Bonuses can backfire Essay Essay Example

Bonuses can backfire Essay Essay Example Bonuses can backfire Essay Essay Bonuses can backfire Essay Essay 1. Yes. I may utilize fillips on a regular basis if I become a director. Because it is obvious that people will be motivated by fillips. Although wage is non a cardinal factor driving occupation satisfaction. fillips will maintain employee’s satisfaction degree up in the most of clip. Work environment will be improved when rewarded. which will do the employee better their occupation public presentation and efficiency. Reward may be back fire but it will actuate the employees work in the positive gait. As a director. fillips is a good manner to actuate the employees. in order to do more net incomes. 2. There was a tough clip in my in-between school. Before the concluding test. my female parent told me that if I get the better grade in the concluding test. he would honor me a trip to Japan. Due to this wages. I focused on the survey twenty-four hours and dark. I kept the perusal till the midnight. The bad thing happened was that I got a sudden unwellness. I had a high febrility enduring three hebdomads and had to hold an operation. I non merely missed the concluding test but besides stay in the infirmary over three month. The physician told me that the sudden unwellness was the consequence of the heavy force per unit area. This end led me offer myself excessively heavy emphasis therefore I engaged in unproductive behaviour which was I kept myself in the anomalous day-to-day agenda. 3. No. I think that supplying group fillips alternatively of single fillips would be less effectual. Although supplying group fillips will lend to the group spirit. supplying single fillips is just. Supplying single fillips is based on the individual’s public presentation. every individual employee will execute better in the work. While supplying group fillips. there will be person make-believe to work and non seek him best to work. And the most industrious squad member will dissatisfaction with the rewarding. it is non just to the squad star. Therefore. supplying single fillips would be more effectual. 4. I would plan a wages plan refering the intrinsic involvement of employee and avoiding the negative behaviour. First. there will be a intrinsic wagess to allow the employee acknowledge the plans and non lose the involvement of the undertaking. Second. the wages is based on the variable-pay plans. And in the company we will heighten the function and subject of the endeavor. the employee may avoid the unproductive behaviour. It is of import to plan a plan.

50 Synonyms and Idioms for Give

50 Synonyms and Idioms for Give 50 Synonyms and Idioms for â€Å"Give† 50 Synonyms and Idioms for â€Å"Give† By Mark Nichol It’s better to give than to receive, and it’s easier to precisely describe giving than receiving, thanks to numerous synonyms for give. Here are dozens of them, with connotative definitions. 1. Accord: to give what is due 2. Administer: to give medication, to perform a religious ritual, or to carry out a punishment 3. Afford: to give in a manner consistent with the giver, usually something inanimate (for example, â€Å"The complication afforded us additional time to prepare†) 4. Allot: to give a portion or share, or by lottery 5. Apportion: to give in shares 6. Award: to give something that is deserved 7. Bestow: to give as a gift, with the possible connotation of condescension 8. Chip in: see contribute 9. Comp: to give something free that is normally paid for (a truncation of complimentary) 10. Confer: to give graciously 11. Contribute: to give among other providers or supporters 12. Convey: to give something originating from one party to another party 13. Deliver: to give something to the intended recipient 14. Devote: to give something useful or valuable 15. Dispense: see administer and allot 16. Dish out: to give criticism; also see administer and allot 17. Distribute: to give to a number of recipients 18. Dole (out): to give in small amounts 19. Donate: to give to an organization or other entity as an act of charity 20. Endow: to give an income to someone, or to give money for long-term maintenance or support 21. Endue (or indue): see endow and provide 22. Extend: to give so as to make available; see also proffer 23. Fork over (or fork out or fork up): to give money 24. Furnish: see provide and supply 25. Grant: to give consent or to concede; see also bestow and transfer 26. Hand down: to give an inheritance, either of material goods or of characteristics 27. Hand out: to distribute 28. Hand over: to give something intended for or due to another 29. Impart: to give from a supply 30. Kick in: see contribute 31. Lavish: to give generously 32. Mete (out): see dole (out) 33. Offer: to make available, or to give an exhibition or performance 34. Pay: to give in exchange for a product or a service, or to give or forfeit as penalty, or to give something intangible such as attention 35. Pitch in: see contribute 36. Present: to give in a ceremonial or formal manner 37. Produce: see offer 38. Proffer: see offer and tender 39. Provide: to make available 40. Pungle (up): see contribute and pay 41. Render: to give in return or retribution; see also administer, deliver, pay, and yield 42. Reward: to give in return for a service 43. Sacrifice: to give something at a loss or to give something for a belief or an ideal or for a purpose 44. Supply: see provide 45. Tender: to give something that is to be accepted 46. Transfer: see convey 47. Transmit: see convey 48. Volunteer: to give services freely 49. Vouchsafe: to give a reply, or to grant as a favor or privilege; see also bestow 50. Yield: to give as is appropriate or required, or to surrender oneself or a possession Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Grammar Test 1"Wracking" or "Racking" Your Brain?Prepositions to Die With

Advanced Medical Essay Example | Topics and Well Written Essays - 8000 words

Advanced Medical - Essay Example The blood-brain barrier is very selective in its functions and would normally not allow for the introduction of drugs or any other chemicals into the brain. There is a need for active transport processes which would call for the use of energy (Battison, et.al., 2005). Mannitol can open the barrier by reducing the size of the endothelial cells, and then also stretching the closed junctions. Water then would exit the cell and enter the artery in order to facilitate osmotic balance (Vialet, Albanese, Thomachot, and Antonini, 2003). Water loss would lead to cells shrinking. The opened gap would peak after five minutes following mannitol administration. At this point, drugs are introduced into the artery and the brain. The impact of mannitol in decreasing intracranial pressure has caused its widespread use in neurosurgery (Lawson, 2007). In general, the impact has been credited to the hyper-osmotic impact of mannitol which causes the extraction of water from the swollen brain. However, this pharmacological action has been put at issue due to different observations (Lawson, 2007). One is that there is a decrease in intracranial pressure prior to any reduction in white matter content. Another is based on the observation that where the intracranial pressure is significantly decreased, there is no major shift in the white water content (Cruz, Minoja, and Okuchi, 2001). Intracranial pressure also stays high even with a decrease in white matter water with the administration of intravenous albumin. Author Hartwell (1993) discussed that soon after mannitol has been transfused, there was a slight rise in white matter water content. This was followed by an eventual fall having lowest values manifesting afte r 60 minutes and with levels being much less than pre-mannitol infusion. With the introduction of evidence-based medicine, the impact of mannitol was soon questioned (Wani,

Critical Thinking - Academically Adrift Essay Example | Topics and Well Written Essays - 250 words

Critical Thinking - Academically Adrift - Essay Example Students must be critical. Critical thinking is about questioning the conventional system of doing things especially when it is dysfunctional. Students must concentrate on solution finding academic procedures that are born through innovation (Padget, 2012). Critical thinking leads to increased concentration and outright improvement. Educators are duty bound to provoke students to be solution oriented. Students must look at innovation as the only way of survival (Sullivan, & Rosin, 2008). Methods of learning should be modeled to allow flexibility and educational engagement that is firmly committed to purposeful living as opposed to presentation of credentials. Lack of rigor has been cited as a major reason for declining educational standards. Many graduates are said to be living below the poverty line. The syllabuses have to be criticized. Students must take units that encourage them to be part of the solutions. The education system should be both preparatory and solution based. The intensity of successful education model should be in bent on answering the present day challenges (Sullivan, & Rosin, 2008). The culture of socially responsible education system must be entrenched in the future education systems. Units that enhance creativity and social engagement with an aim to get solutions must be given preference. This calls for funded research and innovation centers. The syllabuses should be regularly reviewed to counter the emerging challenges with cheap and sustainable

Marx Communist Manifesto Summary Essay Example for Free

Marx Communist Manifesto Summary Essay All throughout history, there has always been a sense of hierarchy in society such as the elites over the peasants, aristocrats over plebeians, etc. Although there was much societal change in the time of revolution, this subordination of classes did not. Sprouted from feudal society, bourgeois continues the division of societal classes: Bourgeoisie and Proletariat. The work of the Proletariats was to simply find jobs and work. They’d continue working so long as it increased the capital. However, Proletariats did not need any â€Å"individual character† to be working. They were simply an â€Å"appendage† to the machines in the factories. Not much skill or education was needed to work these machines, therefore, the cost of producing the materials was very limited. As work increased, their wages would decrease. As industry increased, so did the Proletariat. Factories were quickly becoming packed with more laborers. Conditions of living for them began to equalize, however their wages seemed to fluctuate in response to the competition between other factories. Technologically, the machines weren’t advancing due to their reliance on the workers to expedite production anyway. This began to tear down the Proletariats vivacious livelihood, so they began to create groups against the Bourgeoisie. Their banding together helped them keep better track on the stability of the wages and were more powerful in their occasional revolts. At times, they would be successful in these revolts. However, their real success stemmed from their lies. The contin ual oppressed behavior of the Proletariat was no longer compatible with society.

John Locke and Terrorism :: Philosophy of Terrorism Essays

In 1689, A Letter Concerning Toleration, written by John Locke during his self-imposed exile to his friend Philip von Limborch, was published without the author's knowledge. The Letter concerned religious intolerance. It essentially made the case for religious toleration on the basis of philosophical principles. Locke was concerned with the State's toleration of those not subscribing to the orthodox religion of the day and, by putting a high value on the preservation of negative liberty, he proposed the toleration of a wide range of religious beliefs. His view was at odds with the existing view of the State which, at that time tolerated one, and only one, orthodox belief. But Locke's Letter is not simply applicable to just the 17th Century. The strength and reasonableness of his arguments mean that, even today, they are convincing. I intend to show that The Letter can reasonably be interpreted to reveal how at least two of Locke's three arguments can apply to the religious fundamenta lists who attacked the Twin Towers on September 11th 2001. The perpetrators of that violent incident probably believed the Quran supported the view that, to die whilst killing 'infidels' would punish the wrongdoers and also ensure entry to paradise. But James Rachel in his essay, Ethics and the Bible, has a differing view: "Islamic fundamentalists quote the Quran to justify Holy War against the West, but what does the Quran really say? Mohammed Atta, who led the September 11th attack on the World Trade Centre, left behind four pages of instructions to his men, which included 21 quotations from the Quran. Most of the quotations were exhortations to patience, promises of eternal life, and the like. As for justifying the attack itself, here are the three most belligerent passages: 'And the only thing they Lord, forgive our sins and excesses and make our feet steadfast and give us victory over the infidels.' 'Strike above the neck, and strike at all their extremities.' 'Oh Lord, pour your patience upon us and make our feet steadfast and give us victory over the infidels.'" He also added: "It is remarkable that this was the best the terrorist could do; a Christian would have no trouble producing much more warlike passages from the Old Testament" ThinkIssue One, p. 95 Radical Moslems would be well advised to pause and reflect upon their fundamentalist views which, besides being irrational, are reductio ad absurdum.

Never: High School High Essay

Dropping out of school is an issue faced by many teens today. I feel that there are many reasons why students want to and do dropout of school. Due to my research students use dropping out of school as a way to escape from their problems. Further in this paper I will provide you with the information telling you what I recollect the problems are. One of the greatest problems students have in countries such as the US is dropping out of school. I feel that the most average reason for students turning to dropping out is because of them being affected by their family problems. One way they could become affected is by their family, is having obsessive parents. Students might feel if they stop going to school it could be the only way to get back at parents that act in such manner. Another reason for students dropping out of schools is because of their family income. Everyone knows that young people these days have the thought that they need flashy and expensive clothing to go to school. Students could also have the thought because of misguidance. They could have a family that has been raised on relying on something other than school for a key into happiness. I think if students have some desire for school one will work their ups and downs out throughout the school years. See it is possible for family to be the problem that’s makes some drop out. If a student does not feel well, it is most likely that the student’s performance decreases. I feel if the student has no desire what so ever for school there no way the student will make it through school. School is another object that forces students to give up and dropout. Changes of the family environment might also affect the student’s progression, if a parent dies, another child is born, the student has a child, and the circumstances change significantly. And some teaching staff teaches to fast and with the teacher moving too fast could cause failure in grades and that also makes students give up. Anything that causes a student to feel unsafe could make them dropout. Additionally, teachers could be the reason as well. The student is the last reason I will tell you about but is not the last reason known. If you want a good future go through school and there’s a 90% percent better chance your life will turn out better. The other students gets the student to dropout to see what happens to them because they really is the one who wants to but isn’t sure what will happen. No matter what your problems are you shouldn’t drop out of school. Teachers could be teaching in a way that’s not making the course interesting, which also could make the student bored with the course and not getting any motivation from the teaching staff leads to less attendance of the course. It’s been known for years that young people who do not earn a high school diploma face many more problems later in life than people who graduate. Dropouts are more likely to be unemployed, have poor health, live in poverty, be on public assistance, and be single parents. National leaders have demanded that schools, communities, and families take major steps to retain students but the dropout rate remains high. Every 29 seconds, another student gives up on school, resulting in more than one million American dropouts a year – or 7,000 every day. What defines a dropout? Dropping out is defined as leaving school without a high school diploma or equivalent credential such as a General Educational Development (GED) certificate as defined by the National Center for Education Statistics. Characteristics of Students Who Drop Out Social economic Background. National data show that students from low-income families are 2. 4 times more likely to drop out of school than are children from middle-income families, and 10. 5 times more likely than students from high-income families. Disabilities. Students with disabilities are also more likely to drop out. The National Transition Study estimates that as many as 36. 4% of disabled youth drop out of school before completing a diploma or certificate. Race-ethnicity. Hispanics and African Americans are at greater risk of dropping out than whites. Hispanics are twice as likely as African Americans to drop out. White and Asian American students are least likely to drop out. Academic Factors. National research also indicates that academic factors are clearly related to dropping out. Students who receive poor grades, who repeat a grade, or who are over-age for their class are more likely to drop out. Absenteeism. Students who have poor attendance for reasons other than illness are also more likely to drop out. Clearly, students who miss school fall behind their peers in the classroom. This, in turn, leads to low self-esteem and increases the likelihood that at-risk students will drop out of school. Occupational Aspirations. Young people’s perceptions of the economic opportunities available to them also play a role in their decision to drop out or stay in school. Dropouts often have lower occupational aspirations than their peers. Predictive Factors. The following individual-level factors are all strongly predictive of dropping out of high school: Grade retention (being held back to repeat a grade) Poor academic performance Moves location during high school High absenteeism High absenteeism The student’s feeling that no adult in the school cares about his or her welfare Reasons young people give for dropping out: Didn’t like school in general or the school they were attending Were failing, getting poor grades, or couldn’t keep up with school work Didn’t get along with teachers and/or students Had disciplinary problems, were suspended, or expelled. Didn’t feel safe in school Got a job, had a family to support, or had trouble managing both school and work Got married, got pregnant, or became a parent Had a drug or alcohol problem Consequences of dropping out: In recent years, advances in technology have fueled the demand for a highly skilled labor force, transforming a high school education into a minimum requirement for entry into the labor market. Because high school completion has become a basic prerequisite for many entry-level jobs, as well as higher education, the economic consequences of leaving high school without a diploma are severe. Earnings Potential. On average, dropouts are more likely to be unemployed than high school graduates and to earn less money when they eventually secure work. Employed dropouts in a variety of studies reported working at unskilled jobs or at low-paying service occupations offering little opportunity for upward mobility. Dropping out, in turn, causes other secondary, indirect problems: Public Assistance. High school dropouts are also more likely to receive public assistance than high school graduates who do not go on to college. In fact, one national study noted  that dropouts comprise nearly half of the heads of households on welfare. Single Parents. This increased reliance on public assistance is likely due, at least in part, to the fact that young women who drop out of school are more likely to have children at younger ages and more likely to be single parents than high school graduates. Prisons. The individual stresses and frustrations associated with dropping out have social implications as well: dropouts make up a disproportionate percentage of the nation’s prisons and death row inmates. One research study pointed out that 82% of America’s prisoners are high school dropouts. Why do so many students drop out school? Why do students drop out? Today MPs expressed impatience with universities for failure to block the hemorrhage of students from their courses. In the five years since the public accounts committee’s (PAC) last report on university dropout rates, just over a fifth of students still quit their original course. According to the latest figures in today’s PAC report, around 28,000 full-time and 87,000 part-time students who started first-degree courses in 2004-05 were no longer in higher education a year later. This is despite ? 800m being paid to universities over the same period to help retain those students most likely to leave their courses early. Last summer’s National Audit Office (NAO) cited several, inter-related reasons, among them personal and financial reasons, homesickness, failing to bond, dissatisfaction with, or the wrong choice of, course – where working-class students in particular may lack the confidence to change course or institution. But the PAC report suggests widening participation – the government’s desire to see more students with no history of higher education going to university – is partly to blame. But is widening participation really responsible for high dropout rates? Certainly the committee concludes that universities need to do better at providing the kind of teaching and support services those students from under-represented groups need. And there is â€Å"great disparity† between universities in the rate at which students continue to a second year of study. According to the committee’s chairman, Edward Leigh, comprehensive and reliable information upon which decisions on how to improve retention can be based – including data on why students leave – is missing in many cases. â€Å"Personal tuition and pastoral  care should also be given a higher priority and appropriate resources, especially as many universities are large and can be impersonal,† he explained. His committee’s 2002 report recommended more funding to support students from low-income backgrounds, tackling skills gaps, supporting students with disabilities and providing more information for potential students. On top of better data collection, today’s report concludes that universities should provide additional remedial academic support for students and more access to tutors for pastoral and academic help, especially as the number of students entering institutions increases. But vice-chancellors argue their universities have coped admirably with among the best student completion rates for HE internationally, despite student numbers rising by 25% between 1999 and 2004. Universities UK (UUK) president Prof Rick Trainor said: â€Å"Universities are committed to supporting their students throughout their time in higher education and have introduced many initiatives and schemes designed specifically to help students complete their studies – for example, mentoring, study skills and support. † But he conceded there was â€Å"room for improvement in certain areas†. In particular, UUK is looking at whether students who decide to leave could fill in an â€Å"exit questionnaire† to give universities more information on their reasons for dropping out. Pam Tatlow, chief executive of the Million+ group of new universities, wants to see the government commission research to look at the costs to universities of recruiting and supporting different types of students. â€Å"Our research shows that different fee regimes for full-time and part-time students [who respectively pay at the end of their course or up front] is a disincentive for people who are struggling to stay on,† she said. Quite a few universities perform better than the Higher Education Funding Council for England (Hence) benchmark sets for them, she explained: â€Å"Universities lose money if they don’t retain their students so it’s in their interest to improve retention rates. † But the money universities get for widening participation or part-time students – â€Å"premium† – does not cover costs, she warned. And universities that do more to widen participation are also likely to have more mature students who are more vulnerable to dropping out: 14% compared with 6. 8% of young entrants. Gamma Tumult, president of the National Union of Students, said: â€Å"It is vital that [widening participation] institutions are funded fairly to provide academic, pastoral and financial support – otherwise, we risk admitting students from the most disadvantaged backgrounds on a false promise. † â€Å"Markets in fees and bursaries will only exacerbate this situation and that must be taken into account in the 2009 review,† she added. Tumult also backed the idea of an exit survey and called for â€Å"more transparency† on how money is being spent. This would enable universities to reallocate funds where they are really needed, she said. Hence, which allocates universities’ widening participation funding, said it was positive drop out rates had stayed the same despite huge increases in student numbers. A spokesman said: â€Å"The funding is worthwhile because if students from non-traditional backgrounds do get through the first year in particular, they do stand a very good chance of succeeding. † Hefted is planning to hold a number of workshops with the NAO and HE representatives in March and April on how to improve performance and retention, which will inform its response to the report. As academics and administrators talk, thousands of students continue to drop out and experience the difficulties, financial and personal, this brings. The sector still seems no closer to a solution. Why Teens Drop Out of School Teens drop out of school for many reasons, and the decision to drop out is rarely spur of the moment. Kids usually drop out of school following a long process of disengagement and academic struggle. Many teens say they were bored and frustrated with classes that didn’t seem relevant to their life. Or they felt they had fallen so far behind they eventually gave up hope. Teen’s report that no one really cared about their school experience, or they felt subtly â€Å"pushed out† by school staff who perceived them as difficult or dangerous. What is absolutely predictable is that many kids who don’t finish high school do poorly in life. Without a high school diploma they will have a harder time finding a job, and they will earn much less when they do find one (about a million dollars less over a lifetime). They are more likely to have poor health, to live in poverty, and to have children at an early age, who in turn are also more likely to drop out of school. Nationally, seventy percent of inmates in prison didn’t graduate from high school. We often ask ourselves why some teens drop out of school. While some may have obvious reasons, other teens seem like a mystery and we have a hard time figuring out why some of them would drop out. Not all students are equal, some simply have special needs and school becomes too hard for them. This includes children with emotional issues, behavioral problems, learning disabilities and other teen problems that may interfere with their school work and the ability to learn. But these are not the only reasons; some kids from certain cultural background simply fail to blend into a school where another ethnicity is dominant. There are also teens that come from homes which are not supportive enough and they lack the motivation to finish school. Teens that drop out can be from both rich and poor families, but poor children with low economic standards and children of single parents have a higher risk of dropping out of high school. The rates of teens that drop out of schools depend on various factors. Teen boys are more likely to drop out of school than girls. Also Hispanic and African American teens are more likely to drop out than Asian American students and Caucasians. Students in large cities are also more likely to drop out than students from small towns and suburbs. As you can see dropping out of school can happen because of learning issues and development or even because of social factors like ethnicity and family heritage. Some of the most common reasons that influence a teen to drop out of school include: – History of poor academic achievements. – Older than classmates due to being left behind – Emotional issues – Behavioral problems – Learning disabilities – Influence by low achieving peers – Low attendance – Social issues – Family problems The reasons are plenty, and they can go from family issues and even history of abuse, drug related issues, mental problems to social issues, low standard, peer pressure, up to medical issues like poor health. Some teens get pregnant so they drop out of school, some teens simply lost interest. One of the factors is the teacher’s attitude and behavior towards students. Most students that dropped out of school reported that they were either ignored and not given enough attention by their teachers or that they were actually encouraged by their teachers to drop out of school. We all know that a teacher can sometimes go after a student; the pressure can very well be the cause of dropping out. Again, the reasons are plenty and as such it is hard to concentrate on prevention as various factors influence this outcome. While the reasons kids drop out vary, the following are six important risk factors: 1. Academic difficulty and failure. Struggling in school and failing classes is one of the main reasons teens drop out, and this pattern often shows up early. Students who fail eighth grade English or math, for example, are seventy-five percent more likely to drop out of high school. 2. Poor attendance. Teens who struggle in school are also absent a lot, and along with academic failure, absenteeism is an important future predictor for dropping out. As with the previous example, students who are absent for twenty percent of their eighth grade year (one day per week) are also highly likely to drop out in high school. 3. Being held back (retention). Linked to academic difficulty, students who are held back and who are older than the kids in their grade also tend to drop out. 4. Disengagement from school. Many kids who drop out say that school was boring and teachers did little to connect learning to real life. They didn’t feel invested in their school and they didn’t feel that adults seemed interested in them or their high school experience. 5. Transition to a new school. A poor transition from the smaller, more protected environment of middle school to the anonymity of a high school can cause a teen to have difficulty catching up-and some kids never do. 6. Other life factors. Pregnancy, family problems, and financial difficulties are all factors that distract a student from schoolwork and make keeping up more challenging. The good news is that dropping out is easily prevented. Most teens who drop out had at least passing grades, and these kids say that, with some help, they could have completed high school. Parents who are involved in their kids’ education often make the difference between academic success and failure. Kids do better when their parents care: when parents make sure their kids get to school and are progressing well and when parents communicate their expectations for success. If problems arise, involved parents have laid a solid foundation for dealing with them. Start early to prevent high school dropouts. Read the article â€Å"Seven Middle School Ideas to Stay Ahead for Parents† for tips.

Responsible Leadership in a Stakeholder Society- a Relational Perspective

We understand responsible leadership as a social-relational and ethical phenomenon, which occurs in social processes of interaction. While the prevailing leadership literature has for the most part focused on the relationship between leaders and followers in the organization and defined followers as subordinates, we show in this article that leadership takes place in interaction with a multitude of followers as stakeholders inside and outside the corporation. Using an ethical lens, we discuss leadership responsibilities in a stakeholder society, thereby following Bass and Steidelmeier’s suggestion to discuss ‘‘leadership in the context of contemporary stakeholder theory’’ (1999: 200). Moreover, from a relational and stakeholder perspective we approach the questions: What is responsible leadership? What makes a responsible leader? What qualities are needed? Finally, we propose a so-called ‘‘roles model’’ of responsible leadership, which gives a gestalt to a responsible leader and describes the different roles he or she takes in leading stakeholders and business in society. †¢Leading in a global and interconnected world: clients and customers, employees, business partners, social and natural environment, shareholders †¢Leadership and stakeholder theory †¢Towards a theory of responsible leadership- What is the purpose of leadership in a stakeholder society: Engage with others What is the function of the leader in the leader–follower relationship? The results and success of leadershipdepend on the constructions and co-ordinated actions of both leaders and stakeholders the results and success of leadership depend on the constructions and co-ordinated actions of both leaders and stakeholders †¢What makes a responsible leader? Responsible leadership is the art of building and sustaining goo d relationships to all relevant stakeholders †¢What qualities do responsible leaders need? Ethical intelligence consists of three key components: moral awareness, moral reflection and moral imagination. Modelling a (responsible) leader’s roles The leader as steward The leader as citizen The leader as visionary The leader as servant The leader as coach The leader as architect The leader as storyteller and meaning enabler The leader as change agent Conclusion: We argued that leadership is a social-relational and ethical phenomenon that occurs in interaction between a leader and a broader group of followers, inside and outside the organization. These followers are in fact a leader’s stakeholders – they are either affected by a leader’s action or have a stake in the leadership project. Often, they have an equal status. In this article, we therefore contended that in a global and networked stakeholder environment the concept of the leader as the great man at the top of the pyramid, as the main creator of economic and social reality with followers as subordinates who are dedicated to ‘‘do the leader’s wishes’’, is no longer valid. Instead, leaders are understood as equal human beings who earn a license to lead from their followers.

Identify Letter Blends - Teaching Dyslexic Students

Identify Letter Blends - Teaching Dyslexic Students Follow this lesson plan for children with dyslexia in early grades to teach and reinforce letter blends at the beginning of a word. Title: Letter Blend BingoGrade level: Kindergarten, first grade, and second gradeSubject: Reading/phonicsCore State Curriculum Standards: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Approximate time required: 30 minutes Objective Students will hear words that begin with consonant blends and correctly match them to the letters on a bingo card. Children with dyslexia have a hard time processing sounds and matching letters to their corresponding sounds. Multi-sensory activities and lessons have been found to be an effective way of teaching phonics and reading. As a practice, bingo is a fun way to help students listen for and identify common consonant blends. This lesson helps children learn blended letters through more than one sense. It includes sight by looking at the letters on the bingo board and, if pictures are used, looking at the pictures. It includes auditory because they hear the word as the teacher calls it out. It also includes touch by having the students mark off the letters as they are called out. Required Materials and Equipment Bingo worksheets (grids with five blocks across and five blocks down) with letter blends randomly placed in the blocks. Each worksheet should be different.Markers or crayonsList of words beginning with letter blends or flashcards with pictures of words beginning with blended letters. Activity The teacher reads a word and/or shows a picture of a word that begins with a letter blend. Saying the word out loud and showing a picture increases the multi-sensory experience of the game. Students mark the square on their bingo board of the letter blend that represents the beginning sound. For example, if the word was grape any student with the letter blend gr on their bingo card would mark that square. As each word is called out, students mark the square with the letter blend at the beginning of the word. When a student gets a straight or diagonal line, they have BINGO. The game can be continued by having the students try to get every block on their sheet filled or starting again with a different color marker. Alternative Methods Use worksheets with blank bingo boards on them and have the students write one letter blend in each block, making sure to use each letter blend only one time (let students know they will not use all of the letter blends). You may want to write the letter blends at the bottom of the worksheet for students to use for reference.Use smaller grids, with four squares up and four squares across and have four grids per page, allowing for four games of bingo.Use the entire alphabet and have students mark the beginning or ending sound of a word. Bingo cards can be customized to match your current lesson, for example, simple vocabulary words, ending consonants, or colors and shapes. Tip: Laminate bingo cards so they can be used more than once. Use dry-erase markers to make it easy to wipe off marks. Reference Letter blends commonly found in the beginning of words: ï » ¿bl, br, ch, cl, cr, dr, fl, fr, gl, gr, fr, pl, pr, sc, scr, sh, sk, sl, sm, sn, sp, spl, squ, st, str, sw, th,thr, tr, tw, wh List of possible words: Block, BrownChair, Clown, CrayonDragonFlower, FrameGlow, GrapePlane, PrizeScare, ScrapSkate, Sled, Smile, Snake, Spoon, Splash, Square, Stone, Street, SwingTruck, Twin

Word Choice Subsequently vs. Consequently - Proofread My Paper

Word Choice Subsequently vs. Consequently - Proofread My Paper Word Choice: Subsequently vs. Consequently These two words are easy to mix up and often used (incorrectly) to mean much the same thing. They are not, however, interchangeable and have two different meanings. Sometimes, deciding which of these words is the correct one for your purpose requires careful consideration. Make sure that you use the right terms in your work by learning their definitions below. Consequently (As a Result) Consequently is an adverb meaning as a result of. It is used to describe an effect, outcome or result, like this: Jonathan is away on holiday. Consequently, he will be unable to play in the soccer match this week. Subsequently (Later or After) Subsequently is an adverb meaning occurring later or after something else. It is, therefore, used when describing a series of events wherein one thing followed another: President Nixon was heavily criticized for his involvement in the Watergate scandal of 1972. He subsequently resigned from office in 1974. However, while there is sometimes a connection between the two events describe (such as the Watergate scandal and Nixons resignation), this isnt always the case. The important thing is simply that one event occurs after the other: Boris was born in Minnesota, but he subsequently studied in schools across the U.S.A. Here, for instance, there is no obvious causal connection, not even indirectly, between Boris being born in one place but later studying elsewhere. Its simply that he was born before he went to school. Consequently or Subsequently? We use consequently when discussing the reason why something took place, while subsequently concerns the order in which events took place. A common mistake is using subsequently instead of consequently when no causation has been discussed. Dont forget to double check whether the word you pick is correct in the context of your writing and remember: Consequently = As a result Subsequently = Later/after

Abraham Lincoln Essay Example | Topics and Well Written Essays - 500 words - 2

Abraham Lincoln - Essay Example Abraham Lincoln was a racist. For approximately 100 years after his death, the African Americans regarded him widely as a paternalistic figure. Modern historians started publicizing the truth that Lincoln was as racist just as other whites of his time. One of the incidents cited as evidence for racism is whereby the blacks had to kneel at Lincoln’s feet. He advocated for the return of newly freed slaves towards Africa and openly stated the primary goal of the civil war being the preservation of the union and not ending the slavery. Lincoln was led by political as opposed to moral reasons as a result of his concern for slavery. His critics used these revelations in order to portray him as being complicit in the creation of false mythology towards personal gain. However, prominent African Americans, as well as the current president, have concluded that Lincoln broached the slavery issue. Albeit Lincoln had no intention of completely ending slavery, his effort of raising the awar eness of the public on the issue deserves credit.In conclusion, Lincoln seems not to have complete emancipation support in the beginning, but this does not mean he was after it personally. His motives are honorable because he was principally and morally at ending slavery. His personal beliefs were always opposed to slavery. He did believe in the effort of the founding fathers who put slavery towards extinction, while he wanted to pursue along that path. He was, however, hesitant at emancipation due to political than other reasons.