€Å"made†, rather than born, and successful leadership is based on definable, learnable behaviour. Theory X and Theory Y Theory X and Theory Y framework proposed by McGregor in his classic book â€Å"The Human Side of Enterprise† (1960) consists of two alternative set of assumptions. Theory X perceives employees to be lazy, irresponsible and untrustworthy, while according to theory Y employees are approached as one of the most valuable assets of the company. Your management style is strongly influenced by your beliefs and assumptions about what motivates members of your team. If you believe that team members dislike work, you will tend towards an authoritarian style of management; on the other hand, if you assume that employees take pride in doing a good job, you will tend to adopt a more participative style. Theory X Theory X assumes that employees are naturally unmotivated and dislike working, and this encourages an authoritarian style of management. According to this view, management must actively intervene to get things  done. This style of management assumes that workers: Dislike working. Avoid responsibility and need to be directed. Have to be controlled, forced, and threatened to deliver what’s needed. Need to be supervised at every step, with controls put in place. Need to be enticed to produce results; otherwise they have no ambition or incentive to work. X-Type organisations tend to be top heavy, with managers and supervisors required at every step to control workers. There is little delegation of authority and control remains firmly centralised. McGregor recognised that X-Type workers are in fact usually the minority, and yet in mass organisations, such as large scale production environment, X Theory management may be required and can be unavoidable. Theory Y Theory Y explains a participative style of management that is de-centralised. It assumes that employees are happy to work, are self-motivated and creative, and enjoy working with greater responsibility. It assumes that workers: Take responsibility and are motivated to fulfil the goals they are given. Seek and accept responsibility and do not need much direction. Consider work as a natural part of life and solve work problems imaginatively. This more participative management style tends to be more widely applicable. In Y-Type organisations, people at lower levels of the organisation are involved in decision making and have more responsibility. Contingency theories Fiedler’s contingency model The Fiedler Contingency Model asks you to think about your natural leadership style, and the situations in which it will be most effective. The model says that leaders are either task-focused, or relationship-focused. Once you understand your style, it says that you can match it to situations in which that style is most effective. Fiedler’s model consists of 3 primary elements: Leader-Member Relations – This is the level of trust and confidence that your team has in you. A leader who is more trusted and has more influence with the group is in a more favourable situation than a leader who is not trusted. Task Structure – This refers to the type of task you’re doing: clear and structured, or vague and unstructured. Unstructured tasks, or tasks where the team and leader have little knowledge of how to achieve them, are viewed unfavourably. Leader’s Position Power – This is the amount of power you have to direct the group, and provide reward or punishment. The more power you have, the more favourable your situation. Fiedler identifies power as being either strong or weak. There are some criticisms of the Fiedler Contingency Model. One of the biggest is lack of flexibility. Fiedler believed that because our natural leadership style is fixed, the most effective way to handle situations is to change the leader. He didn’t allow for flexibility in leaders. Hersey-Blanchard Situational Leadership The Hersey-Blanchard situational leadership theory states that instead of using just one style, successful leaders should change their leadership styles based on the maturity of the people they’re leading and the details of the task. Using this theory, leaders should be able to place more or less emphasis on the task, and more or less emphasis on the relationships  with the people they’re leading, depending on what’s needed to get the job done successfully. We will look at situational leadership more close later on. Transformational Leadership The leadership style called â€Å"transformational leadership† is often the most effective approach to use. Transformational leaders have integrity, they inspire people with a shared vision of the future, they set clear goals, they motivate people towards these goals, they manage delivery, and they communicate well with their teams. Transformational leaders are inspiring because they expect the best from everyone on their team as well as themselves. This leads to high productivity and engagement from everyone in their team. In many organisations, both transactional and transformational leadership styles are useful. Transactional leaders (or managers) ensure that routine work is done reliably, while transformational leaders look after initiatives that add new value. It’s also important to use other leadership styles when necessary – this will depend on the people you’re leading and the situation that you’re in. Tannenbaum and Schmidt’s continuum The Tannenbaum and Schmidt Continuum is a simple model of leadership theory which shows the relationship between the level of freedom that a manager chooses to give to a team, and the level of authority used by the manager. As the team’s freedom is increased, so the manager’s authority decreases. This is a positive way for both teams and managers to develop. Over time, a manager should aim to take the team from one end to the other, up the scale, at which point you should also aim to have developed one or a  number of potential successors from within your team to take over from you. When examining and applying the Tannenbaum and Schmidt principles, it’s extremely important to remember: irrespective of the amount of responsibility and freedom delegated by a manager to a team, the manager retains accountability for any catastrophic problems that result. Delegating freedom and decision-making responsibility to a team absolutely does not absolve the manager of accountability. That’s why delegating, whether to teams or individuals, requires a very grown-up manager. If everything goes well, the team must get the credit; if it all goes horribly wrong, the manager must take the blame. This is entirely fair, because the manager is ultimately responsible for judging the seriousness of any given situation – including the risks entailed – and the level of freedom that can safely be granted to the team to deal with it. This is not actually part of the Tannebaum and Schmidt Continuum, but it’s vital to apply this philosophy or the model will definitely be weakened, or at worse completely back-fire. Here are the Tannenbaum and Schmidt Continuum levels of delegated freedom, with some added explanation that should make it easier to understand and apply. 1.The Manager decides and announces the decision The manager reviews options in light of aims, issues, priorities, timescale, etc., then decides the action and informs the team of the decision. The manager will probably have considered how the team will react, but the team plays no active part in making the decision. The team may well perceive that the manager has not considered the team’s welfare at all. This is seen by the team as a purely task-based decision, which is generally a characteristic of X-Theory management style. 2.The manager decides and then ‘sells’ the decision to the group The manager makes the decision as in 1 above, and then explains reasons for the decision to the team, particularly the positive benefits that the team will enjoy from the decision. In so doing the manager is seen by the team to recognise the team’s importance, and to have some concern for the team. 3.The manager presents the decision with background ideas and invites questions The manager presents the decision along with some of the background which led to the decision. The team is invited to ask questions and discuss with the manager the rationale behind the decision, which enables the team to understand and accept or agree with the decision more easily than in 1 and 2 above. This more participative and involving approach enables the team to appreciate the issues and reasons for the decision, and the implications of all the options. This will have a more motivational approach than 1 or 2 because of the higher level of team involvement and discussion. 4.The manager suggests a provisional decision and invites discussion about it The manager discusses and reviews the provisional decision with the team on the basis that the manager will take on board the views and then finally decide. This enables the team to have some real influence over the shape of the manager’s final decision. This also acknowledges that the team has something to contribute to the decision-making process, which is more involving and therefore motivating than the previous level. 5.The manager presents the situation or problem, gets suggestions, then decides The manager presents the situation, and maybe some options, to the team. The team is encouraged and expected to offer ideas and additional options, and discuss implications of each possible course of action. The manager then decides which option to take. This level is one of high and specific involvement for the team, and is appropriate particularly when the team has more detailed knowledge or experience of the issues than the manager. Being  high-involvement and high-influence for the team this level provides more motivation and freedom than any previous level. 6.The manager explains the situation, defines the parameters and asks the team to decide At this level the manager has effectively delegated responsibility for the decision to the team, albeit within the manager’s stated limits. The manager may or may not choose to be a part of the team which decides. While this level appears to gives a huge responsibility to the team, the manager can control the risk and outcomes to an extent, according to the constraints that he stipulates. This level is more motivational than any previous, and requires a mature team for any serious situation or problem. (Remember that the team must get the credit for all the positive outcomes from the decision, while the manager remains accountable for any resulting problems or disasters. This isn’t strictly included in the original Tannenbaum and Schmidt definitions, so it needs pointing out because it’s such an important aspect of delegating and motivating, and leadership.) 7.The manager allows the team to identify the problem, develop the options, and decide on the action, within the manager’s received limits This is obviously an extreme level of freedom, whereby the team is effectively doing what the manager did in level 1. The team is given responsibility for identifying and analysing the situation or problem; the process for resolving it; developing and assessing options; evaluating implications, and then deciding on and implementing a course of action. The manager also states in advance that he/she will support the decision and help the team implement it. The manager may or may not be part of the team, and if so then he/she has no more authority than anyone else in the team. The only constraints and parameters for the team are the ones that the manager had imposed on him from above. (Again, the manager retains accountability for any resulting disasters, while the team must get the credit for all successes.) This level is potentially the most motivational of all, but also potentially the most disastrous. Not surprisingly the team  must be mature and competent, and capable of acting a t what is a genuinely strategic decision-making level. Leadership Styles Some basic leadership styles: Directive Frequently described as autocratic. Tells people what to do and expects them to jump to it. Participative Seeks input from others and participates in the decision-making process. Laissez-Faire A hands-off approach allowing for both initiative and the latitude to determine process to effect an outcome Adaptive A fluid style that takes into consideration the context of the environment and the individual being led. Using the techniques of Leadership Situational leadership ® Situational Leadership ® is a concept developed by Paul Hersey, an internationally recognised leading authority on training and development in leadership and management and Kenneth Blanchard, an American author and management expert. Generally when referring to the concept it is safer and correct to show the name as a registered protected trademark as it relates  to business and products by Hersey and Blanchard. Looking at ‘Directive Behaviour’ whereby the leader gives clear defined and detailed instructions, and ‘Supportive Behaviour’ where the leader gives people the freedom to make decisions and support them in their efforts, Hersey and Blanchard moved away from the idea of shifting on a line between the two and consider good leadership as a combination of both. The idea is that the way of combination will vary according to the person being dealt with by the leader, and the situation on which that person operates, hence the term – Situational Leadership ®. The notable features of this model are briefly that the model: focuses on followers (individual team members), rather than wider workplace circumstances; emphasise that leaders should change their behaviour according to the type of followers; proposes a progression of leadership adaptation in response to the development of followers. By combining high and low levels of each type of behaviour we progress towards four distinct styles of leadership. Level Group type Developing D1 Low competence / High commitment D2 Some competence / Low commitment D3 High competence / Variable commitment Developed D4 High competence / High commitment Appropriate leadership styles for each development level: Development Level Appropriate Leadership Style D1 Low competence / High commitment S1 Directing (Structure, control and supervise) D2 Some competence / Low commitment S2 Coaching (Direct and support) D3 High competence / Variable commitment S3 Supporting (Praise, listen and facilitate) D4 High competence / High commitment S4 Delegating (turn over responsibility for day-to-day decision making) Directing:The leader provides specific instructions and closely supervises the task. This style is appropriate for people who lack skill but are committed and eager to learn or those who do not want responsibility and want clear, specific instructions. Coaching:The leader gives some direction and supervision because team members, although they have some competence and commitment, are still relatively inexperienced, therefore require further development. They need support and praise to boost their self-esteem. Their involvement in decision making assists with the development process. Supporting:Even though team members do not need much direction, good support by the leader is still necessary to motivate and boost confidence. Delegating:Team members are both competent and committed therefore leader can give them responsibility for decision making and problem solving with little supervision or support. Power in Organisation Leadership Leadership and power are closely linked. Powerful people are normally those that others follow, so they become the leaders. The five bases of power were identified by John French and Bertram Raven in the early 1960’s through a study they had conducted on power in leadership roles. The study showed how different types of power affected one’s leadership ability and success in a leadership role. They identified five bases of power: 1.Legitimate:This comes from the belief that a person has the formal right to make demands, and to expect compliance and obedience from others. 2.Reward:This results from one person’s ability to compensate another for compliance. 3.Expert:This is based on a person’s superior skill and knowledge. 4.Referent:This is the result of a person’s perceived attractiveness, worthiness, and right to respect from others. 5.CoerciveThis comes from the belief that a person can punish others for noncompliance. If you’re aware of these sources of power, you can†¦ Better understand why you’re influenced by someone, and decide whether you want to accept the base of power being used. Recognise your own sources of power. Build your leadership skills by using and developing your own sources of power, appropriately, and for best effect. Trust The first task of any leader is to inspire trust. Trust is confidence born of two dimensions: character and competence. Character includes your integrity, motive, and intent with people. Competence includes your capabilities, skills, results, and track record. Both dimensions are vital. The foundation of trust is your own credibility, and it can be a real differentiator for any leader. A person’s reputation is a direct reflection of their credibility, and it precedes them in any interactions or negotiations they might have. Behaviours you can adopt to build trust in yourself: Talk Straight Demonstrate Respect Create Transparency Right Wrongs Show Loyalty Deliver Results Get Better Confront Reality Clarify Expectation Practice Accountability Listen First Keep Commitments Extend Trust Bibliography The Wall Street Journal Article: What is the difference between Management and Leadership (last accessed 4 August 2013) (http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and-leadership/) The Biz Coach Article: 10 Key Differences between Leaders and Managers (last accessed 4 August 2013) (http://www.bizcoachinfo.com/archives/8426) Techno Funcâ„ ¢ Article: Trait Theory of Leadership (last accessed 4 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/trait-theory-of-leadership-2) Article: Behavioural Theories of Leadership (last accessed 7 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/behavioral-theories-of-leadership) About.com – Psychology Article: Psychology Theories (last accessed 7 August 2013) (http://psychology.about.com/od/psychology101/u/psychology-theories.htm) Research Methodology Article: Theory X and Theory Y (last accessed 7 August 2013) (http://research-methodology.net/theory-x-and-theory-y/) Mind Tools Article: Theory X and Theory Y (last accessed 7 August 2013) (http://www.mindtools.com/pages/article/newLDR_74.htm) Article: Fiedler’s Contingency Model (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/fiedler.htm) Article: The Hersey-Blanchard Situational Leadership ® Theory (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/newLDR_44.htm) Article: French and Raven’s Five Forms of Power (last accessed 11 August 2013 (http://www.mindtools.com/pages/article/newLDR_56.htm) Slideshare Article: Fiedler’s contingency model to leadership (by Bhobotosh Debnath) (last accessed 11 August 2013) (http://www.slideshare.net/bhobotoshdebnath/assignment-on-2) Businessballs.com Article: Tannenbaum and Schmidt Continuum (last accessed 11 August 2013) (http://www.businessballs.com/tannenbaum.htm) The Build Network Article: Leadership styles to master (last accessed 11 August 2013) (http://thebuildnetwork.com/leadership/4-leadership-styles/) The Fast Track Article: The 5 Types of Power in Leadership (last accessed 11 August 2013) (http://quickbase.intuit.com/blog/2011/08/26/the-5-types-of-power-in-leadership/) Leadership Now Article: How the best leaders build trust (last accessed 11 August 2013) (http://www.leadershipnow.com/CoveyOnTrust.html)

How to Get a Perfect 12 on the ACT Writing Essay

How to Get a Perfect 12 on the ACT Writing Essay SAT / ACT Prep Online Guides and Tips There is no part of the ACT more mysterious to students than the essay, and very few people seem to know what exactly the ACT is looking for in a "perfect" essay (particularly since September 2015 was the new ACT Writing test's debut). Luckily, we've got the expertise to give you some insight into how the essay works and what you can do to push your score those extra few points up the scale. Whether you're trying to impress your dream school or just want to boost your ACT score, the essay is a great thing to work on. Some of the tips below stand alone, while others are part of larger categories that have been assembled based our ACT expertise. Important: If you haven't read these two other ACT Writing guides before, take a minute and read them now: The ACT Writing Rubric: Analysis, Explanation, and Strategies How to Write an ACT Essay, Step by Step This will make the rest of the article make more sense. Part I: What a 12 on the ACT Essay Means If you're already scoring an 8 or above in every domain on practice (or real) ACT essays, you have a shot at completely nailing what the graders want, represented by a score of 12, with a little practice. But there's something important to remember in your quest for perfection: on the ACT essay, a 12 is not always achievable. We've got good news and bad news for those of you who are determined to know how to get a 12 on the ACT essay. The Big Secret You'll have to practice this specific essay. The perfect ACT essay is like a puzzle that happens to be in writing form- it can be mastered, but to do it well and completely every time requires a few month's practice. Knowing how to write other kinds of essays will only help you a limited amount. The Bad News Because the whole essay must be written in 40 minutes, getting a 12 requires some luck. You have to pick a thesis and think of relevant and convincing evidence to support it before you can even start writing, so a lot depends on how quickly you can decided on a point of view and relevant support for whatever the prompt happens to be. And because perfect-scoring essays are almost always at least two pages long, you won't have any time to spare. The Good News Because the essay is so formulaic, it's always possible to get at least a 10 in each domain. And, on top of this, no college worth its salt is going to base your college admission on getting those last two points on an essay you had to write in 40 minutes. The goal, really, is to show that you can write a decent essay in that time, and a 10 in each domain shows that just as well as a 12 does. Part II: The Difference Between a 10 and a 12 If we asked the ACT what the difference is between a 10 and a 12 ACT essay, they would direct us to their scoring criteria (replicated in the table below) that describes the difference between the 5 and 6 essay scores in each domain. As you may already know, a total domain score of 12 comes from two readers separately giving your essay a 6; the four domain scores are then averaged to calculate your total essay score of 12. We've marked the differences between the 5 and 6 criteria in bold. Later, we'll look at these differences in the context of a sample essay. Score of 5 (10) Score of 6 (12) Major Differences Responses at this scorepoint demonstrate well-developed skill in writing an argumentative essay. Responses at this scorepoint demonstrate effective skill in writing an argumentative essay. Ideas and Analysis The writer generates an argument that productively engages with multiple perspectives on the given issue. The argument’s thesis reflects precision in thought and purpose. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. The analysis addresses implications, complexities and tensions, and/or underlying values and assumptions. The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument’s thesis reflects nuance and precision in thought and purpose. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions. The 6 essay gives a more specific and logically precise context. The thesis and argument show a deep understanding of the issue, while the analysis not only mentions, but also inspects the complexities and implications of the issue. Development and Support Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. The 6 essays develops its ideas and support for those ideas more thoroughly and examines the implications of the ideas and support in a larger context. In addition, the complexity of the discussion for each examples strengthens the essay's argument and the analysis of the issue at hand. Organization The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer’s argument. Transitions between and within paragraphs strengthen the relationships among ideas. The 6 essay is organized to enhance the logic and strength of the writer's argument, whereas the 5 essay is only organized clearly. Language Use The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. The 6 essay is written extremely well, whereas the 5 essay is written pretty well. This means getting creative and using advanced vocabulary appropriately if you want a 6. Part III: Applying the Criteria in a Real ACT Essay Example Now we'll look at a sample essay and how it demonstrates the characteristics of the 6 essay above. First, let's look at the prompt: Intelligent Machines Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Perspective One: What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. Write a unified, coherent essay about the increasing presence of intelligent machines. Now, read the ACT essay example below, and try to notice how it meets the criteria in the table above. From the simplest system of pulleys and ropes to the most complex supercomputer in the world today, machines have had (and continue to have) a profound influence on the development of humanity. Whether it is taking over monotonous, low-skill tasks or removing that messy â€Å"human† element from our day-to-day interactions, machines have answered the call to duty. The increasing prevalence of intelligent machines challenges us to change long held beliefs about our limitations and to continue forward to new and even more advanced possibilities. One common argument against the increased presence of machines in our day to day lives is that machines leach from us our basic humanity. Indeed, certain people whose only social interactions are anonymous text-based conversations with other anonymous Internet forum dwellers over computers may begin to lose basic human courtesy and empathy. This is crystal clear with a glance at the comments section of any popular news article. Yet mach ines are also capable of enhancing people’s abilities to communicate. An example of this can be found in Tod Machover’s lab at MIT, where breakthroughs in neurotechnology have made it possible for quadripalegics to manipulate text on computers with their minds. Such interactions would be impossible without the existence of intelligent machines. Therefore, I must disagree with Perspective one. Rather than losing part of our own humanity to machines, we instead make that most-essential-to-humanity of acts, communication, possible. Another school of thought (Perspective Two) argues that machines are good at how and high skill repetitive jobs, which leads to a more prosperous and progressive world for everyone. This can be seen in the human work hours that are saved daily with automated phone menus. Before intelligent machines made automatic telephone menus possible, every customer service call ate up valuable employee time. Now, menus allow callers to choose the number th at best suits their needs, routing calls to appropriate destinations without the need for human employees to waste time explaining for the hundredth time that â€Å"our business hours are 10am-6pm.† On the other hand, no mechanized system of this kind is perfect, because it can’t predict all future outcomes. In terms of automated telephone menus, this means that sometimes, no menu options are correct. While automated systems may take the burden off of human workers, it is a mistake to think that they can replace humans entirely. Why else would the last line of resort for most automated phone menus be â€Å"Dial â€Å"0† to speak to an operator/customer service representative?† Perspective Two is true, but it only goes so far. A final example will demonstrate how intelligent machines challenge longstanding ideas and push us towards new, unimagined possibilities (perspective three). At my high school, all students had to take diagnostic tests in every main subject to figure out our strengths and weaknesses, and we were then sorted into class by skill level. A truly remarkable pattern emerged as a result of this sorting: it turned out that every kid in my medium-level physics class was also a talented musician. The system that sorted us allowed us to find this underlying pattern, which changed the way our teachers taught us; we learned about mechanics through examples that were more relevant to our lives (answering questions like â€Å"how many pulleys are needed to lift a piano?†), which in turn made our classes both more enjoyable and also more effective. When before I had struggled with physics and simply assumed it was a subject I â€Å"wasn’t good at,† the intelligent, automated sorting system allowed me to discover that I could in fact understand mechanics if taught in the right way. This discovery pushed me toward previously unimagined academic possibilities. In conclusion, intelligent machines help us to mo ve forward as a species to greater heights. While machines can cause problems and may in some cases need human input to function optimally, it is how we react and adapt to the machines that is the real takeaway. This was a real essay written by me within the time limit.What do you think? Now let's look at an annotated version of this ACT essay example that points out the essay's features. What Makes This ACT Essay a 12, Rather Than an 8 or 10? Major Differences between a 5 and a 6 Essay (from table above) Sample Essay Ideas and Analysis The 6 essay gives a more specific and logically precise context. The thesis and argument show a deep understanding of the issue, while the analysis not only mentions, but also inspects the complexities and implications of the issue. The author clearly states her perspective and compares it to two other given perspectives, presenting both positive and negative aspects of the two perspectives she does not entirely agree with: "One common argument against the increased presence of machines in our day to day lives is that machines leach from us our basic humanity...Yet machines are also capable of enhancing people’s abilities to communicate." Development and Support The 6 essays develops its ideas and support for those ideas more thoroughly and examines the implications of the ideas and support in a larger context. In addition, the complexity of the discussion for each examples strengthens the essay's argument and the analysis of the issue at hand. The author gives both general statements... "Rather than losing part of our own humanity to machines, we instead make that most-essential-to-humanity of acts, communication, possible." ...and specific examples that discuss both sides of the perspectives: "...certain people whose only social interactions are anonymous text-based conversations with other anonymous Internet forum dwellers over computers may begin to lose basic human courtesy and empathy...[on the other hand,] breakthroughs in neurotechnology have made it possible for quadripalegics to manipulate text on computers with their minds." Organization The 6 essay is organized to enhance the logic and strength of the writer's argument, whereas the 5 essay is only organized clearly. The essay begins (after the introduction paragraph) by addressing opposing views and discussing their strengths and their limits. Then it goes on in paragraphs 4 to explain a final reason why intelligent machines challenge ideas about humanity and push us towards new possibilities. Language Use The 6 essay is written extremely well, whereas the 5 essay is written pretty well. This means getting creative and using advanced vocabulary appropriately if you want a 6. The "advanced" vocabulary is highlighted in blue. Sentence structure is varied, like here: "On the other hand, no mechanized system of this kind is perfect, because it can’t predict all future outcomes. In terms of automated telephone menus, this means that sometimes, no menu options are correct. While automated systems may take the burden off of human workers, it is a mistake to think that they can replace humans entirely. Why else would the last line of resort for most automated phone menus be â€Å"Dial â€Å"0† to speak to an operator/customer service representative?†" Considerations That Aren't Included in the ACT's Published Guidelines Length The essay is long enough to analyze and compare the author's perspective to other perspectives in a nuanced way (one positive example for each perspective with an addition negative example comparing the two perspectives the author disagreed to her own perspective) and include an introductory paragraph and a conclusion. While ACT, Inc. doesn't acknowledge that length is a factor in scoring ACT essays, most experts agree that it is. But length means nothing if there isn't valuable information filling the space, so long ACT essays also need to be detailed- this author uses the space to give lots of analysis of and context for her examples. Paragraph Breaks You may have noticed that the essay is broken up into multiple paragraphs (into the standard five-paragraph format, in fact). This makes the essay easier to read, especially for the ACT readers who have about two to three minutes to read (and score!) each essay. If your points can easily be split up into small parts, then it makes sense to split it up into even more paragraphs, as long as your essay's organization and logical progression remains clear. Content and Examples This essay uses a personal example, which may or may not be made up (spoiler alert: it is). But the point is that it could be made up, as can anything you use in your essay. Being able to think of examples (that are not too obviously made up) can give you a huge advantage on the ACT essay. Do's and Don'ts for a 12 ACT Essay The key to a perfect score on the ACT essay is to use every second of your time wisely. To this end, here are a few tips to avoid common time-wasters and put your energy where it will get you the most points. Do spend time: #1: Writing as much as you can without including repetitive or irrelevant information. #2: Revising the first and last paragraphs (they stand out in readers' minds). #3: Making sure you have transitions. Don't spend time: #1: Thinking of 'smart' sounding evidence- examples from your own life (or made up about your own life) are just as viable as current events, as long as you keep your example focused and concise. #2: Trying to correct every error- the grammar and spelling do not have to be perfect to score a 12 in the Language Use domain. #3: Adding as many vocabulary words as you can- you only need enough to avoid repeating the same basic words or phrases multiple times; you'll max out fancy vocab's potential at two words per paragraph. How To Practice Your Writing To Get A Perfect 12 In Each Domain Start with our list of ACT essay prompts. Create a list of evidence examples- from literature, history, or personal experience- that you can use for many or most prompt arguments. Practice first with extended time- 50 minutes- so you can get an idea of what it takes to get a top-scoring essay. Find a way to grade your essay, using the ACT Writing Rubric. If you can be objective about your writing, you can notice weak spots, especially if you ran out of time but know what to do. Otherwise, try to get help from an English teacher or a friend who's a better writer than you are. Start narrowing the time down to 40 minutes to mirror the actual test. Stay confident! The ACT essay is just like a puzzle- every time you do one, you get better at doing it. What's Next? Find out more about how to write an ACT essay with this step-by-step example. Use our analysis of the ACT Writing Rubric to learn about how your essay will be scored- and discover strategies you can use to get the score you want. Want to aim for perfection on the ACT with a 36? Read our guide on how to score a perfect ACT score, written by our resident 36 scorer. Make sure your ACT score is high enough for the schools you want to apply to. Find out how to find your ACT target score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. 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