Biography of Emily Dickinson :: essays research papers

Biography Text One of the finest lyric poets in the English language, the American poet Emily Dickinson (1830-1886) was a keen observer of nature and a wise interpreter of human passion. Her family and friends published most of her work posthumously. American poetry in the 19th century was rich and varied, ranging from the symbolic fantasies of Edgar Allan Poe through the moralistic quatrains of Henry Wadsworth Longfellow to the revolutionary free verse of Walt Whitman. In the privacy of her study Emily Dickinson developed her own forms and pursued her own visions, oblivious of literary fashions and unconcerned with the changing national literature. If she was influenced at all by other writers, they were John Keats, Ralph Waldo Emerson, Robert and Elizabeth Barrett Browning, Isaac Watts (his hymns), and the biblical prophets. Dickinson was born on Dec. 10, 1830, in Amherst, Mass., the eldest daughter of Edward Dickinson, a successful lawyer, member of Congress, and for many years treasurer of..... Extended Biography Text To be a poet was the sole ambition of Emily Dickinson. She achieved what she called her immortality by total commitment to the task, allowing nothing to deter her or intervene. Contrary to the myth that she would not deign to publish her verse, she made herculean efforts to reach out to a world that was not ready for the poems she offered; her manner and form were fifty years ahead of her time. The lines from James Russell Lowell's poem "The First Snowfall" are typical of popular taste in Dickinson's time; compare them with ones immediately following by Dickinson on the same subject (poem 311): The snow had begun in the gloaming, Had been heaping field and highway With a silence deep and white. Every pine and fir and hemlock Wore ermine too dear for an earl, And the poorest twig on the elm-tree Was ridged inch deep with pearl. From sheds new-roofed with Carrara Came Chanticleer's muffled crow, The stiff rails were softened to swan's down, And still fluttered down the snow. 1 stood and watched by the window The noiseless work of the sky, And the sudden flurried of snow-birds,

Inventor Project April 1, 1996 Albert Einstein :: essays research papers fc

Inventor Project April 1, 1996 Albert Einstein My name is Albert Einstein. I was born on March 14, 1879 in Ulm, Germany. I was not an inventor in the conventional sense. I was a physicist and theorist. My inventions were not tangible things, but ideas I put on paper and may later on have led to inventions. I was not a good student in school. I did not pay attention to teachers because I found their lectures and teachings boring. Often I would skip class to go study physics on my own. By the age of twelve I had taught myself Euclidean Geometry, and slowly beginning to develope my own theories in physics. My first theoretical paper was on Brownian motion. The paper discussed the significant predictions I made about particles that are randomly distributed in a fluid. My next paper was on the photoelectric effect, which contained a revolutionary hypothesis on the nature of light. I proposed that under certain circumstances light can be considered as consisting of particles, and I also hypothesized that energy carried by any light particle, called a photon, is proportional to the frequency of the radiation. The formula for this is E=hv, where E is the radiation, h is a universal constant known as Planck's constant, and v is the frequency of the radiation. This proposal, that the energy contained within a light beam is transferred by individual units, or quanta, contradicted the hundred year old tradition of considering light as a manifestation of continuous processes. My third and most impotant paper, "On the Electrodynamics of Moving Bodies", contained what has become known as the special theory of relativity. Since the time of Sir Issac Newton, scientists had been trying to understand the nature of matter and radiation, and how they interacted in some unified world picture. The position that mechanical laws are fundamental has become known as the mechanical world view, and the position that electrical laws are fundamental has become known as the electromagnetic world view. Neither approach, however, is capable of providing a consistent explanation for the way radiation and matter interact when viewed from different inertial frames of reference, that is, an interaction viewed simultaneously by an observer at rest and an observer moving at unifrom speed. In the Spring of 1905 after considering these problems for ten years, I realized that the crux of the problem lay not in a theory of matter but in a theory of measuerment. At the heart of my special theory of relativity was the realization thet all measurements of time and space depend on judgments as to

Free Narrative Essays - Canoeing :: Personal Narrative Essays

Canoeing: A to Z We were practicing methods of paddling Ruth Elvedt discusses in her book, Canoeing: A to Z. We did the side stroke, which pulls the canoe sideways. We did the back stroke, which makes the canoe reverse course. We also did the classic forward stroke to go forward. We became quite proficient in the art of spinning the canoe around in circles from combining the methods Ms. Elvedt discusses in her book. The numerous people who were floating close by laughed at us and called us idiots because of our unique practice of paddling. We interviewed Rich's uncle, Earl Keys, who claims to have floated The Current over a hundred times, prior to our departure for the river. He had warned us when we questioned him about his numerous float trips down Current River to be extremely careful when we came to a fast moving bend in the river called Wallace's Point. He said, "Wallace's Point is lined with so many root wads (root wads are clumps of tree stumps, roots, branches, leaves, and whatever else might float down the river) along the banks, and it has so many sunken canoes and sunken logs along it's main channel that safe passage through it is impossible - unless you stick to the right side of the bend." As we neared the end of a long straight away in the river, I noticed the speed of the water was increasing exponentially. A look farther down the river told me what I had been dreading this whole trip now lay before us, and we were going into Wallace's Point from the wrong side of the river! "Rich! Back-right stroke! Back-right stroke! Hurry! Don't you see that we're going in the wrong way? BACK-RIGHT STROKE!" I bellowed as a rush of excitement and worry hit me. "Hey, take it easy man. We can do this. We'll just paddle like crazy to the other side. Got it?" was Rich's unusually calm reply to my maniacal outburst. So we both put our backs into it and made it to the other side of the river; however, before we knew it we were moving faster than most people can run, and steering the canoe was becoming very

Between Two Lamentations Essay

The â€Å"Lamentation of Christ† is one of the most popular subjects in the realm of Christian Art. It became extremely popular from the 11th century to the early 18th century, encompassing vast art periods from the Byzantine art period under the Medieval era of art, to the Baroque period of the Renaissance. Numerous works have been created, centering on this one scene that is of great import, not only to the Christian community but to the art world itself. One of the most popular scenes in Christian history, the Lamentations showcases Jesus Christ, brought down after just having died on the cross. His mother Mary is shown often with Jesus in her arms weeping and mourning the death of her son. Surrounding them are several other mourners, comprising of Christ’s friends and family. As it is also a popular episode in the life of Christ, it is also included in many depictions of the Life of Christ, a form of Christian art that serves as a narrative or an early form of sequential art that tells the story of Jesus Christ from his conception to his resurrection and ascension into Heaven. This led to many different artists coming up with different versions of the scene. The numerous renditions of the same scene, scattered from the 11th century to the 8th century, is a good way o gauge the development of art at a fixed period of time. One of the first few examples is a fresco in the Church of St. Panteleimon, a small Byzantine church in Macedonia. The painting was made by an anonymous artist, known only as â€Å"Meister von Nerezi† or â€Å"Master of Nerezi†. The piece, Lamentation over the Dead Christ in the Church of St. Pantaleimon, was done in 1164 which was the Middle Byzantine period. During the time, Christian art revolved around a strict set of rules which restricted many artistic ideas, and as the setting was that of the period of changes to the Byzantine style, the art for the Master of Nerezi’s Lamentation piece was something relatable to â€Å"Maniera Byzantina† (Lasareff 279). Lamentation over the Dead Christ in the Church of St. Pantaleimon (1164) Obvious within his work is the ability to evoke feelings of empathy and even sympathy from its beholders, perfectly capturing the essence of mourning and overall sadness of the scene. This despite the image’s adherence to the strict formal rules of Byzantine art. It also features a more definitive sense of emotion as opposed to other works of the era which tended to keep a more solemn depiction of things. Also of note is the Master of Nerezi’s composition of the piece, having Mary hold Jesus tightly, arms wrapped around the dead body, while a disciple bends over to hold his dead master’s hand to his face. The resulting placement of subjects evokes a spatial setting that proves schematic and well thought-out. Giotto’s â€Å"Lamentation† on the other hand, is a fresco showcased at the Arena Chapel in Padua, and is one of the most popular Lamentation pieces created. It too depicts the mourning of Jesus Christ, portraying him laid on the ground right after dying from his crucifixion, surrounded by friends and family, with Mary at his side, mourning and expressing great sadness in their faces. Giotto di Bondone, or simply Giotto, as he is more widely known, was a famous artist in the late Middle ages who specialized in painting and architecture. His works attributed to his being considered one of the first artists whose works led to the eventual birth of the Italian Renaissance, the period which signaled the end of the Medieval ages and gave rise to Early Modern Europe. The â€Å"Lamentation† is one of the best examples of his work, which was famous for the fuller, more three-dimensional style of painting that would only become more prominent in the Renaissance period, which wasn’t to become popular until around century after Giotto. (Webmuseum 2010) â€Å"The Lamentation† (1305 – 1306) Dating back to around 1305 – 1306, Giotto’s work on the†Lamentation† featured Christ being held by Mary, Jesus Christ’s mother, at the head, and possibly Mary Magdalene at the feet as the woman is shown with red hair and Mary Magdalene is known to have washed Jesus’ feet. In terms of the painting’s composition, Giotto focused on the sad scene of mourning in the lower left area, having Jesus and Mary framed by the six other people who are seemingly spaced appropriately to bing the viewer’s attention to the Mother and Son. Surrounding them are disciples of the fallen savior, as well as hallowed saints – all of them in mourning, effectively conveying the overall mood of sadness about the image. Immediately behind the gathered crowd is a scraggly rock mound – its sharp, downward line leading to the images focal point of Jesus and Mary. Above them are angels, flying around with sad,mourning, grieving faces, their figures notably foreshortened to denote a deeper, more three-dimensional feel to the piece. Looking back at the fresco done by the Master of Nerezi, the Italo-Byzantine style of art is still most obviously definitive in his work: basically two-dimensional whilst combining elements of the Byzantine art style with those of the natural world, the Lamentation over the Dead Christ in the Church of St. Pantaleimon features a flat-looking image which is iconic in its nature. Done during the Comnene Dynasty of rule which lasted from 1025-1204, the Master of Nerezi’s Lamentation was timely as due to the Comnenans being staunch supporters of the arts, the general art direction went towards the depiction of emotions, with themes such as the Lamentation and the Virgin and Child being among the most popular of the day. Whereas Giotto’s work was done as a part of a series depicting the Life of Christ, which was part of the Arena Chapel whose interiors were decked with frescoes by Giotti. It was finished in 1306, during that time when the Byzantine style of art was still somewhat prevalent among artists. Considering the relative gap between the creation of the two Lamentation pieces, it isn’t surprising to find that there is a huge difference between the two art styles used – where one used a more traditional Byzantine style of flatness while the other utilized a more realistic and natural mode which was at the time, a style of the artist’s own – but considering that at the time of Giotti’s work, the style used by the Master of Nerezi was still what was of standard, then it denotes a significant leap forward in the art medium. Both pieces being of the same topic which is the Death of Jesus Christ, the overall theme of sadness and mourning over a death is reflected effectively by means of expressing emotion on the faces of the characters as depicted by their frowns and sad eyes and faces. Their postures are also indicative of the plight they are going through in the image. Also common is the disciple leaning in to meet his master’s hand,hence the posture of bending over, creating a line that leads to the point within the image wherein Mary keeps her face close to the dead Christ. In the case of the Lamentation over the Dead Christ in the Church of St. Pantaleimon, despite being tied to the art style of the Byzantine times then which often featured religious pieces in symmetrical compositions, the image remains asymmetrical as is common in Lamentation pieces. Perhaps the major difference in terms of the subject matter for both images is that there are more characters in Giotto’s piece. Aside from Jesus’ friends family, and disciples who mourn by his side, in Giotto’s version, angels decked in bright colors are flying around above them, sobbing and weeping as well. In general, both paintings clearly get the message across to the beholders, and almost always evokes feelings of sadness and understanding from its onlookers as well. In summary, the analysis of the two paintings which are different renditions of two different artists on the same theme, gives a peek of what the development of art styles was at the time. From the Lamentation over the Dead Christ in the Church of St. Pantaleimon by the Master of Nerezi in 1164’s Byzantine style of art, to the groundbreaking realism and classicism as well as the incorporation of three-dimensional elements in Giotto’s â€Å"Lamentation,† it shows that art, like many other aspects of human culture and society, also develops at a rate that coincides with the development of humanity as a whole. Works Cited â€Å"History of Painting† History World 22 May 2010. http://www. historyworld. net/wrldhis/PlainTextHistories. asp Lasareff, Victor. â€Å"Early Italo-Byzantine Painting in Sicily. † The Burlington Magazine for Connoiseurs Vol. 63 No. 369 (1933) â€Å"Giotto di Bondone† Webmuseum 22 May 2010 http://www. ibiblio. org/wm/paint/auth/giotto/ â€Å"Arena Chapel† Britannica Encyclop? dia Online 22 May 2010 http://www. britannica. com/EBchecked/topic/33443/Arena-Chapel

Code of Ethics for Engineers Essay

In his essay, â€Å"Thinking Like an Engineer†, Michael Davis argues that: engineering is a profession which requires a code of ethics, and that the engineers must abide by the code of ethics. He argues that engineering is a profession which requires a code of ethics so that engineers can be expected to follow specific normative patterns in carrying out their profession. This is for the benefit of the engineer himself, for other engineers and for the public in general. Having a set of normative patterns to follow as guidelines in exercising the engineering profession helps the engineer weigh different factors in making decisions. It lessens the possibility of being effectively influenced by outside considerations. The engineer can choose to abide by what the code of ethics provides and he will still avoid the shame and disrepute in case the decision he made based on his code of ethics will ultimately turn out to be wrong. His fellow engineers are also benefited because they will have a right to expect that an engineer will do according to what the code provides. They can trust that their colleagues will not adopt any conduct inimical to the profession and will not cut them short because of competition. They could reasonably expect that they can perform what engineers are ethically bound to do without the risk of being overruled by other engineers in the ethical aspects of their work by any high-handed method. They need not succumb to the pressure to do the things that an engineer should not do. Also, they could generally criticize the work of other engineers which are more or less opposed to what the code requires of them. The protection to the public afforded by this code of ethics for engineers is generated by giving them the right to expect that engineers will follow what the code requires of them so that the general public could reasonably object to any work done by an engineer which may seem unethical. The public can also be assured that the engineers will apply their expertise for the common good and will not take advantage of the public. The argument that the engineers must abide by the code of ethics is also for the good of everyone including the engineer himself. It is interesting to note here that Davis said that all engineers are obliged to follow their code of ethics whether they have read it or not. Indeed, the ethics they are to follow is inherently embedded into their profession. The engineer must abide by the code for the simple reason that he has chosen that profession and, therefore, must vow to abide by the rules and conventions set out by such profession. As a professional, he also has an obligation towards society to seek the common good and not only his personal aggrandizement. And more practically, he must abide by the code to avoid the shame and embarrassment in case something wrong happens with his work or with its results. He can fall back to the code to justify his decision. In fact, if his decision is totally done by the â€Å"book†, then the â€Å"book† itself will do the explanations for him. What is more, he can trust his colleagues to come to his defense with claims that â€Å"the engineer was just doing his job. † All in all, an engineer must abide by the code of ethics because it is his duty and it is also for his own protection. In conclusion, Davis went further to say that the responsibilities of an engineer goes beyond than just abiding by the code ethics. An engineer must also support it and require his fellow engineers to adopt a conduct which is in consonance with what the code provides.

Differences In Formal And Informal Learning Techniques Education Essay

When an teacher enters into a category room, he or she must cognize the learning abilities of his/ her pupils. That is how they seek information, how they process information and how the information can go meaningful to them. The first portion of this study discuses the acquisition and development scheme and differences in formal and informal acquisition manner in item. This study besides includes four acquisition manner in Honey and Mumford theoretical account in item. The 2nd portion of the study consists of motive theory called Maslow ‘s Hierarchy of Needs Theory. This study outlines the five degrees of demands that are physiological demands, safety demands, societal demands, esteem demands and self realization demands. At the terminal there is a unfavorable judgment on the theory and its deduction on HR patterns that top direction can utilize Maslow theory to actuate their employees.Table of Content4 Learning and Development Strategy 4 Differences in formal and informal acquisition techniques 5 Honey and Mumford acquisition manner 5 Militants 5 Reflectors 5 Theorists 6 Pragmatists 7 Activities that form portion of the acquisition and development 7 Case survey 7 On the occupation preparation 7 Maslow ‘s Hierarchy of Needs Theory 8 Psychological demands 8 Safety demands 8 Social demands 8 Esteem demands 8 Self realization demands 9 Critical analysis of Maslow ‘s Hierarchy of Needs Theory 9 Criticism on Maslow ‘s Hierarchy of Needs Theory 9 Deduction of Maslow ‘s Hierarchy of Needs Theory 11 BibliographyPart ALearning and Development StrategyLearning and development is fundamentally directed towards the alliance of preparation demands and calling development of an employee. The basic intent of the acquisition and development scheme is that you advance an employee accomplishments and cognition in such a manner that will assist in acquiring his occupation done and finally to take to overall organisation public presentation. Uniting both larning and development schemes, you really make a nexus between them. That is you really actuate employee to larn those accomplishments which will assist them in executing their occupation. Essential elements of larning and development scheme are: How a scholar will larn the information? Which signifier of information input will a scholar prefer? How a scholar will pull significance from the received information? What will be the preferable learning manner of the scholar?Differences in formal and informal acquisition techniquesInformal acquisitionFormal acquisitionIn informal acquisition there is no formal teacher involved in it. In formal acquisition you are straight directed by the teacher to larn a peculiar thing. In formal acquisition has no predefined objects and terminal consequences. Before the start of the formal acquisition, you have some aims that clearly define the ground and consequence of the acquisition. Informal acquisition does non take topographic point within a structured environment. Rather it is more of self-generated nature. Informal larning normally happens with the frequence of experiences Formal acquisition takes topographic point within a particular agreement within an organisation. In informal acquisition you do n't acquire any acknowledgment or certification for larning that cognition or accomplishment It consequences in accomplishment of particular grade or certification that really certified that the receiver of this has learned a peculiar accomplishment or cognition. Informal acquisition may non be deliberately learned. It may go on accidentally In formal acquisition, scholar consciously and deliberately learns a specific accomplishment. It normally happens through hit and test procedure ; through socialisation when you interact with people you tend to larn different things from them unconsciously. Examples of formal acquisition are treatments, function playing, lectors, simulations etc.Honey and Mumford acquisition mannerThe learning ability of each single varies from another person. Learning manners determine the penchants of persons in footings of how they focus on different types of information, peculiar ways of comprehending that information and how each single understands that information ( Sandra Penger and Metka TekavA?iA? , 2009 ) . Honey and Mumford come up with different four acquisition manner to analyze differences in larning attacks. The four acquisition manners are: Militants Reflectors Theorists PragmatistsMilitantsMilitant scholars have short them orientation. Activist wants new experiences in their lives. Militants are more flexible and welcoming. They are more of adventuresome nature and want to seek anything new. They are ready to take determinations without believing that what would be the consequences of that determination. They do n't wish to fix before they take any action. Because of their short term orientation, they get bore easy and rapidly and ever look for new things every bit shortly as pleasance from one activity decreases. They are risk taker who want to accept challenges but without believing the possible effects of those challenges.ReflectorsReflectors are considered as good and active hearers. When learner addition experience as an militant, so there is a phase to treat those experience. They seek information from people both primary that with their ain attempts and secondary that is from others. That is why reflectors do non prosecute or take part or sup ply information instead they are searchers and hearers of information. They do n't rapidly leap to decision. Rather they want to hold deep apprehension and penetration of the information and like to believe over and once more. There fore reflectors are slow determination shaper. They resist from taking determinations instantly before chew overing into the gathered information. Their intent is to roll up and analyse information as possible before coming to decision. That is these scholars focus on assemblage and thorough processing of information alternatively of pulling decisions from it.TheoristsTheorists are those scholars who are more attracted towards theories, logics and rules. They tend to transform the erudite information, being an militant and reflectors, into theories and come up with logical concluding. Their manner of analysing any information or resolution job is that they go measure by measure and pull relationships or logics to hold on the large image. That is why they are said to be â€Å" perpendicular minds † ( Frank Coffield, David Moseley, Elaine Hall and Kathryn Ecclestone, 2004 ) . They are more of perfectionist who wants subject in their lives. That is why they go consistently, logically and rationally. Theorists are more of nonsubjective nature. Therefore they do non believe in subjectiveness, gut feelings or intuition. They want logics and grounds to hold on the information.PragmatistsAs theorist expression for theories and logics to understand the information, pragmatists are one measure frontward. They want the practical deduction of theories to hold on the information. As the name implies, pragmatist scholars are more of practical and realistic in nature. They can non absorb any theoretical account theory or principal until and unless it has practical confirmation. Like militant they look for disputing wok and new thoughts but it should be of practical nature. These types of scholars want to seek out the information they have learned one time they get out of the learning establishment. Beginning: Frank Coffield, David Moseley, Elaine Hall and Kathryn Ecclestone ( 2004 ) ‘ Learning manners and teaching method in post-16 larning A systematic and critical reappraisal ‘ . Fig 11Activities that form portion of the acquisition and developmentCase surveyCase survey is one of the activities that form portion of larning and development scheme. In this method scholars are provided with state of affairs that could be conjectural or existent. That state of affairs or narrative includes the background, some back uping information and issue faced by a company or any organisation around which the instance survey revolves. Learner has to work out the instance survey by supplying possible solutions to the job. Learner must be told that instance survey may non hold one concrete solution. Rather it ‘s the belongings of the instance survey that a job in instance can be solved by many and different ways. Therefore each scholar can hold different solution for the insta nce survey. The focal point on utilizing instance survey as a learning tool is that how the scholar approaches towards the solution, how much he understands the job and what are the tools and techniques he has used to work out the job. Harvard instance surveies are widely used in colleges and universities to better job resolution and determination devising accomplishments of scholars.On the occupation preparation ( OJT )On the occupation preparation is particularly applicable for little concern. It ‘s more appropriate when scholar has to larn new engineering. OJT can be done officially or informally. In formal OJT, there is a formal trainer, learners observes the instructor that what and how he is making. Then after the presentation, teacher will discourse the procedure of utilizing orally. Then the scholar will himself pattern the learned accomplishments and will acquire feedback and direction at the same clip. This procedure will reiterate until the scholar become maestro to it. Whereas in informal on the occupation preparation, there is no formal trainer, those who knows the engineering can learn the scholar whenever he requires. There is no formal pattern of the erudite accomplishments or proper feedback of the public presentation of the scholar. Work force ‘s Wearhouse is practising formal on the occupation preparation in which they have trained trainers and they are responsible for the development of their trainees.Part BMaslow ‘s Hierarchy of Needs TheoryMaslow hierarchy of demands theory was proposed in 1943 by Abraham Maslow in a paper A theory of human Motivation ( William G. Huitt,2004 ) . Maslow points out five degrees of demand that are the beginnings of motive for every person. This degree of demands is presented in a specific sequence. If one degree of demand is satisfied, so person will travel towards another degree of demand. An person will non travel frontward to another degree of demand until and unless the bing degree will be satisfied. And this procedure will go on until a individual reaches to most upper degree. Different people will be motivated by different degree of demand at the same clip. The five degrees of demands are Psychological demands Safety demands Social demands Esteem demands Self realization demandsPsychological demandsThis is the primary degree demand of Maslow hierarchy of demands. It includes basic necessities of an person that are nutrient, shelter, H2O and other physical demands. This degree of demand is the basic demands of every person and it must be met to travel upward in demand pyramid.Safety demandsSafety demands includes protection, security both physical and emotional. Safety needs include fiscal security, wellness attention, justness, personal security etc. If the physiological demands of an person is satisfied so he will travel for safety demands. For an employee safety demand would be occupation security, justness in distribution of wagess by the company.Social demandsSocial demands include demand for friends, relationships and belongingness. Every single demands love and love by others.Esteem demandsEsteem needs includes demand for ego regard, accomplishment, acknowledgment, position, repute. All persons have inclination to prosecute the mselves in such activities that consequences in acknowledgment and value to heighten their repute and derive a position among the group.Self realization demandsSelf realization needs includes demand for growing and to fulfill the thrust of going what one has capacity to go. This is the most upper degree of demand hierarchy. Any single will make to this phase, when the lower degrees of demands will be satisfied. If pervious degree of demands will be satisfied, so an person will recognize its interior possible and will seek to go what he can be.Critical analysis of Maslow ‘s Hierarchy of Needs TheoryThe Southern Cross of Maslow hierarchy of demands theory is that each degree in hierarchy must be satisfied before you go to the following degree. In concern universe, directors adopted this theory to actuate their employees. Motivating employees is a large challenge for directors in any organisation. Directors non merely actuate their employees to acquire their occupation done but they motivate their employees to execute their occupation in such a manner that leads to both employee and organisational productiveness. So Maslow theory gives footing to how to actuate employees. Directors have to find that which need degree is more of import to an employee. Sometimes directors merely focus on physiological and safety demands to actuate employees in footings of wage and occupation security. But director must maintain in head that if you want outstanding public presentation from the employees, so you have go upward and concentrate on upper degree of demands like regard and ego realization demand. Merely pecuniary inducements are non sufficient to actuate employees but acknowledgment in public, raising position, publicities, calling promotion besides promote employees and wok as a item of grasp for the employees. It besides gives signal to the employees that company value the part of employees.Criticism on Maslow ‘s Hierarchy of Needs TheoryMaslow hierarchy of demands theory is based on intuition and has no scientific logical thinking behind it to back up the statement. Maslow hierarchy of demands is non applicable in all civilization. For case, some civilization gives importance to respect demands than societal demands. Some civilization emphasizes societal demands so over self realization. Harmonizing to Nevis ( 1983 ) , China ‘s primary demand is belonging demand and there is no esteem demands in demand pyramid. Furthermore self realization demand for China in non recognizing 1s ain possible, but being collectivized state, the significance of self realization for them is to function the members of the society.Deduction of Maslow ‘s Hierarchy of Needs TheoryApart from unfavorable judgment, Maslow hierarchy of demands theory has an deduction on HR patterns. Through this theory, directors can plan the model to find how to actuate employees for better public presentation. For case you can set up lunch interruptions, define remainder hours and adequate wage and rewards so that employee can hold their basic necessities of life to carry through their physiological demands. In safety demands, directors must provided safe and sound on the job conditions in which workers can work easy and there is low degree of jeopardies. Directors must plan pension programs, retirement programs and tip to assist employees after their retirement age. In societal demands, directors must plan groups or squads to which employees can tie in them. In esteem demands, directors must acknowledge the parts of their employees non merely by giving them pecuniary wagess. But employees must be rewarded on footing of entire reward direction construct which includes intangible wagess every bit good like acknowledgment plan, certifications, gifts etc In self realization demand, directors can give calling promotion chance to employees by giving them more ambitious work, patronizing them for higher instruction etc.

Students who push burgers: effects on education quality

The present thrust of university education is geared towards student’s independence, offering programs with part time study options to suit individual requirements and needs. For the fact that part time student’s performance complements the complexities of their drive and support system, the move to put on websites and electronic library access had so far supported the pressures of the student’s lifestyles and work-study habits. Part timers vary greatly from the needs of their full time counterparts as to age, socio-economic mix, educational background and motivations for continuing studies.It is imperative that a study of their part time rates and family context be inducted to help resolve problems on unaffordable tuition fees. Learning while earning as a part time student, molded me into a more mature person in the aspect of working to sustain education and meeting basic personal and family needs. I raise my hand to disagree Minot’s theory that the quali ty of education suffers when a student works simply by basing from the prerequisites involving good education founded as the case of a dedicated student, a comprehensive curriculum, quality assurance issues of the teacher, and the applied teaching methodology of the university.In the case of the student, we all have to deal with his capability to develop time management and assess priorities. Time management in the sense that the student shall be able to determine the number of hours that he need to work to generate the level of income sufficient for him to survive life. A kind of timetable to determine the number of hours appropriated for his studies, quality time with family and for personal matters of rest and leisure. The student’s sense of responsibility is then developed to exact appropriations regarding budget constraints and active participation in decisions centered on his own and shared family functions.The car was marked to be a necessity rather than a form of luxu ry in the part of the student. Minot’s theory was simply based on his sarcasm of buying what teenage people want, like the designer jeans, as if he hasn’t undergone the age and the stage. The culture of employed students is ultimate freedom to express their rights and their needs as relevant as the issues of quantity or quality of work from students. It is the process of undergoing through the different stages of life cycles and advancing into the domains of maturity which seems to be happening at a different pace in each individual with no exemptions made to full time students.Relatively, the decline of the American education cannot be solely based on the students alone, part time or full time, because bigger consideration shall be taken into the kind of curriculum that was created by the University in partnership with the Department of Education presented to us for the taking. They alone have the authority to know the technicality to prove probable strengths and weak nesses of the course and what it could produce to a student like me. It is simply formation guide to education. They are solely responsible for what molds our minds and spirits to sustain nationwide progress and development.We are just selecting from their list which path or place in their coursework and designs of progress we forecast to place ourselves. I agree that sometimes students could be so tired from work that they have the tendency to take their studies for granted and go to rest instead of studying. But I also insist on the fair ability of the students who have the initiative to learn how to cope up with stress and exhibit flexibility with regards to health, time management, and assessment of priorities which I have already discussed earlier.It is the determination of the individual to succeed and get what he wants in life that our context of preference shall be discussed and not the negative speculation of the present situation. For humans may experience success or failu re at any time in his life but still survive because of that spirit of determination. Now if we continue to look into the discussion of the third factor which is the quality assurance issues of the instructor, we can then specify some problems in the management and evaluation of tutor personalities relating to their maturity and flexibility to handle difficulties in tutoring students.One concept is the type of comments placed on written assignments which reflects tutors integrity and affects the immediate enthusiasm of the students to perform and carry on with the coursework. Another aspect is the applied teaching methodology as implemented by the University directives interfacing with the students as it transform when integrated with the personal reflections and methods of the instructor himself.Methods and the way teachers relay and convey ideas are something that is personal and shall be exact but not boring. Somehow, personal styles in teaching make it either difficult or easy f or the students to comprehend the subject in taking. I sincerely express that motivation and external support plays a vital role in increasing the population of the professionals to sustain national progress and not limited to the inability of the student’s parents to support their education and the student’s option to earn to sustain education.